Health - Mount Laurel Schools

Transcription

Mount Laurel Township Schools
Physical Education and Health
Curriculum
Grades Preschool through Eight
Adopted by the Mount Laurel Board of Education
on August 28, 2012
MISSION STATEMENT OF THE
MOUNT LAUREL SCHOOL DISTRICT
The mission of the Mount Laurel Township School District is to prepare all children to be
successful citizens and workers in the 21st century. As aligned with the New Jersey
Core Curriculum Content Standards, this includes educating students to read with
comprehension, write clearly, compute accurately, think critically, reason, discover,
innovate, collaborate, and use information to solve problems.
Mount Laurel Central Administrators
Dr. Antoinette Rath
Superintendent of Schools
Dr. Sharon Vitella
Assistant Superintendent for Curriculum,
Instruction and Assessment
Robert F. Wachter Jr.
Assistant Superintendent for Business/Board Secretary
Karen Andronici
Supervisor of Professional Development and Human Resources
Marie F. Reynolds
Director of Communication Services
Mount Laurel Board of Education
Ronald Frey, President
Margaret Haynes, Vice President
Diane Blair
Christine Dickson
Michael Gallagher
Maureen Sojka
Marc Jones
Scott Jones
Joanne Pelly
1 New Jersey Core Curriculum Content Standards
for
Comprehensive Health and Physical Education
INTRODUCTION
Comprehensive Health and Physical Education in the 21st Century
Health literacy is an integral component of 21st century education. Healthy students
are learners who are “knowledgeable and productive, [and] also emotionally and
physically healthy, motivated, civically engaged, prepared for work and economic selfsufficiency, and ready for the world beyond their own borders” (ASCD, 2004). As part of
the state’s initiative to prepare students to function optimally as global citizens and
workers, the contemporary view of health and physical education focuses on taking
personal responsibility for one’s health through an active, healthy lifestyle that fosters a
lifelong commitment to wellness. The mission and vision for comprehensive health and
physical education reflects this perspective:
Knowledge of health and physical education concepts and skills empowers students to
assume lifelong responsibility to develop physical, social, and emotional wellness.
Vision: A quality comprehensive health and physical education program fosters a
population that:
•
Maintains physical, social, and emotional health by practicing healthy behaviors
and goal setting.
•
Engages in a physically active lifestyle.
•
Is knowledgeable about health and wellness and how to access health resources.
•
Recognizes the influence of media, technology, and culture in making informed
health-related decisions as a consumer of health products and services.
•
Practices effective cross-cultural communication, problem solving, negotiation,
and conflict resolution skills.
•
Is accepting and respectful of individual and cultural differences.
•
Advocates for personal, family, community, and global wellness and is
knowledgeable about national and international public health and safety issues.
Intent and Spirit of the Comprehensive Health and Physical Education Standards
2 All students participate in a comprehensive, sequential, health and physical education
program that emphasizes the natural interdisciplinary connection between wellness and
health and physical education. The standards provide a blueprint for curriculum
development, instruction, and assessment that reflects the latest research-based
platform for effective health and physical education programs. The primary focus of the
standards is on the development of knowledge and skills that influence healthy
behaviors within the context of self, family, school, and the local and global community.
The 2009 revised standards incorporate the current thinking and best practices found in
health and physical education documents published by national content-specific
organizations as well as public health and other education organizations and agencies.
Revised Standards
The Comprehensive Health and Physical Education Standards provide the foundation
for creating local curricula and meaningful assessments. Revisions to the standards
include cumulative progress indicators that reflect:
•
Recently enacted legislation outlined in the section below
•
An emphasis on health literacy, a 21st century theme
•
Global perspectives about health and wellness through comparative analysis of
health-related issues, attitudes, and behaviors in other countries
•
Inclusion of additional skills related to traffic safety, fire safety, and accident and
poison prevention
•
Increased awareness of and sensitivity to the challenges related to individuals
with disabilities
The 2009 standards continue to incorporate New Jersey Legislative Statutes related to
the health and well-being of students in New Jersey public schools, including those
enacted from 2004 – 2008:
•
Gang Violence Prevention Bill: N.J.S.A. 18A:35-4.26 (2006) requires instruction
in gang violence prevention.
•
Organ Donation Bill: N.J.S.A. 18A:7F-4.3 (2008) requires instruction in grades 9
through 12 about organ donation and the benefits of organ and tissue donation.
•
Suicide Prevention Bill: N.J.S.A. 18A:6-111 (2004) requires instruction in suicide
prevention and related mental health issues.
3 Resources
Association for Supervision and Curriculum Development. (2004). The whole child.
Online: http://www.ascd.org/programs/THE_WHOLE_CHILD.aspx
Centers for Disease Control and Prevention. (2009). Health education curriculum
analysis tool. Atlanta, GA: Author.
Centers for Disease Control and Prevention. (2006). Physical education curriculum
analysis tool. Atlanta, GA: Author.
Joint Committee on National Health Education Standards. (2007). National health
education standards: Achieving health excellence. Atlanta, GA: American Cancer
Society.
Lohrmann, D. K. (2005). Creating a healthy school. Alexandria, VA: Association for
Supervision and Curriculum Development.
National Association for Sport and Physical Education. (2004). Moving into the future:
National standards for physical education. Reston, VA: American Alliance for Health,
Physical Education, Recreation, and Dance.
National Association of State Boards of Education. (2008). Center for safe and healthy
schools. Online: http://www.nasbe.org/index.php/shs
New Jersey State Department of Education. (2004). Core curriculum content standards
in comprehensive health and physical education. Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Partnership for 21st Century Skills. (2005). Framework for 21st century learning. Online:
http://www.21stcenturyskills.org
Health Literacy includes:
• Obtaining, interpreting, and understanding basic health information and services
and using such information and services in ways that are health enhancing.
•
Understanding preventive physical and mental health measures, including proper
diet, nutrition, exercise, risk avoidance, and stress reduction.
•
Using available information to make appropriate health-related decisions.
•
Establishing and monitoring personal and family health goals.
(Partnership for 21st Century Skills, 2005)
New Jersey Legislative Statutes Summary
•
Accident and Fire Prevention (N.J.S.A. 18A:6-2) requires instruction in accident
4 and fire prevention. Regular courses of instruction in accident prevention and fire
prevention shall be given in every public and private school in this state.
Instruction shall be adapted to the understanding of students at different grade
levels.
•
Breast Self-Examination (N.J.S.A. 18A:35-5.4) requires instruction on breast selfexamination.
Each board of education which operates an educational program for students in
grades 7 through 12 shall offer instruction in breast self-examination. The
instruction shall take place as part of the district’s implementation of the Core
Curriculum Content Standards in Comprehensive Health and Physical Education,
and the comprehensive health and physical education curriculum framework
shall provide school districts with sample activities that may be used to support
implementation of the instructional requirement.
•
Bullying Prevention Programs (N.J.S.A. 18A:37- 17) requires the establishment
of bullying prevention programs. Schools and school districts are encouraged to
establish bullying prevention programs and other initiatives involving school staff,
students, administrators, volunteers, parents, law enforcement, and community
members. To the extent funds are appropriated for these purposes, a school
district shall: (1) provide training on the school district’s harassment, intimidation,
or bullying policies to school employees and volunteers who have significant
contact with students; and (2) develop a process for discussing the district’s
harassment, intimidation, or bullying policy with students. Information regarding
the school district policy against harassment, intimidation, or bullying shall be
incorporated into a school’s employee training program.
•
Cancer Awareness (N.J.S.A. 18A:40-33) requires the development of a school
program on cancer awareness.
The Commissioner of Education, in consultation with the State school boards,
shall develop a cancer awareness program appropriate for school-aged children.
•
•
Domestic Violence Education (N.J.S.A. 18A:35-4.23) allows instruction on
problems related to domestic violence and child abuse.
A board of education may include instruction on the problems of domestic
violence and child abuse in an appropriate place in the curriculum of elementary
school, middle school, and high school pupils. The instruction shall enable pupils
to understand the psychology and dynamics of family violence, dating violence,
and child abuse; the relationship of alcohol and drug use to such violence and
abuse; and the relationship of animal cruelty to such violence and abuse; and to
learn methods of nonviolent problem-solving.
Gang Violence Prevention (18A:35-4.26) requires instruction in gang violence
prevention for elementary school students. Each board of education that
operates an educational program for elementary school students shall offer
instruction in gang violence prevention and in ways to avoid membership in
5 gangs. The instruction shall take place as part of the district’s implementation of
the Core Curriculum Content Standards in Comprehensive Health and Physical
Education, and the comprehensive health and physical education curriculum
framework shall provide school districts with sample materials that may be used
to support implementation of the instructional requirement.
•
Health, Safety, and Physical Education (N.J.S.A.18A:35) requires that all
students in grades 1 through 12 participate in at least two and one-half hours of
health, safety, and physical education in each school week. Every pupil, except
kindergarten pupils, attending the public schools, insofar as he or she is
physically fit and capable of doing so, as determined by the medical inspector,
shall take such courses, which shall be a part of the curriculum prescribed for the
several grades, and the conduct and attainment of the pupils shall be marked as
in other courses or subjects, and the standing of the pupil in connection therewith
shall form a part of the requirements for promotion or graduation. The time
devoted to such courses shall aggregate at least two and one-half hours in each
school week, or proportionately less when holidays fall within the week.
•
Drugs, Alcohol, Tobacco, Controlled Dangerous Substances, and Anabolic
Steroids (N.J.S.A. 18A:40A-1) requires instructional programs on drugs, alcohol,
anabolic steroids, tobacco, and controlled dangerous substances and the
development of curriculum guidelines. Instructional programs on the nature of
drugs, alcohol, anabolic steroids, tobacco, and controlled dangerous substances,
as defined in section 2 of P.L.1970, c.226 (C.24:21-2), and their physiological,
psychological, sociological, and legal effects on the individual, the family, and
society shall be taught in each public school and in each grade from kindergarten
through 12 in a manner adapted to the age and understanding of the pupils. The
programs shall be based upon the curriculum guidelines established by the
Commissioner of Education and shall be included in the curriculum for each
grade in such a manner as to provide a thorough and comprehensive treatment
of the subject.
•
Lyme Disease Prevention (N.J.S.A. 18A:35-5.1) requires the development of
Lyme disease curriculum guidelines.
The guidelines shall emphasize disease prevention and sensitivity for victims of
the disease. The Commissioner of Education shall periodically review and update
the guidelines to insure that the curriculum reflects the most current information
available.
•
Organ Donation (N.J.S.A. 18A:7F-4.3) requires information relative to organ
donation to be given to students in grades 9 through 12. The goals of the
instruction shall be to: o Emphasize the benefits of organ and tissue donation to
the health and well-being of society generally and to individuals whose lives are
saved by organ and tissue donations, so that students will be motivated to make
an affirmative decision to register as donors when they become adults.
o Fully address myths and misunderstandings regarding organ and tissue
6 donation.
o Explain the options available to adults, including the option of designating a
decision-maker to make the donation decision on one’s behalf.
o Instill an understanding of the consequences when an individual does not
make a decision to become an organ donor and does not register or
otherwise record a designated decision-maker.
o The instruction shall inform students that, beginning five years from the date
of enactment of P.L.2008, c.48 (C.26:6-66 et al.), the New Jersey Motor
Vehicle Commission will not issue or renew a New Jersey driver’s license or
personal identification card unless a prospective or renewing licensee or card
holder makes an acknowledgement regarding the donor decision pursuant to
section 8 of P.L.2008, c.48 (C.39:3-12.4). The Commissioner of Education,
through the non-public school liaison in the Department of Education, shall
make any related instructional materials available to private schools
educating students in grades 9 through 12, or any combination thereof. Such
schools are encouraged to use the instructional materials at the school;
however, nothing in this subsection shall be construed to require such
schools to use the materials.
•
Sexual Assault Prevention (N.J.S.A. 18A:35-4.3) requires the development of a
sexual assault prevention education program. The Department of Education in
consultation with the advisory committee shall develop and establish guidelines
for the teaching of sexual assault prevention techniques for utilization by local
school districts in the establishment of a sexual assault prevention education
program. Such program shall be adapted to the age and understanding of the
pupils and shall be emphasized in appropriate places of the (NJ DOE)sufficiently
for a full and adequate treatment of the subject.
(NJ DOE)
7 New Jersey Comprehensive Health and Physical Education
Core Curriculum Content Standards
Frequently Asked Questions: Health and Family Life Education
1. What are the requirements regarding health education in New Jersey schools?
All students are required to participate in health education classes which include
a family life education component. The N.J.S.A.18A:35-7 and 8 requires that all
students in grades 1-12 take at least 150 minutes of health, safety, and physical
education per week each year. In high school, students must complete at least
3¾ credits in health and physical education for each year of attendance in order
to receive a state-endorsed diploma. In order for students to meet the New
Jersey Core Curriculum Content Standards (NJCCCS), schools must provide
instruction in both health education and physical education.
2. Must students take family life education classes?
Content in this area is outlined in Standard 2.4: Human Relationships and
Sexuality and must be included in the district’s health education curriculum.
However, pursuant to N.J.S.A. 18A:35-4.7, any child whose parent or guardian
presents to the school a signed statement that any part of instruction in health,
family life education, or sex education is in conflict with his or her conscience or
sincerely held moral or religious beliefs shall be excused from that portion of the
course. Students excused from instruction should be provided alternative
instructional content and activities aligned with the New Jersey Comprehensive
Health and Physical Education Core Curriculum Content Standards (CCCS) and
the local health education curriculum.
3. If a parent wants a child excused from family life education, what process should be
used?
Local school districts must have policies in place to notify parents about their
right to excuse a child from such instruction without penalty, however, no specific
procedures are specified in N.J.S.A.18A:35-4.7. All parents/guardians should be
notified of the excusal process. State law does not require active consent;
however, every effort should be made to notify parents in advance of their right to
have their child excused. Schools may use formal letters, information in parentstudent handbooks, school Web sites and other means to inform parents of this
process.
The law requires the parent/guardian to present a written, signed statement to
the principal explaining how instruction in health, safety, family life education, or
sex education is in conflict with his or her conscience or sincerely held moral or
religious education beliefs. Once the letter has been received by the school
administration, a discussion should take place with the parent/guardian to clarify
any misconceptions about the school’s program. The student can then be
8 excused without penalty from the content of the course found in conflict; however,
the student must still complete mutually agreed upon instructional activities that
support achievement of the Comprehensive Health and Physical Education Core
Curriculum Content Standards. For example, in lieu of a human sexuality class, a
student could be placed in a physical education class, take a foods and nutrition
course, or complete an independent project to fulfill the requirements.
4. Must the school provide a copy of the health education curriculum upon request?
The school must make available a copy of the curriculum for review upon request.
Typically, review copies of the curriculum and all related instructional materials
are made available by the health/physical education teacher, school nurse, or
curriculum office and may also be available at parents night or a school open
house. Many schools hold special events to inform parents of the content and
expectations of the health curriculum.
5. Can schools contract with outside organizations to provide health and family life
education during school hours?
While schools may contract with outside organizations to provide specialized
instruction during school hours, an appropriately certified school employee must
be present during the delivery of instruction. The school has a responsibility to
ensure that such instruction is medically accurate, unbiased, not promoting a
particular religion, and aligned to the NJCCCS in Comprehensive Health and
Physical Education and the district’s health education curriculum. Local school
districts should carefully review the organization and instructors’ credentials,
check references, and if possible, attend a presentation(s) made for a similar
audience before engaging an outside provider.
6. Are schools required to provide professional development to teachers to ensure that
they possess current information regarding instruction in health and family life
education?
New Jersey teachers are required to complete 100 hours of professional
development within a five-year cycle. There is no specific requirement regarding
teacher training in health or family life education. A professional development
plan (PDP, formerly PIP) should be negotiated and agreed upon between the
teacher and his/her supervisor. Professional development must align with the
New Jersey Professional Development Standards for Teachers, and have the
goal of improving teacher content knowledge and pedagogy in health education.
Because health information is constantly changing, it is important that educators
take responsibility for staying current in their field.
7. Who provides professional development for family life education?
New Jersey has a database of registered providers of professional development
in health education and family life education that may be accessed on the New
Jersey Department of Education Web site at http://www.nj.gov/education/njpep/.
9 8. How can a school ensure that a program is gender sensitive?
The N.J.A.C. 6A:7-1.7(b) requires that schools provide curriculum and instruction
that is free of bias and offers the opportunity for positive interaction among
students, regardless of race, color, religion, gender, national origin, age, disability,
sexual orientation, political affiliation or belief. Broad community representation
on a curriculum advisory committee can help to ensure that the program reflects
community culture and norms.
9. How can schools garner community support for health and family life education?
N.J.A.C. 6A:8-3.1 requires that school districts encourage community
involvement in the development and review of all curricula that include health
education programs. A Curriculum Advisory Committee that represents the
community and periodically reviews curricula in all content areas is likely to
maintain committee member interest and build community support. Committee
members may consist of parents, family members, teachers, administrators,
community and religious leaders, and students. Members should represent
diverse community values and beliefs in order to ensure that information
regarding instructional programs is shared across the community. Curriculum
Advisory Committees that focus on a single content area or school issue often
find it difficult to maintain the support and interest of school staff and the broader
community, since members are likely to have temporary or personalized agendas.
10. Are New Jersey’s schools required to provide abstinence-only programs?
No. New Jersey schools are not required to provide abstinence-only programs.
However, N.J.S.A. 18A:35-4.19 et seq., known as the “stress abstinence law,”
requires schools to stress abstinence as the one completely reliable method of
prevention when discussing contraception. It also requires schools to address the
failure rates of various contraceptive methods (Adult failure rate data is the only
information currently available.). The NJCCCS require instruction regarding
multiple methods of contraception; therefore, a school that chooses an
abstinence-only curriculum as its only instructional program is not in compliance
with the standards that specifically require students to understand abstinence, as
well as contraception and disease prevention. In addition, the standards require
students to carefully compare and contrast risk reduction and risk elimination
methods and strategies to address internal and external pressures to remain
abstinent.
11. What does stress abstinence mean?
N.J.S.A. 18A:35-4.19 et seq., the AIDS Prevention Act of 1999, is commonly
referred to as the stress abstinence law. The law requires school-based
programs and materials to emphasize that abstinence from sexual activity is the
one completely reliable means of eliminating the sexual transmission of
HIV/AIDS and other sexually transmitted diseases and of avoiding pregnancy.
10 The law requires local boards of education to include in their curriculum the
reasons, skills, and strategies for remaining or becoming abstinent. It also
requires that any instruction on methods of contraception, including the use of
condoms, contain information on their failure rates in actual use. The law also
requires that materials stress the importance of avoiding intravenous (needle
injection) drug use as a method of HIV prevention.
12. Where can teachers and curriculum developers find state and local data to support
program development?
The New Jersey Department of Education and other state agencies provide data
and reports concerning selected student behaviors related to health and health
outcomes such as pregnancy, live births, infant mortality, HIV and STD infection,
and admissions to addiction treatment. The links to access reports and data are
listed below:
New Jersey Student Health Survey
New Jersey Middle School Substance Use Survey
New Jersey County Chartbook
Pregnancy Risk Assessment Monitoring System
Black Infants Better Survival Statistics
New Jersey Sexually Transmitted Disease Program
New Jersey HIV/AIDS Services
New Jersey Center for Health Statistics
13. What criteria should be used to select a proposed family life education program?
The program must be aligned with the most recent version (2009) of the
NJCCCS for Comprehensive Health and Physical Education. The program and
related instructional materials should be current, medically accurate and
supported by extensive research with similar student populations, if available.
The materials should also be developmentally appropriate, gender and culturally
sensitive, and bias-free. This includes bias/proclivity towards a particular religious
or political viewpoint. Other questions to consider in choosing a program and
instructional materials are as follows: Does the program have accompanying
instructional materials or will other materials be necessary to address the
standards? Does the program address skills and behavior change or just
content? How much training will teachers need to use the program? Does the
program address the needs of students in the school community, based on public
health data and community norms? Does the program stress abstinence, yet
provide a balanced approach to instruction? What is the cost per pupil? Are the
materials available in languages other than English?
14. How can schools be sensitive to religious and cultural beliefs about family and
sexuality?
While the Comprehensive Health and Physical Education Standards provide a
framework for local school districts, it is the responsibility of the district to align its
11 curriculum with the standards while still addressing the diverse needs of its
students. New Jersey community demographics are constantly changing, and it
would be unreasonable to expect a single teacher to be fully aware of the various
cultural norms of each represented group. Therefore, the task of building cultural
and religious sensitivity must be an ongoing effort, conducted by the local school
district with the assistance of local cultural and religious organizations. The New
Jersey Department of Health and Senior Services has established a network to
assist in the identification of organizations with specific expertise in this area. The
New Jersey Statewide Network for Cultural Competence can be accessed at
http://www.state.nj.us/njsncc/index.shtml.
15. How can teachers and curriculum developers ensure that materials are
developmentally appropriate?
The Comprehensive Health and Physical Education Standards are organized into
small grade level bands (K-2, 3-4, 5-6, 7-8, and 9-12) so that teachers can easily
identify what should be taught across grade levels. Schools need to provide time
for teachers to discuss when and how the cumulative progress indicators will be
addressed. Teachers also need to be sensitive to the social, emotional, and
physical developmental levels of students in their classrooms and adjust
instruction accordingly. Instruction cannot always be individualized to meet every
student’s immediate needs. There is no doubt, however, that in any classroom,
there will be students at various developmental stages who will use the
information presented in different timeframes in accordance with their
developmental levels of readiness.
16. What factors should schools consider when engaging a speaker/presenter for
students and/or parents?
Knowledgeable speakers/presenters may benefit a particular course and/or
overall instructional program by virtue of their expertise on a given topic(s) that
may enhance awareness and learning. Some questions to consider when
choosing a guest speaker/presenter for students or parents include the following:
• Is the speaker’s message and delivery method grade-level appropriate?
• Is there an opportunity to observe the speaker and review his/her presentation
materials to ensure they are aligned with the district curriculum and are
developmentally appropriate?
• Is the speaker’s information medically accurate?
• Is the presentation (including method and materials) inclusive of all students’
needs?
• Does the speaker and the message model positive behavior?
• Is there certainty that the speaker does not use fear-based motivational
techniques?
• Is the philosophy of the agency/message aligned with the local curriculum and
the NJCCCS?
• Can a set of clear goals and objectives for the presentation that will reinforce
the lessons that occur prior to and after the speaker’s presentation be
12 negotiated?
17. School policy does not allow teachers to discuss certain topics that continually
surface during class. How should teachers handle this situation?
There is the likelihood that if students continually focus on certain topics, they are
already discussing them with peers. Teachers need to be sensitive to these
issues and raise the awareness of school administrators, parents, and the district
curriculum committee to ensure that the curriculum addresses the current and
pressing needs of students. Student behavior, classroom conversations, and
student interests have changed - teachers need to make sure that school officials
and parents are aware of these changes. Teachers should adjust instruction
accordingly so that students have accurate information from an informed adult,
rather than misinformation from other sources. It is important to note that local
school districts must address the content and skills at the designated grade
levels found in the standards. Staff cannot deviate from designated grade-level
instruction because they may be uncomfortable with the content. If staff, parents,
students and community members work together in developing a curriculum that
meets the needs of all students, this situation is less likely to occur. If a teacher,
parent or concerned citizen discovers that a local school district curriculum is not
aligned with the standards, he/she should discuss the issue with the teacher
responsible for health instruction and with supervisors responsible for the
development and implementation of the health curriculum.
18. How can schools ensure that a program is medically accurate?
Assuring that content is medically accurate is of critical importance and is the
reason all instructors should be provided with content-specific professional
development. To assist in reviewing content for medical accuracy, school
medical inspectors (school physicians) and school nurses may be involved in the
curriculum review process along with substance awareness coordinators, school
counselors, social workers, and health education instructors and supervisors.
Community medical experts and healthcare providers may also be of assistance.
If the instructional program was developed by school district staff, the curriculum
committee should provide a list of reputable resources to assist in reviewing
program materials. If the program was developed by a major publisher, the
material may have already been reviewed for accuracy by a national agency.
Specific facts cited in instructional materials can be compared with facts
published by the Centers for Disease Control and Prevention (www.cdc.gov) and
the New Jersey Department of Health and Senior Services
(http://www.state.nj.us/health/).
19. How can schools obtain greater parent involvement in health and family life
education?
Some local districts offer a workshop for parents to review curriculum materials
prior to beginning the family life education program. Such a workshop is an
excellent opportunity to make parents aware of normal sexual development in
13 children, to address their concerns and offer advice when answering common
questions children of various ages might ask regarding sexuality.
Alternatively, teachers can assign adult-child homework assignments that
provide an opportunity for parents/caregivers and children to discuss issues
related to sex education such as values, family beliefs, culture, history and need
for good communication. Interviews and discussion questions are a common
technique used in creating these assignments that may be a formal part or a
supplement to the curriculum.
The New Jersey Parent Teacher Association encourages its members to become
involved in supporting health education and a coordinated approach to school
health programs through committees that address HIV/AIDS, character education,
student health and welfare, and nutrition.
A number of high school peer education groups have successfully conducted
workshops that provide parents with an opportunity to talk to students, other than
their own child, about sexuality-related issues and concerns. The Teen
Prevention Education Program (Teen PEP) is an example of such a workshop
program. Teen PEP is the result of collaboration with the Princeton Center for
Leadership Training, HiTops Inc., and the New Jersey Department of Health and
Senior Services and is supported by the Prudential Foundation and the New
Jersey Department of Human Services
(http://www.princetonleadership.org/highschool.html).
20. Does the New Jersey Department of Education approve health and family life
education materials (e.g., textbooks, videos, software) or require schools to use
specific materials?
No. The department does not approve instructional materials such as textbooks,
software, or videos in any content area. Material adoption is a local district
decision, based on the local curriculum development and review process. All
locally adopted instructional materials should be aligned to the district curriculum
and the NJCCCS and be current, medically accurate, and developmentally
appropriate.
The department does provide supplemental resources, such as curriculum
frameworks, scope and sequence models, and frequently asked questions to
assist with the development, alignment, and implementation of district health
curricula. These resources can be accessed online at
http://www.nj.gov/njded/aps/cccs/chpe/.
21. Does the department require schools to teach about same-sex families?
Yes. The department requires that students learn about all kinds of families,
including same-sex families. Most New Jersey classrooms have a myriad of
family support systems and structures that reflect the social, cultural, economic,
ethnic, and religious diversity of our state. Schools must be sensitive to the many
14 family structures represented in classrooms and in society today, including, but
not limited to, traditional or two-parent families, blended families, single-parent
families, multiracial and multigenerational families, and same-sex families.
The NJCCCS for Comprehensive Health and Physical Education require all
students to understand the role of life-long relationships and the contributions
that healthy relationships make to wellness. In grades K-4, students learn that:
there are different kinds of families; family members have different roles and
responsibilities; and families share love, values, and traditions, provide emotional
support for each other, and set boundaries and limits. In the middle grades,
students learn about healthy relationships, the role of families in meeting human
needs, and the historical role of marriage and family in community and society. In
high school, students investigate how different family structures, values, rituals,
and traditions meet human needs and begin to understand how young adulthood
will impact their role as a family member. High school students address factors to
consider when choosing a life partner and learn how to enhance and maintain
mature, loving, and respectful relationships.
22. Does the department require schools to teach about sexual orientation?
Yes. The standards require that by the end of grade eight, students discuss
topics about sexual orientation. Issues might include tolerance and sensitivity,
harassment and name-calling, stereotyping, and the development of gender
identity and its relationship to puberty and adolescence. Similar topics might be
addressed in more depth at the secondary level.
(NJ DOE)
15 Glossary
DIFFERENT KINDS OF FAMILIES
Different kinds of families refers to the many family structures represented in
classrooms and in society today, including, but not limited to: A traditional two-parent
(i.e., mother and father) families, blended families, single-parent families, multi-racial
families, multi-generational families, and same-sex-parent families.
ESSENTIAL ELEMENTS OF MOVEMENT SKILLS
Essential elements of movement means the knowledge and demonstration of
mechanically correct technique when executing a movement skill.
FITT
FITT stands for the basic philosophy of what is necessary to gain a training effect from
an exercise program.
The FITT acronym represents:
1.
Frequency - How often a person exercises
2.
Intensity - How hard a person exercises
3.
Time - How long a person exercises
4.
Type - What type of activity a person does when exercising
HEALTH-RELATED FITNESS
Health-related fitness incorporates the five major components of fitness related to
improved health:
1. Cardio-respiratory endurance is the ability of the blood vessels, heart, and lungs
to take in, transport, and utilize oxygen. This is a critically important component
of fitness because it impacts other components of fitness and decreases the risk
of cardiovascular diseases.
2. Muscular strength is the maximum amount of force a muscle or muscle group
can exert.
3. Muscular endurance is the length of time a muscle or muscle group can exert
force prior to fatigue.
4. Flexibility refers to the range of motion in the joints.
5. Body composition shows the amount of fat versus lean mass (bone, muscle,
connective tissue, and fluids). While some fat is essential for insulation and
providing energy, too much fat can cause serious health problems.
HPV
Human papillomavirus (HPV) is a common virus that infects the skin and mucous
membranes. There are about 100 types of HPV, and approximately 30 of those are
spread through genital contact (typically sexual intercourse). Around 12 types called “low-risk” types of HPV - can cause genital warts. In addition, there are
approximately 15 “high-risk” types of HPV that can cause cervical cancer. Infection with
the common types of “genital” HPV can be prevented with the HPV vaccine. However,
vaccination is only fully effective if administered before a girl or young woman has been
exposed to those types of HPV through sexual contact. In addition, the vaccine does not
16 protect against all types of HPV that can cause cervical cancer.
INTENTIONAL AND UNINTENTIONAL INJURIES
Intentional injuries are injuries arising from purposeful action (e.g., violence and suicide).
Unintentional injuries are injuries arising from unintentional events (e.g., motor vehicle
crashes and fires).
MOVEMENT SKILLS
Movement skills encompass locomotor, nonlocomotor, and manipulative movement:
1. Locomotor movement occurs when an individual moves from one place to
another or projects the body upward (e.g., walking, jumping, skipping, galloping,
hopping, jumping, sliding, running).
2. Nonlocomotor movement occurs when an individual moves in self-space without
appreciable movement from place to place (e.g., twisting, bending, stretching,
curling).
3. Manipulative movement occurs when an individual controls a variety of objects
with different body parts (e.g., throwing, catching, kicking, striking, dribbling).
PERSONAL ASSETS
Personal assets refer to individual strengths and weaknesses regarding personal
growth.
PROTECTIVE FACTORS
Protective factors refer to the skills, strengths, and resources that help individuals deal
more effectively with stressful situations.
RESILIENCY
Resiliency is the ability to overcome the negative effects of risk exposure.
SERVICE PROJECTS
Service projects are initiatives that represent relevant social and civic needs.
SKILL-RELATED FITNESS
Skill-related fitness refers to components of physical fitness that contribute to the ability
to successfully participate in sports:
1. Agility is the ability to rapidly and accurately change the direction of the whole
body while moving in space.
2. Balance is the ability to maintain equilibrium while stationary or moving.
3. Coordination is the ability to use the senses and body parts in order to perform
motor tasks smoothly and accurately.
4. Power is the amount of force a muscle can exert over time.
5. Reaction time is the ability to respond quickly to stimuli.
6. Speed is the amount of time it takes the body to perform specific tasks while
moving.
STIS
Sexually transmitted infection (STI), also known as sexually transmitted disease (STD),
17 is an illness that has a significant probability of transmission between humans or
animals by means of sexual contact, including vaginal intercourse, oral sex, and anal
sex.
TRAFFIC SAFETY SYSTEM
Traffic safety system refers to the concept of traffic (moving people safely and
efficiently), the specific components of the traffic safety system (e.g., laws, safety, signs,
travel modes, routes, and responsibilities), and the people who are part of the
traffic safety system (e.g., walkers, bicyclists, police, and automobile, bus, and train
operators).
(NJ DOE)
Adaptive Physical Education:
1. Adaptive PE programming for student will be addressed as per the student’s IEP
with respect to individualized objectives/goals.
2. Programming maybe integrated into the Standard PE class or a separate
program based on student needs as per the IEP.
Dating Violence ~ Excerpted from Board Policy 6142-4
For students in grades 7 and 8, physical education and health curriculum will include the
topic of dating violence. “Dating violence” means a pattern of behavior where one
person threatens to use, or actually uses physical, sexual, verbal, or emotional abuse to
control a dating partner.
The dating violence education shall include information on the definition of dating
violence, recognizing dating violence warning signs, and the characteristics of healthy
relationships.
The purpose of the dating violence information is to help prevent dating situations from
becoming unsafe and to help educate young people on constructive ways to resolve
conflicts in personal relationship.
18 Mount Laurel Township Schools
Health Curriculum Guide
Preschool
Stage 1 – Desired Results
NJCCCS:
2.1 Wellness: All students will acquire health
promotion concepts and skills to support a
healthy, active lifestyle.
2.2 Integrated Skills: All students will develop
and use personal and interpersonal skills to
support a healthy, active lifestyle.
Unit/Big Idea: (1) Personal Growth & Health
Services and Information
Enduring Understandings:
Essential Questions:
Students will understand that…
The choices people make with nutrition and
safety practices affect their wellness.
What is wellness?
Students will know that…
Developing self-help skills and personal
hygiene skills promotes healthy habits.
Students will be able to…
2.1.P.A.1: Develop an awareness of healthy
habits (e.g., use clean tissues, wash hands,
handle food hygienically, brush teeth, and
dress appropriately for the weather).
Developing the knowledge and skills
necessary to make nutritious food choices
promotes healthy habits.
Developing self-help skills and personal
hygiene skills promotes healthy habits.
Developing an awareness of potential hazards
in the environment impacts personal health
and safety.
Developing an awareness of potential hazards
in the environment impacts personal health
and safety.
How are you living a healthy life?
2.1.P.A.2: Demonstrate emerging self-help
skills (e.g., develop independence when
pouring, serving, and using utensils and when
dressing and brushing teeth).
2.1.P.B.1: Explore foods and food groups (e.g.,
compare and contrast foods representative of
various cultures by taste, color, texture, smell,
and shape).
2.1.P.B.2: Develop awareness of nutritious
food choices (e.g., participate in classroom
cooking activities, hold conversations with
knowledgeable adults about daily
2.1.P.C.1: Develop an awareness of healthy
habits (e.g., use clean tissues, wash hands,
handle food hygienically, brush teeth, and
dress appropriately for the weather).
2.1.P.D.1: Use safe practices indoors and out
(e.g., wear bike helmets, walk in the
classroom, understand how to participate in
emergency drills, and understand why car
seats and seat belts are used).
2.1.P.D.2: Develop an awareness of warning
symbols and their meaning (e.g., red light, stop
sign, poison symbol, etc.).
2.1.P,D.3: Identify community helpers who
assist in maintaining a safe environment.
2.1.P.D.4: Know how to dial 911 for help.
2.2.P.E.1. Identify community helpers who
assist in maintaining a safe environment.
Stage 2 – Assessment Evidence
Required Performance Assessment:
Other Evidence:
Refer to Early Childhood Programming/Preschool Disabled Classes Curriculum, Adopted
by the Mt. Laurel Board of Education August,
2000
Teacher observation
Self-assessment
Peer-assessment
Quiz/checklist on key terms, concepts, skills …
Oral response
Written response
Stage 3 - Learning Plan
Suggested Learning Activities:
Refer to Early Childhood Programming/Preschool Disabled Classes Curriculum, Adopted
by the Mt. Laurel Board of Education August,
2000
Kindergarten
NJCCCS:
Unit/Big Idea: (1) Choices
2.1 Wellness: All students will learn and apply
health promotion concepts and skills to support
a healthy, active lifestyle.
The choices people make with nutrition and
safety practices affect their wellness.
What is wellness?
Health-enhancing behaviors contribute to
wellness.
2.1.2.A.1: Explain what being “well” means and
identify self-care practices that support
wellness.
Effective decision-making skills foster healthier
lifestyle choices.
How are you living a healthy life?
2.1.2.A.2: Use correct terminology to identify
body parts, and explain how body parts work
together to support wellness.
2.2.2.B.1. Explain what a decision is and why it
is advantageous to think before acting.
2.2.2.B.2. Relate decision-making by self and
others to one’s health.
The Great Wall of Wellness - Divide the class
into small groups. Have each group list five
things that make him/her healthy. Have each
group present their list to the class and
develop a master list. From the ideas on that
list, have the entire class creates a mural
illustrating the healthy behaviors. Display the
mural in the hallway, and encourage other
classes to contribute to the continuation of the
“wellness wall.”
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Sing “I’m a Clean Cowboy” and discuss the
term “wellness.”
Read I need a Lunch Box and/or Lunch and
discuss. Students draw their favorite lunch and
write, “My favorite lunch is…”
List and pantomime “The Hand Washing
Steps” with the students. Predict
consequences of not keeping clean. Follow the
same directions for brushing teeth, washing
hair, taking a bath, etc. Summarize strategies
to prevent the spread of common diseases and
health conditions.
Sing “Fifteen Ways to Stay Out of Trouble” and
discuss the term “safety.”
Read Jessie Bear, What Will You Wear and
discuss. List ways to keep one’s body and
environment clean. Chart: “How to Keep Clean
and Healthy.”
Sing “A Party in Cool Dude’s Tummy.” Make a
T-Chart and have students distinguish
between healthful and less-healthful foods.
Have students explain why some foods are
healthier than others.
Read Stone Soup and discuss. Create a
“Favorite Soup Graph” and compare results.
Brainstorm a list of places in the home where
safety hazards can occur. Then discuss how
these hazards can be prevented.
Brainstorm a list of places in the school where
safety hazards can occur. Then discuss how
these hazards can be prevented.
Brainstorm a list of places in the community
where safety hazards can occur. Then discuss
how these hazards can be prevented.
Make sure fire safety, poison safety, accident
prevention, pedestrian safety, bicycle safety,
and traffic safety are discussed.
Kindergarten
NJCCCS: 2.1 Wellness: All students will learn
and apply health promotion concepts and skills
to support a healthy, active lifestyle.
Unit/Big Idea: (2) Body Functions/Systems
It is important to know and use the correct
name of your body part.
What does it mean to be well?
Health-enhancing behaviors contribute to
wellness.
2.1.2.A.2: Use correct terminology to identify
body parts, and explain how body parts work
together to support wellness.
How do your body parts support wellness?
Students create posters of themselves doing a
self-care practice. Each student presents their
poster to the class and explains why the selfcare practice supports wellness and identifies
which body parts are used to perform the selfcare practice.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Sing “My Body is Special” and introduce the
terms “special” and “unique.”
Discuss terms “needs” and “wants” and play
“Needs and Wants” game. Hold up picture
cards of various items. Students use ‘thumbs
up’ to indicate a picture that is a “need” and
‘thumbs down’ to indicate a “want.”
Read I Like Me and discuss. Using a T-Chart,
have students share how they are alike and
different from each other.
Kindergarten
NJCCCS: 2.3 Drugs & Medicines: All students
will learn and apply information about alcohol,
tobacco, other drugs and medicines to make
decisions that support a healthy, active
lifestyle.
Unit/Big Idea: (3) Drugs/Medicine
How do medicines improve your health?
Medicines can have positive and negative
effects on their health.
How would life be different if we didn’t have
medicines?
Medicines come in a variety of forms
(prescription medicines, over-the-counter
medicines, medicinal supplements), are used
for numerous reasons, and should be taken as
directed in order to be safe and effective.
2.3.2.A.1. Explain what medicines are and
when some types of medicines are used.
2.3.2.A.2. Explain why medicines should be
administered as directed.
Medicine Puppet Show – After discussing
medicine, how it can be
helpful/harmful, and its proper usage; have
students create a puppet show that
demonstrates the proper use of medicine.
Divide the class into small groups. Have each
group develop a puppet show where they
demonstrate the following: what is medicine,
how medicine can help, how medicine can
hurt, and the proper usage of medicine. After
practicing their shows, have students present
them to their classmates.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Sing “No Drugs! No Way!” and introduce terms
“medicine” and “drugs.”
Have students vote (thumbs up/thumbs down)
to the following questions:
Sing “I Don’t Feel So Good” and introduce the
idea that medicines are drugs.
Students sort through pictures that are/are not
medicine.
Do you think medicines are drugs?
Do you think medicines are OK for
everyone to take whenever they want?
Do you think it is OK to give yourself
medicine?
Using a KWL Chart, students share what they
know, want to know, and learned about the
purpose/use of medicines.
“People, Places, Things Chart” – Make a list of
the people, places, and things where we can
go to well.
Brainstorm and list what would happen if we
took medicines when we are not sick.
Explain why medicines should be administered
as directed.
Kindergarten
NJCCCS: 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.
Unit/Big Idea: (4) Relationships ~ Integrate
with Social Studies Unit 3 – Me and My Family
I am an important part of my family, school and
community.
(From Social Studies Unit 3 – Me and My
Family)
How are we alike and how are we different?
Family)
The family unit encompasses the diversity of
family forms in contemporary society.
2.4.2.A.1. Compare and contrast different
kinds of families locally and globally.
What roles do each of my family members play
(including me)?
2.4.2.A.2. Distinguish the roles and
responsibilities of different family members.
Family)
We are learning about our kindergarten
families. Your job is to teach us about your
family. You need to create a poster and
present it to your classmates. Your poster
must include the following: a photograph of
you and your family members (including pets),
names and ages of your family members,
favorite things to do with your family, traditions
and holidays celebrated. You should also
include details about yourself, ie. your
connection to your family, your school, your
neighborhood/community (place of worship,
sports teams, clubs, etc.)
Other Evidence:
See Social Studies Unit 3 – Me and My Family
for samples
See Social Studies Unit 3 – Me and My Family
– be sure to select activities that support the
Health indicators found in Stage One of this
unit
Kindergarten
NJCCCS: 2.1 Wellness: All students will
acquire health promotion concepts and skills to
Unit/Big Idea: (5) Social/Emotional Health an
Integrated Unit w/Counselor Lesson 9.1,
Grade K in 21st Century Life and Careers
Curriculum Guide
Some needs are shared by all people.
What social needs and emotional needs do all
people have in common regardless of where
they live or their culture?
Many factors at home, school, and in the
community impact social and emotional health.
2.1.2.E.1: Identify basic social and emotional
needs of all people.
(Borrowed from 21st Century Life and Careers
Curriculum Guide, Grade K – 9.1; Counselor
Unit. Activity from the Suggested Learn Plan
section)
Role-play “What If” situations dealing with
expressing wants and needs and feelings in
various situations. Student performance to be
evaluated by a teacher-developed rubric.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
See 21st Century Life and Careers Curriculum
for 9.1 Grade K – be sure to select activities
that support the Health indicators found in
Stage One of this Health Unit.
Grade One
NJCCCS: 2.1 Wellness: Students will learn
Unit/Big Idea: (1) Body Systems/Function
There are appropriate ways to communicate
their wants, needs, and emotions.
What are appropriate ways to express your
wants, needs, and emotions?
How does an understanding of your wants,
needs, and emotions lead to a healthy, active
lifestyle?
Knowledge about diseases and disease
prevention promotes health-enhancing
behaviors.
Many factors at home, school, and in the
community impact social and emotional health.
2.1.2.C.3: Determine how personal feelings
can affect one’s wellness.
2.1.2.E.3. Explain ways of coping with
common stressful situations experienced by
children
Create a personal book that expresses the
feelings of happy, sad, angry, and scared and
how to deal with those emotions appropriately.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Begin with the entry question: What is the
difference between a need, a want, or an
emotion?
Introduce Essential Questions
Activity: Students draw a line down the center
of their drawing paper. On one side they draw
an example of when they might feel
sympathetic and on the other side an example
Introduce feelings – what do feelings look like?
Sort pictures of various feelings.
Label feelings – use magazine images that
may express the feeling.
Language Arts connection – consider
characters and dialogue in stories…
Independent Reading Responses: identify
of when they might feel empathetic.
Give skills-based assessment on categorizing
wants, needs, and emotions.
Create a mobile. The hanging rectangle on
the mobile will have a want, need, or emotion
written on one side and a drawing of the
appropriate way to communicate that wants,
need, or emotion on the other side. Conclude
unit by student presentations of mobiles and
display presentation in classroom.
emotions of characters.
Chart feelings throughout the week (use tally
marks)
Discuss feelings of characters in book
(sympathy/empathy)
Morning Meeting – How are you feeling today?
Sort into groups (happy, anxious, etc.)
Discuss.
Role playing – How would you act if you were
in this situation?
Happy, Sad and In-Between
Talking Helps me Feel Better
Begin with Today I feel Silly by Jamie Lee
Curtis.
Introduce Performance Task. Students
complete Performance Task, and book share
on Performance Task.
Grade One
NJCCCS: 2.1 Wellness: Students will learn
Unit/Big Idea: (2) Choices
Physical contact and social interaction affects
safety.
Who has the right to touch you?
What kind of touch is appropriate?
There are different characteristics of strangers,
acquaintances, and trusted adults and safe
and appropriate behaviors/touches.
Using personal safety strategies reduces the
number of injuries to self and others.
What is a stranger?
2.1.2.D.2: Differentiate among the
characteristics of strangers, acquaintances,
and trusted adults and describe safe and
appropriate behaviors/touches
Students create a How-To manual to
demonstrate the appropriate ways to interact
including physical contact with strangers,
acquaintances, and trusted adults.
Other Evidence:
Informal verbal quiz using pictures of
interactions – students tell if the interaction is
appropriate between strangers, acquaintances,
and with trusted adults.
Begin with entry question: What would life be
like without anyone ever touching you?
Students consider the importance of touch.
Follow with the questions: When is a touch
unsafe? When can a touch be dangerous?
Responsive Classroom – Rule Making –
discuss helpful vs. harmful hands and feet.
Responsive Classroom chart and role-play
what keeping your body safe looks like and
sounds like. Teacher and student generated
words written on “good/bad” hands and feet
Introduce Essential Questions.
Discuss stranger vs. trusted adult.
Discuss Key vocabulary terms.
Read novels about community helpers.
Key concept lesson on safe/appropriate social
interaction.
List how to identify police officers, firemen
(uniform), teacher (ID badge).
Informal quiz on safe/appropriate social
interactions and touching (see Other
Assessments)
Introduce Performance Tasks. Students work
on Performance Task. Conclude with student
presentation of How-To manual. Students
provide feedback to others.
Invite parent volunteers to class that are
community helpers.
Grade One
NJCCCS: 2.3 Drugs and Medicines: All
students will learn and apply information about
alcohol, tobacco, other drugs and medicines to
make decisions that support a healthy, active
lifestyle.
Unit/Big Idea: (3) Drugs, Tobacco, Alcohol
and Medicine
Knowledge about alcohol, tobacco, other drugs
and medicines informs decision making related
to personal wellness and the wellness of
others.
How do drugs, tobacco, alcohol use and other
substances contribute negatively to a healthy,
active lifestyle?
Research has established that alcohol,
tobacco, other drugs and medicines have
harmful effects on the human body.
Use of drugs in unsafe ways is dangerous and
harmful.
Why do people choose to use alcohol,
tobacco, other drugs and medicines when they
are aware of the detrimental effects?
How do I make the “right” decisions about
alcohol, tobacco, other drugs and medicines
when faced with peer, media and other
pressures?
2.3.2.B.1. Identify ways that drugs can be
abused.
2.3.2.B.2. Explain effects of tobacco use on
personal hygiene, health, and safety.
2.3.2.B.3. Explain why tobacco smoke is
harmful to nonsmokers.
2.3.2.B.4. Identify products that contain
alcohol.
2.3.2.B.5. List substances that should never
be inhaled and explain why.
Be-An-Expert Project: Student choose either
alcohol, tobacco, other drugs and medicines to
create a poster that depicts a person who is
using drugs has impaired judgment.
Other Evidence:
Create a class set (one done by each student)
of warning signs – i.e. a picture inside a red
circle with a red diagonal line going across.
Students would pick a substance that should
not be consumed or inhaled. These could
include varying forms of drugs, tobacco,
alcohol, cough syrup, hand sanitizer, drug
look-alikes, glue, poisons, and cleaning fluids.
Pretend to a doctor and explain to the class
the negative effects of alcohol, tobacco, other
drugs and medicines.
Make a TV commercial or create a magazine
advertisement demonstrating the harmful
effects of drugs, tobacco, other drugs and
medicines.
Begin with the entry question: What does it
mean to have impaired judgment? Some
examples are walking around when you wake
up in the middle of the night, going to the
grocery store hungry, etc.
Introduce the Essential Questions.
Define the word “drug” and give examples of
harmful and/or illegal drugs.
Identify substances that should never be
consumed or inhaled such as drug look-alikes,
cough syrup, hand sanitizer, etc.
Identify different kids of medicines.
Explain that medicines can be helpful or
harmful and that when used correctly,
medicines can help keep people healthy.
Identify the dangers of tobacco and the
harmful effect of tobacco smoke to
nonsmokers.
Discuss how tobacco smoke impacts the
environment and the health of nonsmokers
Report on how tobacco use affects personal
hygiene, health and safety.
Identify other products that contain alcohol.
Discuss substances that should never be
inhaled and explain.
Grade One
Sexuality: Students will learn and apply
health promotion and social aspects of human
relationships and sexuality and apply these
concepts to support a healthy, active lifestyle.
Unit/Big Idea: (4) Friendships
Friendships are a key part of a healthy life.
What is friendship?
Appropriate expressions of caring/affection
lead to and help maintain friendships.
How has being caring and showing affection
helped you to make and keep friends?
2.4.2.A.3. Determine the factors that
contribute to healthy relationships.
Gender-specific similarities and differences
exist between males and females.
2.4.2.B.1. Compare and contrast the physical
differences and similarities of the genders.
Students will make a “friend” flower. They will
write the word, friend, or the name of a friend
in the center of their flower –each petal will
identify why that friend is a good friend.
Other Evidence:
Answers to open-ended questions
Picture activity. Students will make a
friendship web. Students will draw pictures of
themselves and their friends all around the
page and draw or write ways that friends lead
to a healthy life.
Students will make stick puppets of
themselves and their friends. Students will put
on a puppet show about caring and affection.
Write small moments about sharing time with
Begin with an entry question. What would your friends.
life be like without friends.
Lesson on body parts from Great Body Shop.
Introduce Essential Questions.
Read No David by David Shannon.
Read friendship books such as Brand New
Kid, Owen and Mazee and Little Blue and Little Complete Performance Tasks.
Yellow.
Students draw a picture to depict “What is a
friend?” on one side and pictures of
themselves showing affection and caring for
one another.
Grade Two
NJCCCS:
Unit/Big Idea: (1) Nutrition, Disease &
Health Conditions and Health Services &
Information
Identification of a disease can lead to proper
treatment.
How can you prevent disease?
Knowledge of food, medicine, and other product
labels can promote health and safety.
What can you learn from a food, medicine, or
other product labels?
Where can I go to access good information
about health services?
There are a variety of sources for health
information, and not all are created equal.
Choosing a balanced variety of nutritious foods
contributes to wellness.
2.1.2.B.2: Explain how foods in the food
pyramid differ in nutritional content and
value.
Knowledge about diseases and disease
prevention promotes health-enhancing
behaviors.
2.1.2.B.3: Summarize information about food
found on product labels.
Knowing how to locate health professionals in
the home, at school, and in the community
assists in addressing health emergencies and
obtaining reliable information.
2.1.2.C.1: Summarize symptoms of common
diseases and health conditions.
2.2.2.E.1. Determine where to access home,
school, and community health professionals.
My Plate: Students will create a depiction of a
well-balanced “My Plate” and one that is
contrary. He/she will explain why the nutritional
value of one is superior to the other. Student
work will be evaluated using a teachergenerated rubric.
Other Evidence:
Teacher observation of activity Go..No Go
Skill Check – Give students a list of items
they might find on a food, medicine, or other
product label. See if they can determine
which might be found on a label and which
might not.
Divide the class into 4 groups and give each
Introduce unit with entry question to gain student group a stuffed animal (have groups give the
interest: Can we do things to avoid getting sick? animal a name). Each group writes or
illustrates 5 ways that the doll or animal can
Introduce the essential questions and discuss
protect itself from germs. Groups develop a
the final performance tasks.
story about the animal or doll and how it is
protected from germs and share their stories
Go..No Go: Before this activity begins place a
with classmates.
red ‘stop’ sign in one corner of the room, a
yellow ‘caution’ sign in another corner, and a
Invite the school nurse in to discuss
green ‘go’ in another corner. Introduce the
treatments for common school aged
lesson by asking which color on a traffic light
illnesses.
means stop, which means caution (slow down)
and which means go.
Introduce key vocabulary (product label,
ingredients, recommended use/warnings).
Using situations from the link below read one
situation at a time. Students decide if germs can Have students explore empty boxes. Then
be spread. If so, students move to the red stop
present information detailing the information
corner, if the situation is a healthy one students
found on food, medicine, and other product
move to the green corner, if they are unsure
labels and the importance of labels. Make a
students move to the yellow ‘caution’ corner (too class chart on common things found on these
many students up for caution, take it away and
items.
have student make a choice).
http://www.ntuaft.com/njcccs/Webpage/contents/ Give quiz where students are asked to pick
Standard%202.1DGrade0202.htm
which things would/would not belong on a
food, drug, or other product label.
Why do I need Shots: Ask the students “How
many of you really like to go to the doctor and
Have students work on their ‘What’s Outside
get a shot?”, “Do you know what shots are for?” is Inside?’ – Provide students with an empty
“Why are they so important?” Put their
food, medicine or other product container.
responses on the chalkboard. Explain to the
Have students record label information that
class that most people in our country are
details the following: product name, product
protected against many serious diseases
description, ingredients, and suggested
because they have had shots or immunizations
uses/warnings.
(write that word on the board in parenthesis).
Explain that most children are immunized as
Have students work on their “Wellness
infants because babies are very susceptible of
Pamphlet.”- students create a pamphlet.
germs. Sometimes as children and adults grow
Students must use the following headings: “I
older they need a booster shot. This shot boosts know I am feeling well when…”, “I know I am
or pushes the body defense system to work
not feeling well when….”, “If I feel sick, this is
better. Use a PACman or type video game to
what I should do…”. Have students present
illustrate how the body defense systems literally their ‘Wellness Pamphlet.’
eats germs in our systems. Explain that
immunizations help the body by creating better
To conclude the unit, have the students
PACMan to fight off the bad germs that enter
discuss the importance of disease prevention
our bodies. Next, use a doll to show students
and food, medicine, and other product labels
the many ways germs can enter our bodies.
in relationship to their health and well-being.
Point out the most common ways children
Have them discuss how the two topics are
become exposed in through the mouth and cuts
in the skin.
connected.
Grade Two
NJCCCS: 2.3 Drugs and Medicines: All students Unit/Big Idea: (2) Dependency, Addiction,
will acquire knowledge about alcohol, tobacco,
and Treatment
other drugs, and medicines and apply these
concepts to support a healthy, active lifestyle.
Although people can have trouble with
dependency, there is help for them.
How can the choices you make with drugs,
tobacco, and alcohol affect your body and
mood?
Substance abuse is caused by a variety of
factors.
2.3.2.C.1. Recognize that some people may
have difficulty controlling their use of alcohol,
tobacco, and other drugs.
There are many ways to obtain help for
treatment of alcohol, tobacco, and other
substance abuse problems.
2.3.2.C.2. Explain that people who abuse
alcohol, tobacco, and other drugs can get
help
Wish Star – Tell the class to think what they
might want to be when they grow up. Discuss
how the use of substances might interfere with
obtaining that dream. Divide the class into small
groups and assign each group a career. For
example: pilot, teacher, police officer, race care
driver, and dancer. Ask each group to think how
the career might be affected if the person uses
drugs. Provide students with trigger questions
such as the following: Will the person be on time
for work? Why or why not? Will the person be
able to do the job safely? Will the person have
friends at the job? Why or why not? Reconvene
the entire class and make a list on the
chalkboard of all the problems identified.
Summarize and restate how drugs can interfere
with dreams. Then have each student develop a
“wish star” for his/her chosen career. Display
the star with a class or school contract not to
use drugs.
Other Evidence:
Oral Response – Give students an example
of a situation where someone is dependent.
Have them respond by identifying problems,
and solutions to the dependency.
Introduce unit with entry questions to gain
student interest: What does it mean to be
dependent on something? If you do become
dependent, can you get help?
Introduce the essential question and discuss the
final performance task (Wish Star).
Introduce key vocabulary (dependency,
treatment).
Present information detailing the definition of
dependency, effects of alcohol, drugs, and
tobacco and what to do for help.
Have an oral response session where students
are given a situation involving dependency and
are asked to suggest the possible effects, and
solutions for the dependency.
Write the words “Too Much” on the chalkboard.
Explain and demonstrate the concept of “too
much” using containers of various sizes and
overfilling some of the containers with water.
Use a chart to brainstorm how “too much” can
cause problems. Discuss how too much of
something might be harmful or unhealthy.
Create a t-chart as a class to help
understand the difference between physical
and emotional effects of dependency.
Have students work on the ‘Wish Star’
performance task.
Explain that there are times when everyone
even adults need help. Brainstorm a list of
community helpers. Give each student a
teacher made chart with pictures and words
as headings, which categorizes health
helpers (school nurse, hospital, police officer,
guidance counselor). Students complete the
chart with the names and phone numbers of
the health helpers. Place large posters with
the name and pictures with health helpers in
areas around the classroom. Read aloud
various situations in which a student might
need help. Students move to the area under
the appropriate health helper and justify their
choice. Be sure to include 911 emergency
services and the poison control center as
part of this activity.
Give quiz where students have to match the
dependency to the helper.
To conclude the unit, have students present
their ‘Wish Star!’ and explain how that
See attached link for examples to help
knowledge and the choices they make will
brainstorm topics for this activity:
http://www.ntuaft.com/njcccs/Webpage/contents/ help them live a healthy life.
Standard%202.3CGrade0201.htm
Grade Two
active lifestyle.
Unit/Big Idea: (3) Healthy Baby
Mothers’ habits can affect the wellness of their
baby.
What factors must pregnant women know
regarding the choices they make during
pregnancy?
The health of the birth mother impacts the
development of the fetus.
2.4.2.C.1. Explain the factors that contribute to
a mother having a healthy baby.
Students will develop a flyer that will be
available in doctor’s offices to remind pregnant
women of the factors that contribute to a
healthy child. Students will be evaluated by a
teacher generated rubric and/or point
distribution guide.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Using the prompt, ‘”What things do you need
now, what did you need provided to you when
you were born?” Have students discuss these
needs in groups and complete Venn diagram.
“Where do I come from?” Explain that all living Extend discussion to include what moms’ can
things start very small, in safe protected places do while pregnant that contribute to the health
or non-health of a baby.
where they grow and become very special.
Introduce key babies needs vocabulary
(nurturing, safety, hygiene).
Grade Three
Unit/Big Idea: (1) Personal
acquire health promotion concepts and skills to Growth/Development & Nutrition
The choices people make with self-care
practices, nutrition, and safety practices affect
their wellness.
What are the levels of wellness?
The dimensions of wellness are interrelated
and impact overall personal well-being.
2.1.4.A.1: Explain the physical, social,
emotional, and mental dimensions of personal
wellness and how they interact.
How do the choices people make affect their
wellness?
2.1.4.B.1: Explain how healthy eating
provides energy, helps to maintain healthy
weight, lowers risk of disease, and keeps
body systems functioning effectively. *
2.1.4.B.2: Differentiate between healthy and
unhealthy eating practices.
2.1.4.B.3: Create a healthy meal based on
nutritional content, value, calories, and cost.
2.1.4.B.4: Interpret food product labels based
on nutritional content.
* Item in bold text is to be addressed in this
unit.
Plan a healthy meal. Have boxes, cans, and
jars of various foods displayed in the room.
Students go on a “shopping trip” to determine
the contents of their planned meal (breakfast,
lunch, or dinner). Draw pictures of their
selections onto a paper plate. Students write
why they chose the foods that they did after
reading the food label. Display on a bulletin
Other Evidence:
Venn Diagram of safe vs. unsafe situations
(how they make you feel, who is involved in
them, where they take place, etc.)
Design a game for placing foods in their proper
group. Students cut out or draw foods of their
choice. The pictures are then placed in the
proper section of the food pyramid.
board. Student work will be evaluated using a
teacher-generated rubric and/or grading score
cover sheet.
Key terms/concepts – wellness, nutrition, food
groups, carbohydrates, proteins, fats, sugars,
sodium, vitamins, minerals, calories,
assessment, wound, acquaintances, abuse
and…
Types of foods in each food group and their
nutritional values.
The USDA food My Plate guidelines.
Introduce unit with these entry questions to
gain student interest: When someone asks you
“How are you?” and you answer, “I’m well.”
what does that really mean?
Introduce the essential questions for the unit
and discuss final performance tasks you would
like the student to complete.
Introduce key terms.
Present concept attainment lessons on food
groups and food labels…
Administer selected forms of assessment.
Reflect on essential question(s) and enduring
understanding.
Grade Three
NJCCCS:
Unit/Big Idea: (2) Safety & Interpersonal
Communication & Health Services and
Information
practices and safety practices affect their
wellness.
wellness?
Being consistently aware of the environment
and taking safety precautions can reduce the
risk of injury to oneself and others.
What is the difference between healthy and
unhealthy risks?
Where do I go to access information about
good health and fitness services?
There are numerous health and fitness
programs that provide a variety of services.
Not all are created equal.
Identifying unsafe situations and choosing
appropriate ways to reduce or eliminate risks
contributes to the safety of self and others.
Applying first-aid procedures can minimize
injury and save lives.
Effective communication may be a determining
factor in the outcome of health- and safetyrelated situations.
Communicating health needs to trusted adults
and professionals assists in the prevention,
early detection, and treatment of health
problems.
2.1.4.D.1: 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).
2.1.4.D.2: Summarize the various forms of
abuse and ways to get help.
2.1.4.D.3: Examine the impact of unsafe
behaviors when traveling in vehicles, as a
pedestrian, and when using other modes of
transportation.
2.1.4.D.4: Demonstrate simple first-aid
procedures for choking, bleeding, burns, and
poisoning.
2.2.4.A.1. Demonstrate effective interpersonal
communication in health- and safety-related
situations.
2.2.4.E.1. Identify health services and
resources provided in the school and
community and determine how each assists in
addressing health needs and emergencies.
2.2.4.E.2. Explain when and how to seek help
when experiencing a health problem.
Students role-play scenes where a participant
is “hurt.” The caregiver administers proper first
aid for the injuries sustained by their partner.
(Teacher gives the partners an index card with
listed injuries. The injuries could be a cut, a
burn, broken bone, etc.) Student will be
assessed via a teacher-generated rubric
and/or grading criteria cover sheet.
Other Evidence:
Venn Diagram of safe vs. unsafe situations
(how they make you feel, who is involved in
them, where they take place, etc.)
Students teach members of a different class
the difference between strangers,
acquaintances, and trusted adults. Student
should create their plan, visual props, and
assessment to assure their buddy understands
the differences.
Key terms/concepts:
The difference between safe and unsafe
situations.
Basic first aid procedures.
Introduce the essential questions for the unit
and discuss final performance tasks you would
like the student to complete.
Present concept attainment lessons on first
aid, and personal safety around strangers.
They types of abuse and how to obtain help if
suspected.
The differences between strangers,
acquaintances, and trusted adults.
understanding.
Grade Three
students will acquire knowledge about alcohol,
tobacco, other drugs, and medicines and apply
these concepts to support a healthy, active
lifestyle.
Unit/Big Idea: (3) Drugs and Medicines
When is it good to use a drug?
Choices you make with drugs (including
medicines), tobacco, and alcohol determine
the quality of your life.
When is it not good to use a drug?
2.3.4.A.1. Distinguish between over-thecounter and prescription medicines.
harmful.
Why do so many people use and abuse drugs
and alcohol?
2.3.4.B.1. Explain why it is illegal to use or
possess certain drugs/substances and the
possible consequences.
2.3.4.B.2. Compare the short- and long-term
physical effects of all types of tobacco use.
2.3.4.B.4. Summarize the short- and long-term
physical and behavioral effects of alcohol use
and abuse.
2.3.4.B.5. Identify the short- and long- term
physical effects of inhaling certain substances.
Provide students with a three-column chart.
Each column w/the following of three labels:
Illegal Drugs, Legal Drugs - prescription, Legal
Drugs – over-the-counter. Students are to
provide a minimum of three examples per
column, and will provide a written explanation
at the bottom of the chart detailing why some
are/aren’t illegal.
Other Evidence:
The following will be provided as suggested
learning activities as well. You can use as
either an assessment and/or activity.
Make a model that shows the path cigarette
smoke and second hand smoke takes as it
travels through the body. (Student traces a
partner’s body. Draw a nose, mouth, throat,
and lungs inside the traced body. Use black
crayon to show the path cigarette smoke takes
as it goes through the body. Use a brown
crayon to show the path second hand smoke
takes [usually enters through the nose]).
Discuss the risks of smoking.
Generate a list of effects of prescriptions, overthe-counter drugs, and illegal drugs.
Identify prescription and over-the-counter
medications on a teacher created list or poster.
Create a PSA (public service announcement)
urging people not to use cigarettes, alcohol or
illegal drugs. Announcements can be jingles,
posters, skits, etc.
Key concepts/terms:
The differences between prescription and
over-the-counter medications.
What drugs and substances are illegal?
The effects of using tobacco, alcohol, and
other drugs (such as solvents, propellants,
and medicinal gases).
The effects of certain prescription and overthe-counter drugs.
Introduce unit with these entry questions to
gain student interest: What are some choices
you make every day? Are there any choices
that are made for you? Introduce the essential
questions for the unit and discuss final
performance tasks you would like the student
to complete.
Present concept attainment lessons on
alcohol, tobacco, and other drugs.
Have students work in pairs or groups to
create PSA (see sample activity below). Invite
the principal or school nurse in to view their
presentations.
understanding.
The following are included in the “Other
Assessments” section as well. You can use
any/all either as an assessment and/or activity.
Make a model that shows the path cigarette
smoke and second hand smoke takes as it
travels through the body. (Student traces a
partner’s body. Draw a nose, mouth, throat,
and lungs inside the traced body. Use black
crayon to show the path cigarette smoke takes
as it goes through the body. Use a brown
crayon to show the path second hand smoke
takes [usually enters through the nose]).
Discuss the risks of smoking.
Generate a list of effects of prescriptions, overthe-counter drugs, and illegal drugs.
Identify prescription and over-the-counter
medications on a teacher created list or poster.
Create a PSA (public service announcement)
urging people not to use cigarettes, alcohol or
illegal drugs. Announcements can be jingles,
posters, skits, etc.
Grade Three
active lifestyle.
Unit/Big Idea: (4) Families
The health and welfare of a family unit is
dependent upon all family members.
How does each family member help to create
a healthy family unit?
2.4.4.A.1. Explain how families typically share
common values, provide love and emotional
support, and set boundaries and limits.
2.4.4.A.2. Explain why healthy relationships
are fostered in some families and not in others.
Role-play – student groups are given a “family
situation” (vary situations to include healthy
and non-healthy family situations) and each
group member is given a “part” to play in the
situation. (Students may even script the scene
to act out). Student scenes must demonstrate
a family value, an example of emotional
support and an example of a boundary/limit
(either positive or negative depending on the
situation the group is assigned).
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Students will be evaluated using a teacher
generated rubric and/or grading cover sheet.
Introduce key vocabulary.
Key concepts/terms:
Administer quiz on vocabulary.
Types of families.
Roles/responsibilities/rights of family members. Write a letter to an imaginary pen pal and tell
Family values and traditions.
Appropriate boundaries/limits within a family.
Changes can occur in the nature/structure of a
family.
them who is in your family. In your letter,
include examples of: your family’s values, how
they show love and emotional support, and
boundaries and limits established in your
family.
Introduce the unit with these entry questions to
gain student interest: What makes your family
special? How might your family be different
from my family?
Have students create a “FAMILY” acrostic
poem.
Introduce the essential questions and discuss
the final performance tasks you will be
assigning. (How does each family member
help to create a healthy family unit?)
Have students interview
parents/grandparents/other family members
about the family values and boundaries they
remember as youngsters. Students can then
compare and contrast their families to their
older generations.
Assess students using the Performance Tasks.
understanding.
Grade Four
NJCCCS: 2.2 Integrated Skills: All students
will develop and use personal and
interpersonal skills to support a healthy, active
lifestyle
Unit/Big Idea: (1) Integrated Skills ~ An
Integrated unit w/Gr. 4 Social Studies Unit 1
Citizenship & Cultural Diversity
Refer to Grade 4 Social Studies Curriculum
Guide: Unit 1 Citizenship & Cultural Diversity.
Character building is influenced by many
factors both positive and negative, such as
acceptance, discrimination, bullying, abuse,
sportsmanship, support, disrespect, and
violence.
2.2.4.C.2. Explain why core ethical values
(such as respect, empathy, civic mindedness,
and good citizenship) are important in the local
and world community.
2.2.4.D.1. Explain the impact of participation in
Service projects provide an opportunity to have different kinds of service projects on
community wellness.
a positive impact on the lives of self and
others.
Other Evidence:
Grade Four
NJCCCS: 2.3. Drugs & Medicines: All students Unit/Big Idea: (2) Drugs/Medicine
will learn and apply information about alcohol,
tobacco, other drugs and medicines to make
decisions that support a healthy, active
lifestyle.
Choices you make with drugs (including
medicines), tobacco, and alcohol can affect the
quality of your life.
How do peers, the media, adults and home
environment influence children and teenagers
in trying alcohol, tobacco, and other drugs?
Why do people choose to use alcohol, tobacco
Using drugs and alcohol can lead to abuse and other drugs when they are aware of the
and/or addiction.
detrimental effects?
harmful.
factors.
2.3.4.A.2. Determine possible side effects of
common types of medicines.
2.3.4.B.3. Identify specific environments
where second-hand/passive smoke may
impact the wellness of nonsmokers.
2.3.4.C.1. Identify signs that a person might
have an alcohol, tobacco, and/or drug use
problem.
2.3.4.C.2. Differentiate between drug use,
abuse, and misuse.
2.3.4.C.3. Determine how advertising, peer
pressure, and home environment influence
children and teenagers to experiment with
alcohol, tobacco, and other drugs.
Write a story that illustrates what your life
would be like if you tried and became addicted
to tobacco, alcohol or an illegal drug. Detail
how/why you first tried the substance, what
physical, social and emotional changes
Other Evidence:
Prompt- differentiate between drug use, abuse
and misuse
Role-play scenarios in which a peer, adult and
the media might try to influence you to try
occurred to you once you became addicted,
how/where you found help. Include how your
life changes physically, socially and
emotionally once you are in recovery. Assess
story using a rubric.
drugs
Post Essential Questions in a prominent
location in the room. You can also ask each
question in a morning message (responsive
classroom).
Using laptops, have students go to the website
www.lung.ca to find facts about smoking,
tobacco and second hand smoke and
www.nida.nih.gov/Infofacts/marijuana.html to
find facts about marijuana use/abuse. Assign
each student a different fact and have them
create a small poster that displays their fact
and illustrates it. Signs of abuse can be
assigned separately at another time.
Teach the options available for help for
addiction (AA, NA, treatment centers, etc.) and
people who are resources to help find these
options (guidance counselor, school nurse,
family doctor, and other trusted adults).
Discuss how peers, advertising, and adults can
influence children to try drugs (look at
www.mediafamily.org for ideas).
Grade Four
NJCCCS:
Unit/Big Idea: (3) Health Conditions & Health
2.1 Wellness: Students will learn and apply the Issues
practices, nutrition, and safety practices affect
their wellness.
Emotions can affect communication, choices,
and behavior.
physical wellness (consider before and after
leaning of a health issue)?
mental/emotional wellness (consider before
and after leaning of a health issue)?
To what extent can we keep ourselves disease
free?
The use of disease prevention strategies in
home, school, and community promotes
personal health.
2.1.4.C.1: Explain how most diseases and
health conditions are preventable.
Stress management skills impact an
individual’s ability to cope with different types
of emotional situations.
2.1.4.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.
Effective communication is the basis for
strengthening interpersonal interactions and
relationships and resolving conflicts.
2.1.4.C.3: Explain how mental health impacts
one’s wellness.
Many health-related situations require the
application of a thoughtful decision-making
process.
2.1.4.E.3: Determine ways to cope with
rejection, loss, and separation.
2.1.4.E.4: Summarize the causes of stress
and explain ways to deal with stressful
situations.
2.2.4.A.2. Demonstrate effective interpersonal
communication when responding to
disagreements or conflicts with others.
2.2.4.B.1 Use the decision-making process
when addressing health-related issues.
2.2.4.B.2. Differentiate between situations
when a health-related decision should be
made independently or with the help of others.
2.2.4.B.3. Determine how family, peers,
technology, culture, and the media influence
thoughts, feelings, health decisions, and
behaviors.
Each student will write a reflection about
incidents/events that illustrate choices he/she
made that:
1. supported his/her physical health, and
2. supported his/her mental/emotional health.
Other Evidence:
Use lists of symptoms researched and created
by students for various conditions/diseases of
childhood and have students list the possible
courses of action they and their parents can
take. Have the class try to identify each
condition/disease.
Discuss factors that contribute to healthy
physical, social, and emotional growth.
Discuss the importance of goal-setting skills.
Describe how family, peers, technology,
culture, and the media influences thoughts,
feelings, health decisions, and behaviors.
Describe how to differentiate between an
independent health-related decision and
decisions that needs the advice of others.
Describe and demonstrate the use of effective
use of communication skills.
Have students research the symptoms for
various conditions/diseases of childhood (i.e.
splinter, fungal infection, common cold,
pneumonia, scarlet fever, etc.) and have
students determine the correct course of
action/steps they and their parents should take
(call 911, ask parent/school nurse/family
doctor for help, etc.).
Students create a poster and/or use
technology-related tools to describe factors
that contribute to the decision-making process
when addressing health-related issues. (See
standards)
Students critique advertisements in magazines
and or TV commercials to determine the
influence of media on feelings, health
decisions, and behaviors.
Play the 'If Only’ game
(from www.unesco.org/education/fresh).
Present common accidents: Baby drinks a
cleaning product from a bottle. My young
bother is riding my bicycle and is knocked off it
by a car near the market. My little sister grabs
a pot in the kitchen and burns herself. I
climbed a tree near the school. The branch
was rotten. I fell off and broke my arm. Think of
as many "if only" sentences as possible for
each one. Here is the first example: " If only
we had put the bottle out of baby's reach. " "If
only we had screwed the top on tightly." " If
only we did not use that kind of bottle to keep
cleaning products in." " If only someone had
been watching the baby." " If only…” (Can you
In small groups, brainstorm and list conflicts
that occur with peers, friends, siblings, and
parents. Combine lists into a master list. Next,
discuss various conflict resolution strategies.
Using list of conflicts, practice using the conflict
resolution strategies to role-play solving
conflicts.
Brainstorm various conflicts that occur with
friends at different ages and explain how they
could be resolved using conflict resolution
strategies.
Role-play various conflicts that occur with
friends at different ages and demonstrate how
these conflicts could be resolved using conflict
resolution strategies.
think of more?) Now do the same for the next
three examples. Finally, think of more possible
accidents, including ones that have happened
in your own families and play the "if only "
game with them. Then discuss how it would be
possible for you and your families to think
more about preventing accidents.
Grade Four
NJCCCS:
2.1 Wellness: Students will learn and apply
2.4 Human Relationships & Sexuality: All
students will learn the physical, emotional, and
social aspects of human relationships and
sexuality and apply these concepts to support
Unit/Big Idea: (4) Body Systems & Sexuality*
People develop physically, emotionally, and
intellectually at different rates.
How do we keep our body systems healthy?
Health practices and behaviors impact the
effectiveness of our body systems.
The dimensions of wellness are interrelated
and impact overall personal well-being.
* NOTE: It is recommended that this
unit be done in Science after the 4th
Grade Science Unit #4 Body Systems
as a continuation of the unit.
How does knowing about puberty help me
prepare for the experience?
How does the health of a birth mother affect
the health of her fetus?
2.1.4.A.2: Determine the relationship of
personal health practices and behaviors on an
individual’s body systems.
2.1.4.B.1: Explain how healthy eating provides
energy, helps to maintain healthy weight,
lowers risk of disease, and keeps body
Puberty is the period of sexual development,
systems functioning effectively.*
determined primarily by heredity, in which the
body becomes physically able to produce
2.4.4.B.1. Differentiate the physical, social,
children.
and emotional changes occurring at puberty
and explain why puberty begins and ends at
Knowing the physiological process of how
different ages.
pregnancy occurs as well as development of
the fetus leading to childbirth contribute to a
2.4.4.C.1. Explain the process of fertilization
greater understanding of how and why a
healthy environment should be provided for the and how cells divide to create an embryo/fetus
that grows and develops during pregnancy.
pregnant mother.
The health of the birth mother impacts the
development of the fetus.
2.4.4.C.2. Relate the health of the birth mother
to the development of a healthy fetus.
* Bolded text is content to be delivered in
this unit.
Divide the class into small groups assigning
each group one of the body systems
(Digestive, Circulatory, Respiratory, Nervous,
Skeletal, Muscular, Reproductive). Each
group, assuming the role of doctors, needs to
develop and present to the community some
possible consequences to one’s body system if
one does not make healthy choices. This
panel of medical experts will appear on the
local cable access channel.
Other Evidence:
Create a poster titled “Changes During
Puberty” that is divided into three sections:
physical, social and emotional. Illustrate each
section appropriately using words, phrases
and/or drawings.
Post Essential Questions in a prominent
location in the room. You can also ask each
question in a morning message (responsive
classroom).
Chart the students’ responses using tally
marks. Discuss results.
Brainstorm appropriate ways to show affection
and caring and then role-play
Using laptops, have students go the website
www.bam.gov and any other appropriate sites
and have students take notes on the
information about the various ages that
begin/end puberty and the changes that occur
during puberty. As a class, create a chart that
divides the changes into physical, social and
emotional. List the various ages that begin/end
puberty on the chart.
Write letters to one friend at various stages of
development (i.e. 1st grade, 4thgrade, 12th
grade, 30 years old and 60 years old) in order
to demonstrate that life circumstances change
but the basics of friendship do not.
Create a timeline that illustrates a boy/girl’s
(pick your own gender) physical development
from birth to age 18 detailing the physical
changes that occur at each year. Include
height, weight, and other physical changes
such as those that occur during puberty as well
as others such as growth of baby/permanent
teeth.
Fourth Grade Reproductive System ● Vocabulary:
Puberty, Hormones (Pituitary Gland, Testosterone, Estrogen), Reproductive System, Maturation, Growth Spurt, Hygiene, Genitals, Penis Testicles, Scrotum Sperm, Semen, Vagina, Ovaries, Ovulation, Breasts, Menstrual Cycle (Period), Body Image (Self Conscious) , Mood Swing, Recommended learning activity plan. STAGE 3 LEARNING PLAN AMT
Learning Activity Day1 1. ) Introduce the Male Reproductive System. Male Reproductive System: http://kidshealth.org/teen/interactive/mrs_it.html#cat
20121 ETR Associates Puberty Flip Chart: Sexual changes for boys page 3. 2.) Introduce the Female Reproductive System. Female Reproductive System: http://kidshealth.org/kid/interactive/female_it.html#c
at20449 ETR Associates Puberty Flip Chart: Sexual changes for girls page 4. Mention that when an egg and sperm meet, fertilization occurs. Define “
Puberty
” as the period of sexual development, determined primarily by heredity, in Day2 which the body becomes physically able to produce children. Revised 32715 Differentiated Instruction/Assessment Strategy ETR Associates Puberty Flip Chart: Puberty can feel like a rollercoaster ride page 1. Additional videos that are coed or just boy just girl can be found at: http://www.pgschoolprograms.com/programs.php?pi
d=1 Scroll to the middle of the page. The videos range from 25minutes for coed, boys 17minutes, and the girls = 19minutes. Puberty Changes: Day3 Describe physical, emotional and social changes that occur during puberty; e.g., menstruation, secondary sexual characteristics, changing identity and moods. Lesson / Activities: http://teachers.teachingsexualhealth.ca/wpcontent/
uploads/Grade4Lesson1.pdf Puberty Changes: Day4 Describe physical, emotional and social changes that occur during puberty; e.g., menstruation, secondary sexual characteristics, changing identity and moods. ETR Associates Puberty Flip Chart: Your Body is Changing page 2. Lesson / Activities: http://teachers.teachingsexualhealth.ca/wpcontent/
uploads/Grade4Lesson2.pdf Digital resource: http://www.cdc.gov/bam/body/bodysmartz.html Day5 Puberty Changes: Revised 32715 Describe physical, emotional and social changes that occur during puberty; e.g., menstruation, secondary sexual characteristics, changing identity and moods. Lesson / Activities: http://teachers.teachingsexualhealth.ca/wpcontent/
uploads/Grade4Lesson3.pdf ETR Associates Puberty Flip Chart: Beware of Phony Physiques page 5 Day6 Personal Hygiene: http://www.cyh.com/HealthTopics/HealthTopicDetail
sKids.aspx?p=335&np=289&id=2146#5 (Fill in gap story at bottom of page is a good review) Accepting and embracing the change that comes Day7 with growing up involves knowing one’s self and making a personal plan for the future. This lesson encourages students to answer some difficult questions about dealing with puberty and begin to create a positive selfimage for the future. Lesson / Activities: http://teachers.teachingsexualhealth.ca/wpcontent/
uploads/Grade4Lesson5.pdf ETR Associates Puberty Flip Chart: More independence means more choices. Page 10 Revised 32715 Mount Laurel Township Schools
Grade Five
Unit/Big Idea: (1) Personal Growth &
acquire health promotion concepts and skills to Development, Disease & Health Conditions,
Safety, and Social & Emotional Growth
Health choices and behaviors have a profound
impact on personal, family, community, and
global wellness.
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 to reduce the incidence and
severity of injuries.
How do personal health choices impact our
own health as well as the health of others?
Why is it so difficult to educate people about
risky behaviors? Why do some people still
engage in unsafe behaviors despite knowing
the inherent risks and possible outcomes?
What is health and fitness, and what
contributes toward a healthy/active lifestyle?
Taking responsibility for one’s own health is an
essential step towards developing and
maintaining a healthy, active life style.
Staying healthy is a lifelong process that
includes all dimensions of wellness.
The early detection and treatment of diseases
and health conditions impact one’s health.
Social and emotional development impacts all
components of wellness.
2.1.6.A.3 Determine factors that influence the
purchase of healthcare products and use of
personal hygiene practices.
2.1.6.C.1 Summarize means of detecting and
treating diseases and health conditions that
are prevalent in adolescents.
2.1.6.D.2 Explain what to do if abuse is
suspected or occurs.
2.1.6.D.3 Summarize the components of the
traffic safety system and explain how people
contribute to making the system effective.
2.1.6.E.1 Examine how personal assets and
protective factors support healthy social and
emotional development.
2.1.6.E.3 Compare and contrast ways that
individuals, families, and communities cope
with change, crisis, rejection, loss, and
separation.
Other Evidence:
Deal With It – Have students role-play the
importance of personal assets and protective
factors in dealing with conflict, violence,
harassment, vandalism, bullying, and abuse. In
their role-play, have students demonstrate how
factors like self-esteem, positive peer
relationships, and parent involvement can help
them deal with the aforementioned problems.
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Determine factors that influence the purchase
and use of healthcare products and personal
hygiene practices. Using the information
collected, develop PSAs focusing on improving
safety and reducing injuries. For example,
topics might include purchasing and wearing a
bike helmet, skateboard or bicycle safety, or
sun safety activities. Post the PSAs and solicit
feedback from students in other schools. The
USA Safe Kids Website enables students and
teachers to post materials and participate in
discussion groups and social networking.
Summarize the components of the traffic
safety system and explain how people
contribute to making the system effective.
How Can I Affect My Own Wellness - Have
students create a presentation that
demonstrates how understanding the following
attributes can contribute to a healthy, active
lifestyle: the physical, social, emotional and
intellectual dimensions of wellness during
various life stages; the proper use of
healthcare and personal hygiene products; and
proper nutritional choices. For each attribute,
students will create two parts, one to explain
the importance of the attribute and one to
explain how that knowledge can be used to
affect their own lives.
You’re the Doctor – Have students create an
information brochure on diseases and health
Present key vocabulary and information
concerning the physical, social, emotional, and
intellectual dimensions of wellness during
various life stages.
concerning the appropriate use of healthcare
and hygiene products.
concerning diseases and health conditions.
Conduct a practice session where students
demonstrate how their understanding of
diseases and health conditions relates to living
conditions. Explain that they are to write the
pamphlet from the perspective of a doctor who
is trying to make the public aware of various
diseases and health conditions. In the first part
of their brochure, students should differentiate
between communicable, non-communicable,
acute, chronic, and inherited diseases and
health conditions. In the second part of their
brochure, students should compare/contrast
different methods to diagnose and treat
various diseases and health conditions. In the
summation of their brochures, students should
be able to describe why an understanding of
the aforementioned topics is important to the
leading of a healthy, active lifestyle.
Research and analyze statistics on the types
of injuries that frequently occur in young
adolescents using data from local, state,
national, and international sources.
Categorize the kinds of injuries and determine
the possible causes (e.g., faulty equipment,
not using safety equipment or using it
incorrectly, inattention, lack of experience,
unsafe conditions).
Have students present their ‘You’re the Doctor’
pamphlets.
concerning role of personal assets and
protective factors in dealing with conflict,
violence, harassment, vandalism.
Literacy: Have students write weekly health
journal entries indicating how they are taking
responsibility for their own health and taking
essential steps towards developing and
maintaining an active healthy lifestyle.
Grade Five
NJCCCS:
2.6 Fitness: All students will apply healthrelated and skill-related fitness concepts and
skills to develop and maintain a healthy, active
lifestyle.
Unit/Big Idea: (2) Nutrition & Fitness
Food choices and eating patterns are
developed at a young age, persist throughout
one’s lifetime, and may impact one’s long-term
health.
How are food choices influenced by culture
and tradition?
It may be difficult to change unhealthy eating
patterns that are rooted in family traditions,
religious beliefs, or culture.
How do nutritional choices and physical activity
support healthy development and your future?
What role does family, peers, and the media
have on food choices now and throughout life?
Peers and the media also have a significant
impact on food choices and the availability of
healthy options.
Making healthy eating choices is an important
part of achieving and sustaining wellness.
Eating patterns are influenced by a variety of
factors.
2.1.6.B.1 Determine factors that influence
food choices and eating patterns.
Knowing and applying a variety of effective
fitness principles over time enhances personal
fitness level, performance, and health status.
2.1.6.B.3 Create a daily balanced nutritional
meal plan based on nutritional content, value,
calories, and cost.
2.6.6.A.5 Relate physical activity, healthy
eating, and body composition to personal
fitness and health.
Each student will create a “Healthy Food Plate”
illustrating the accurate percentages of food
group requirements based on the new My
Food Plate criteria.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Survey the student population about food
choices and what influences those choices.
Focus on breakfast, school lunches, snacks,
fast food, or family meals.
Extend the survey to students in another
school (local or in another country) using a
blog or podcast.
concerning proper nutritional choices.
Grade Five
NJCCCS: 2.2: Integrated Skills All students
lifestyle.
Unit/Big Idea: (3) Integrated Skills
Knowing how and when to navigate the
healthcare system is critical to maintaining
wellness.
Why is it so difficult for some people to access
healthcare?
The early detection of diseases and health
conditions contributes to one’s health and
helps reduce healthcare costs.
What’s more important: prevention or cure?
Effective communication may be a determining
factor in the outcome of health- and safetyrelated situations.
2.2.6.A.1 Demonstrate verbal and nonverbal
interpersonal communication in various
settings that impact the health of oneself and
others.
Every health-related decision has short- and
long-term consequences and affects the ability
to reach health goals.
2.2.6.B.1 Use effective decision-making
strategies.
Character building is influenced by many
factors both positive and negative, such as
acceptance, discrimination, bullying, abuse,
sportsmanship, support, disrespect, and
violence.
Participation in social and health- or serviceorganization initiatives has a positive social
impact.
problems.
How do you know when you need help?
2.2.6.B.4 Apply personal health data and
information to support achievement of one’s
short- and long-term health goals.
2.2.6.C.3 Develop ways to proactively include
peers with disabilities at home, at school, and
in community activities.
2.2.6.D.1 Appraise the goals of various
community or service-organization initiatives to
determine opportunities for volunteer service.
2.2.6.E.2 Distinguish health issues that
warrant support from trusted adults or health
professionals.
Develop an online directory of school and
community health and social services linking
common adolescent problems with the
appropriate provider.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Examine the kinds of health problems that
young adolescents might face and discuss
appropriate actions to resolve the problems
Organize health problems into categories
(e.g., injuries, diseases, social and
emotional).
Grade Five
students will acquire knowledge about
alcohol, tobacco, other drugs, and medicines
and apply these concepts to support a
The use and abuse of alcohol, tobacco, and
other drugs not only impacts the individual but
may have a profound impact on others.
Why do people use and abuse alcohol, tobacco
and other drugs despite warnings about the
dangers to self and others?
Medicines must be used correctly in order to
be safe and have the maximum benefit.
How do I determine whether or not a
medication will be effective?
Research has clearly established that alcohol,
tobacco and other drugs have a variety of
How do I make the “right” decisions in the face
of peer, media and other pressures?
There are common indicators, stages and
influencing factors of chemical dependency.
Why does one person become an addict and
another does not?
for numerous reasons, and should be taken
as directed in order to be safe and effective.
2.3.6.A.1 Compare and contrast short- and
long-term effects and the potential for abuse of
commonly used over-the-counter and
prescription medicines and herbal and
medicinal supplements.
There is a strong relationship between
individuals who abuse drugs and increased
intentional and unintentional health-risk
behaviors.
2.3.6.A.2 Compare information found on overthe-counter and prescription medicines.
factors.
2.3.6.B.2 Relate tobacco use and the
incidence of disease.
2.3.6.B.3 Compare the effect of laws, policies,
and procedures on smokers and nonsmokers.
2.3.6.B.4 Determine the impact of the use and
abuse of alcohol on the incidence of illness,
injuries, and disease, the increase of risky
health behaviors, and the likelihood of harm to
one’s health.
2.3.6.C.3 Determine the extent to which
various factors contribute to the use and abuse
of alcohol, tobacco, and other drugs by
adolescents, such as peer pressure, low selfesteem, genetics, and poor role models.
2.3.6.C.4 Determine effective strategies to stop
using alcohol, tobacco and other drugs, and
that support the ability to remain drug-free.
Please Stop! “I Care About Your Health”
Letter– Have students write a letter urging
someone to quit smoking or drinking. In the
letter, make sure students point out the
health, illness and injury risks associated with
smoking/alcohol and how that person’s
smoking/alcohol use effects those around
them.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Health journal to reflect on learning/answer
teacher questions/pose questions
Be Safe With Medicine – Have students create
a multimedia presentation that demonstrates
the safe use of medicine. In the presentation,
make sure students touch on the following
points: factors to consider when choosing a
medicine, factors that impact the effectiveness
of a medicine, the safe administration/storage
of a medicine, and which medicines to use to
treat com
Complete the following questions in
preparation for an activity to evaluate the
impact of smoking on the heart and lungs:
o What are two forms of physical activity
you like to do?
o How might tobacco use affect your
ability to participate in those activities?
o What are two facts about tobacco use
and smoking?
o What is your resting heart rate? Your
post exercise heart rate?
o How might tobacco use impact your
heart rate?
concerning the factors to consider when
choosing a medicine, the factors that impact
the effectiveness of a medicine, the safe
administration/storage of a medicine, and the
demonstrate how their understanding of the
factors to consider when choosing a medicine,
factors that impact the effectiveness of a
medicine, the safe administration/storage of a
medicine, and which medicines to use to treat
common diseases and health conditions relates
to a healthy, active lifestyle.
Have students develop and present their ‘Be
Safe With Medicine’ multimedia presentations.
concerning the health, illness and injury risks
associated with smoking/alcohol and how
smoking/alcohol use affects those around them.
Conduct a Be Safe With Medicine – Have
students create a multimedia presentation that
demonstrates the safe use of medicine. In the
medicines that are used to treat common
diseases and health conditions.
Practice sessions where students
illness and injury risks associated with
smoking/alcohol and how smoking/alcohol
use affects those around them relates to a
healthy, active lifestyle
presentation, make sure students touch on the
following points: factors to consider when
choosing a medicine, factors that impact the
effectiveness of a medicine, the safe
administration/storage of a medicine, and which
medicines to use to treat common diseases and
health conditions.
Grade Five
active lifestyle.
Unit/Big Idea: (5) Human Relationships &
Sexuality
Relationships are the connections people have
with each other. The family provides the first
opportunity for a person to develop relationship
skills. Every family is different but all families
provide the foundation for future relationships.
As individuals mature, they seek out different
relationships with peers, colleagues, and loved
ones.
How does your family influence the adult you
will become?
How do you develop and sustain relationships
over time?
Why is it so hard to have healthy
relationships?
Through social networking, people even
establish relationships with individuals they
have never met. We now live in a world where
families and relationships are constantly
changing and where global communication
systems have extended friendships and
relationships across the miles.
Growth patterns during adolescence are
individual.
Healthy relationships require a mutual
commitment.
2.4.6.A.1 Compare and contrast how families
may change over time.
Most significant physical, emotional, and
mental growth changes occur during
adolescence, but not necessarily at the same
rates.
2.4.6.A.2 Analyze the characteristics of
healthy friendships and other relationships.
2.4.6.A.4 Demonstrate successful resolution
of a problem(s) among friends and in other
relationships.
2.4.6.B.1 Compare growth patterns of males
and females during adolescence.
A Guide to Healthy Relationships – Have
students create a multimedia presentation that
demonstrates how to create and maintain
healthy family/peer relationships. The
presentation should also explain why theses
factors are important for a healthy, active
lifestyle.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Have student present their ‘A Guide to Healthy
Relationships’ multimedia presentation.
Examine changes in work, family and home
life, popular culture, population and technology
in the United States since 1950.
concerning the creation and maintenance of
healthy family/peer relationships. Conduct a
practice session where students demonstrate
how their understanding of the creation and
maintenance of healthy family/peer
relationships relates to a healthy, active
lifestyle.
concerning the growth patterns of
males/females during adolescence. Conduct a
how their understanding of the growth patterns
of males/females during adolescence relates
to a healthy, active lifestyle. Have students
write a speech from the perspective of a parent
preparing their male/female children for the
changes they will undergo during adolescence.
Conduct a class discussion where students
explain how an understanding of the topics
covered in the presentation can help them to
live a healthy, active lifestyle.
Grade Six
Unit/Big Idea: (1) Personal Growth &
acquire health promotion concepts and skills to Development, Disease & Health Conditions,
Safety and Social & Emotional Health
Health choices and behaviors have a profound
impact on personal, family, community, and
global wellness.
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 to reduce the incidence and
severity of injuries.
How can a personal commitment to wellness
influence the health of others and reduce ones’
risk for diseases, health conditions, and
injuries that may impact the quality or duration
of one’s life?
Why is it so difficult to educate people about
risky behaviors? Why do some people still
engage in unsafe behaviors despite knowing
the inherent risks and possible outcomes?
’04 Taking responsibility for one’s own health
is an essential step towards developing and
maintaining a healthy, active life style.
Staying healthy is a lifelong process that
includes all dimensions of wellness.
The early detection and treatment of diseases
and health conditions impact one’s health.
Respect and acceptance for individuals
regardless of gender, sexual orientation,
disability, ethnicity, socioeconomic
background, religion, and/or culture provide a
foundation for the prevention and resolution of
conflict.
2.1.6.A.1 Explain how health data can be
used to assess and improve each dimension
of personal wellness.
2.1.6.A.2 Relate how personal lifestyle habits,
environment, and heredity influence growth
and development in each life stage.
2.1.6.C.2 Determine the impact of public
health strategies in preventing diseases and
health conditions.
2.1.6.C.3 Compare and contrast common
mental illnesses (such as depression, anxiety
and panic disorders, and phobias) and ways to
detect and treat them.
2.1.6.D.1 Summarize the common causes of
intentional and unintentional injuries in
adolescents and related prevention strategies.
2.1.6.D.4 Assess when to use basic first-aid
procedures.
2.1.6.E.2 Make recommendations to resolve
incidences of school and community conflict,
violence, harassment, gang violence,
discrimination, and bullying.
2.1.6.E.3 Compare and contrast ways that
individuals, families, and communities cope
with change, crisis, rejection, loss, and
separation.
Factors That Affect Wellness – Have students
develop a multimedia presentation that
addresses how the following components
affect wellness: health knowledge and choices,
body systems,
physical/emotional/intellectual/social growth,
nutritional choices, disease knowledge and
prevention/treatment strategies, mental illness,
injury knowledge and prevention/treatment
strategies, and social/family/individual factors.
For each component, have students create
one slide that describes/explains the
importance of the component and one slide
that details how the student can use their
understanding of each component to have a
positive affect on their wellness.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Summarize the common causes of intentional
and unintentional injuries in adolescents and
related prevention strategies.
Research and analyze statistics on the types
of injuries that frequently occur in young
adolescents using data from local, state,
national, and international sources.
Categorize the kinds of injuries and
determine the possible causes (e.g., faulty
equipment, not using safety equipment or
using it incorrectly, inattention, lack of
experience, unsafe conditions).
concerning health knowledge and choices.
demonstrate their understanding of how health
disease knowledge and prevention treatment
strategies relates to wellness.
concerning mental illness.
mental illness relates to wellness.
concerning injury knowledge and
prevention/treatment strategies.
knowledge and choices relate to wellness.
concerning
physical/emotional/intellectual/social growth.
physical/emotional/intellectual/social growth
relates to wellness.
concerning disease knowledge and
prevention/treatment strategies.
Literacy: Have students write weekly health
journal entries indicating how they are taking
responsibility for their own health, and taking
essential steps towards developing and
maintaining an active, healthy lifestyle.
demonstrate how their understanding of injury
knowledge and prevention/treatment strategies
relates to wellness.
concerning social/family/individual factors.
social/family/individual factors relates to
wellness.
Have students develop and present their
‘Factors That Affect Wellness’ multimedia
presentations. Teacher will facilitate
discussion at the conclusion of all
presentation.
relaxation contributes to individual wellness.
Grade Six
NJCCCS:
Unit/Big Idea: (2) Nutrition & Fitness and
Physical Activity
skills.
Food choices and eating patterns are
developed at a young age, persist throughout
one’s lifetime, and may impact one’s long-term
health.
How are food choices influenced by culture
and tradition?
It may be difficult to change unhealthy eating
patterns that are rooted in family traditions,
religious beliefs, or culture.
Could a diet that is healthy for one person be
unhealthy
Peers and the media also have a significant
impact on food choices and the availability of
healthy options.
What role does family, peers, and the media
have on food choices now and throughout life?
Should all individuals have the same fitness
goals?
Making healthy eating choices is an important
part of achieving and sustaining wellness.
factors.
2.1.6.B.2 Summarize the benefits and risks
associated with nutritional choices, based on
eating patterns.
2.1.6.B.4 Compare and contrast nutritional
information on similar food products in order to
make informed choices.
2.6.6.A.3 Develop and implement a fitness
plan based on the assessment of one’s
personal fitness level, and monitor
health/fitness indicators before, during, and
after the program.
2.6.6.A.4 Predict how factors such as health
status, interests, environmental conditions, and
available time may impact personal fitness.
2.6.6.A.5 Relate physical activity, healthy
eating, and body composition to personal
fitness and health.
2.6.6.A.6 Explain and apply the training
principles of frequency, intensity, time, and
type (FITT) to improve personal fitness.
2.6.6.A.7 Evaluate the short- and long-term
effects of anabolic steroids and other
performance-enhancing substances on
personal health.
(See Stage 3 Class Activity) Analyze the
survey data and develop a multi-media
presentation including interviews with students,
information obtained from the blog or podcast
with the other school and graphs of the data
collected, as well as recommendations for
improving healthy choices.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Survey the student population about food
choices and what influences those choices.
Focus on breakfast, school lunches, snacks,
fast food, or family meals. Extend the survey
to students in another school (local or in
another country) using a blog or podcast.
(See End of Unit Assessment)
concerning nutritional choices.
nutritional choices relates to wellness.
Grade Six
NJCCCS: 2.2 Integrated Skills: All students
lifestyle.
Unit/Big Idea: (3) Decision-Making/Choices
It is important to develop good personal and
interpersonal life skills to become active
participants in a healthy, active lifestyle.
How do I learn to stand for and communicate
my beliefs to others without alienating them?
Decision-making can be affected by a variety
of influences that may not be in a person’s
best interest.
Character is who you are when no one is
looking.
Leadership and advocacy to promote personal
and community wellness can impact the
immediate community and society as a whole.
There are numerous health and fitness
programs available that provide a variety of
services. Not all are created equal.
Why might educated people make poor health
decisions?
How are character and health related?
How can you inspire others to address health
issues?
Where do I go to access information about
good health and fitness services?
What defines good character?
When you demonstrate cooperation does that
make you less competitive?
Is the ability to work with others important?
Effective communication is the basis for
strengthening interpersonal interactions and
relationships and resolving conflicts.
2.2.6.A.2 Demonstrate use of refusal,
negotiation, and assertiveness skills in
different situations.
Every health-related decision has short- and
long-term consequences and affects the ability
to reach health goals.
2.2.6.B.2 Predict how the outcome(s) of a
health-related decision may differ if an
alternative decision is made by self or others.
Personal core ethical values impact the
behavior of oneself and others.
2.2.6.B.3 Determine how conflicting interests
may influence one’s decisions.
2.2.6.C.1 Explain how character and core
ethical values can be useful in addressing
challenging situations.
2.2.6.C.2 Predict situations that may
Participation in social and health- or serviceorganization initiatives have a positive social
impact.
Health literacy includes the ability to compare
and evaluate health resources.
problems.
challenge an individual’s core ethical values.
2.2.6.D.1 Appraise the goals of various
community or service-organization initiatives to
determine opportunities for volunteer service.
2.2.6.D.2 Develop a position about a health
issue in order to inform peers.
2.2.6.E.1 Determine the validity and reliability
of different types of health resources.
2.2.6.E.2 Distinguish health issues that
warrant support from trusted adults or health
professionals.
Develop an online directory of school and
community health and social services linking
common adolescent problems with the
appropriate provider.
Other Evidence:
Oral response
Teacher observation
Quiz/checklist on key terms/ideas
Self assessment
Peer assessment
Record of participation
Examine the kinds of health problems that
young adolescents might face and discuss
appropriate actions to resolve the problems.
Organize health problems into categories
(e.g., injuries, diseases, social and
emotional).
Foster positive learning environment through
good sportsmanship, character and proper
behavior.
Demonstrate the ability to communicate within
various activities.
Implement cooperation skills within various
activities.
Review daily the Key Terms.
Use Fitness Journal throughout unit to write
personal goals, reflect on goals, and respond
to Standards listed in this UBD.
Questioning/discussion of preliminary
knowledge of specific skills within activity units
Demonstration of specific skills for each unit
Participation/practice of skills in isolation
Discussion of rules/roles/sportsmanship
responsibilities for each activity unit
Debrief/review/discuss within individual
lessons
At the conclusion of these various activities the
students will show evidence of demonstrating
good sportsmanship, cooperation,
communication, and leadership qualities within
various activity settings
Grade Six
lifestyle.
The use and abuse of alcohol, tobacco, and
other drugs not only impacts the individual but
may have a profound impact on others.
Why do people use and abuse alcohol,
tobacco and other drugs despite warnings
about the dangers to self and others?
behaviors.
factors.
How can/does someone’s substance use
and/or abuse affect others?
2.3.6.B.1 Explain the system of drug
classification and why it is useful in preventing
substance abuse.
2.3.6.B.5 Determine situations where the use
of alcohol and other drugs influence decisionmaking and can place one at risk.
2.3.6.B.6 Summarize the signs and symptoms
of inhalant abuse.
2.3.6.B.7 Analyze the relationship between
injected drug use and diseases such as
HIV/AIDS and hepatitis.
2.3.6.C.1 Summarize the signs and symptoms
of a substance abuse problem and the stages
that lead to dependency/addiction.
2.3.6.C.2 Explain how wellness is affected
during the stages of drug
dependency/addiction.
2.3.6.C.3 Determine the extent to which
various factors contribute to the use and abuse
of alcohol, tobacco, and other drugs by
adolescents, such as peer pressure, low selfesteem, genetics, and poor role models.
2.3.6.C.4 Determine effective strategies to
stop using alcohol, tobacco and other drugs,
and that support the ability to remain drug-free.
Live Without Substance Abuse Pamphlet –
Divide students into groups. Have each group
create a pamphlet that will be used to
persuade others to lead a substance abusefree life. The pamphlet will address the
following: identification/classification/examples
of illegal drugs/controlled substances,
symptoms of an abuse problem, results of an
abuse problem, and abuse help
resources/strategies.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Have students present their “Live Without
Substance Abuse’ pamphlets.
Complete the following questions in
preparation for an activity to evaluate the
impact of smoking on the heart and lungs:
• What are two forms of physical activity you
like to do?
• How might tobacco use affect your ability to
participate in those activities?
• What are two facts about tobacco use and
smoking?
• What is your resting heart rate? Your post
exercise heart rate?
• How might tobacco use impact your heart
rate?
concerning the
identification/classification/examples of illegal
drugs/controlled substances. Conduct a
how their understanding of the
identification/classification/examples of illegal
drugs/controlled substances relates to
promoting a healthy lifestyle.
concerning the symptoms of an abuse
problem. Conduct a practice session where
students demonstrate how their understanding
of recognizing the symptoms of drug abuse
relates to promoting a healthy lifestyle.
concerning the results of an abuse situation.
knowing the results of an abuse situation
relates to promoting a healthy lifestyle.
concerning abuse help resources/strategies.
demonstrate their understanding of how abuse
help resources/strategies relates to promoting
a healthy lifestyle.
Grade Six
active lifestyle.
Unit/Big Idea: (5) Human Relationships and
Sexuality
ones.
will become?
over time?
Why is it so hard to have healthy
relationships?
Through social networking, people even
establish relationships with individuals they
have never met. We now live in a world where
families and relationships are constantly
changing and where global communication
systems have extended friendships and
relationships across the miles.
Responsible behaviors along with medically
accurate information can reduce or eliminate
the occurrence of sexually transmitted
diseases, HIV/AIDS, and unintended
pregnancy.
Healthy relationships require a mutual
commitment.
2.4.6.A.3 Examine the types of relationships
adolescents may experience.
Responsible actions regarding sexual behavior
impact the health of oneself and others.
2.4.6.A.5 Compare and contrast the role of
dating and dating behaviors in adolescence.
Knowing the physiological process of how
pregnancy occurs as well as development of
the fetus leading to child birth contribute to a
greater understanding of how and why a
healthy environment should be provided for the
2.4.6.B.2 Summarize strategies to remain
abstinent and resist pressures to become
sexually active.
2.4.6.B.3 Determine behaviors that place one
pregnant mother.
at risk for HIV/AIDS, STIs, HPV, or unintended
pregnancy.
Adolescent parents may have difficulty
adjusting to emotional and financial
responsibilities of parenthood.
2.4.6.B.4 Predict the possible physical, social,
andemotional impacts of adolescent decisions
regarding sexual behavior.
2.4.6.C.1 Summarize the sequence of
fertilization,embryonic growth, and fetal
development during pregnancy.
2.4.6.C.2 Identify the signs and symptoms of
pregnancy.
2.4.6.C.3 Identify prenatal practices that
support a healthy pregnancy.
2.4.6.C.4 Predict challenges that may be
faced by adolescent parents and their families.
Healthy Relationships – Divide students into
the following groups: peer relationship and
dating, sexual feelings/activity, and pregnancy.
Have groups create a skit where the members
role-play making healthy decisions concerning
each topic.
Other Evidence:
Teacher observation
Self-assessment
Peer-assessment
Oral response
Written response
Have students present their ‘Healthy
Relationships’ skits. At the conclusion of the
presentations, conduct a class discussion
where students explain how an understanding
of the topics covered in the presentation can
help them to live a healthy, active lifestyle.
Examine changes in work, family and home
life, popular culture, population and technology
in the United States since 1950.
concerning peer relationships and dating.
demonstrate how their understanding of peer
relationships and dating are related to
promoting a healthy lifestyle.
concerning sexual feelings/activity. Conduct a
how their understanding of sexual
feelings/activity is related to promoting a
healthy lifestyle.
concerning pregnancy. Conduct a practice
session where students demonstrate how their
understanding
of pregnancy is related to promoting a healthy
lifestyle.
Grade Seven
NJCCCS:
Unit/Big Idea: (1) Personal Health
2.1. Wellness: (A, B, D, E) All students will
acquire health promotion concepts and skills to
skills to develop and maintain a healthy
Current and future personal wellness is
dependent upon applying health-related
concepts and skills in everyday lifestyle
behaviors.
Individual’s health at different life stages is
dependent on heredity, environmental factors
and lifestyle choices.
Current and emerging diagnostic, prevention
and treatment strategies can help people live
healthier and longer than ever before.
What are the consequences (especially
unforeseen) of our choices in terms of
wellness?
What causes optimal growth and
development?
To what extent can we keep ourselves disease
free?
Why do we sometimes take risks that can
cause harm to ourselves or others?
Being consistently aware of the environment
and taking safety precautions can reduce the
risk of injury to oneself and others.
Developing and maintaining wellness requires
ongoing evaluation of factors impacting health
and modifying lifestyle behaviors accordingly.
2.1.8.A.1. Assess and apply health data to
enhance each dimension of personal wellness.
factors
2.1.8.A.2. Compare and contrast the impact of
genetics, family history, personal health
practices, and environment on personal growth
and development in each life stage.
Evaluating the potential for injury prior to
engaging in unhealthy/risky behaviors impacts
choices.
2.1.8.A.3. Relate advances in technology to
maintaining and improving personal health.
2.1.8.A.4. Determine the impact of marketing
techniques on the use of personal hygiene
products, practices, and services.
Social and emotional development impacts all
components of wellness.
2.1.8.B.1. Analyze how culture, health status,
Respect and acceptance for individuals
regardless of gender, sexual orientation,
disability, ethnicity, socio-economic
background, religion, and/or culture provide a
foundation for the prevention and resolution of
conflict.
age, and eating environment influence
personal eating patterns and recommend ways
to provide nutritional balance.
individual’s
ability to cope with different types of emotional
situations.
2.1.8.B.3. Design a weekly nutritional plan for
families with different lifestyles, resources,
special needs, and cultural backgrounds.
2.1.8.B.2. Identify and defend healthy ways for
adolescents to lose, gain, or maintain weight.
2.1.8.B.4. Analyze the nutritional values of new
products and supplements.
2.1.8.D.1. Assess the degree of risk in a
variety of situations and identify strategies to
reduce intentional and unintentional injuries to
self and others.
2.1.8.D.2. Describe effective personal
protection strategies used in public places and
what to do when one’s safety is compromised.
2.1.8.D.3. Analyze the causes and the
consequences of noncompliance with the
traffic safety system.
2.1.8.D.4 Demonstrate first-aid procedures,
including victim and situation assessment,
Basic Life Support, and the care of head
trauma, bleeding and wounds, burns,
fractures, shock, and poisoning.
2.1.8.E.1. Analyze how personal assets,
resiliency, and protective factors support
healthy social and emotional health.
2.1.8.E.2. Determine the effectiveness of
existing home, school, and community efforts
to address social and emotional health and
prevent conflict.
2.1.8.E.3. Explain how culture influences the
ways families and groups cope with crisis and
change.
2.1.8.E.4. Compare and contrast stress
management strategies that are used to
address various types of stress-induced
situations
2.6.8.A.2. Use health data to develop and
implement a personal fitness plan and
evaluate its effectiveness.
BE SAFE, NOT SORRY: SAY NO! - Students
may find themselves in situations that pose a
threat to their safety. Other situations may
ultimately get
them into trouble with authority figures (e.g.,
parents, school officials, police).
Other Evidence:
• Quiz/Test (Facts)
• Oral Responses (Class Discussion)
• Projects
• Graphs – Safety/Nutrition
• Diagrams – Body Systems
• Group Work/Presentations
• Journal Writing/Log
Divide the class into small groups. Each group
develops a role-playing situation that
addresses one of the following:
− You’re at a party where the parents serve
alcoholic drinks to the teenagers.
− You need a ride home from a party. The only
person who offers you a ride is drunk.
− You get a ride home with one of your
brother’s friends. You notice several empty
liquor bottles on the floor of the car.
− At a party, you accidentally knock over a
vase and find a stash of marijuana.
Students rate each role-play for the effective
use of decision-making, refusal, or negotiation
skills or the appropriate use of assertiveness.
(Students use a teacher designed rating chart
for this part of the activity.) Each student writes
a short story about a potentially threatening
situation focusing on the character’s use of
skills to safely diffuse or resolve the situation.
Personal Health
• Place banner in front of class “Taking
Responsibility for one’s own health is an
essential step to live a healthy life.”
• Begin with entry question: What is health?
• Discuss first 3 essential questions.
• Discuss who is impacted by your choices.
• Create a chart consisting of 3 columns: List
of choices good and bad, impact on you, and
impact on family.
• Discuss personal hygiene needed in 7th
Nutrition:
• Students make a personal eating patterns
model. Within the model show how your own
culture, health status, age, and eating
environment influence your eating patterns.
• Discuss ways to improve nutritional balance.
• Break students into small groups to jigsaw
healthy ways to gain, lose, or maintain weight.
Each group becomes an expert on their topic
and then teaches the other groups.
• Give each person a nutrient or a part of the
body in which nutrients effect to research. Also
grade (products and use).
• Discuss how the choices made in regard to
personal hygiene impact your life.
• Share current health data with class using
print outs or overheads.
• Make predictions as to the outcome of the
data pertaining to wellness.
Growth and Development
• Create chart with 5 columns: In column 1 list
the life stages, in column 2 list physical
changes for each life stage, in column 3 list
social changes for each life stage, in column 4
list emotional changes for each life change, in
column 5 list intellectual changes that occur
during each life stage.
• Discuss what makes you unique. Create a
personal uniqueness profile showing how
heredity, physiological changes, environmental
influences, and varying social experiences
contribute to your personal uniqueness.
research what foods are good sources of each
nutrient. When presenting students should
mention what health conditions will less likely
develop by getting enough of their nutrient on
a daily basis.
Safety
• Have students list dangerous situations in
different areas.
• Give students a list of various injuries and in
pairs or groups have them discuss and present
how their injuries impact various individuals
and groups.
• Introduce first aid procedures and skills.
• Provide students with scenario cards in
groups. Groups take turns performing the
card’s scenario. Class discusses alternate
outcomes.
Dating Violence (Content REQUIRED; adapt
delivery as needed)
“Dating violence” means a pattern of behavior
where one person threatens to use, or actually
uses physical, sexual, verbal, or emotional
abuse to control a dating partner.
Discuss/present information regarding
characteristics of healthy relationships.
Grade Seven
lifestyle.
Unit/Big Idea: (2) Substance Awareness
Medicines must be used correctly in order to
be safe and have the maximum benefit.
How do I determine whether or not a
medication will be effective?
Why does one person become an addict and
another does not?
There are common indicators, stages and
influencing factors of chemical dependency.
2.3.8.A.1. Explain why the therapeutic effects
and potential risks of commonly used over-thecounter medicines, prescription drugs, and
herbal and medicinal supplements vary in
different individuals.
behaviors.
2.3.8.A.2. Compare and contrast adolescent
and adult abuse of prescription and over-thecounter medicines and the consequences of
such abuse.
factors.
2.3.8.B.1. Compare and contrast the physical
and behavioral effects of commonly abused
substances by adolescents.
The ability to interrupt a drug
dependency/addiction typically requires
outside intervention, a strong personal
commitment, treatment, and the support of
family, friends, and others.
2.3.8.B.2. Predict the legal and financial
consequences of the use, sale, and
possession of illegal substances.
2.3.8.B.3. Analyze the effects of all types of
tobacco use on the aging process.
2.3.8.B.4. Compare and contrast smoking laws
in New Jersey with other states and countries.
2.3.8.B.5. Explain the impact of alcohol and
other drugs on those areas of the brain that
control vision, sleep, coordination, and reaction
time and the related impairment of behavior,
judgment, and memory.
2.3.8.B.6. Relate the use of alcohol and other
drugs to decision-making and risk for sexual
assault, pregnancy, and STIs.
2.3.8.B.7. Explain the impact of inhalant use
and abuse on social, emotional, mental, and
physical wellness.
2.3.8.B.8. Analyze health risks associated with
injected drug use.
2.3.8.C.1. Compare and contrast theories
about dependency/addiction (such as genetic
predisposition, gender-related predisposition,
and multiple risks) and provide
recommendations that support a drug free life.
2.3.8.C.2. Summarize intervention strategies
that assist family and friends to cope with the
impact of substance abuse.
USE, ABUSE, OR DEPENDENCY? - Divide
the class into three groups. Create one set of
cards for each group describing the four
phases of the progression of chemical
dependency. Give each group a set of cards
and have volunteers arrange themselves in the
correct order from early to end stages. To
make changes in the order, students must
challenge the placement and those who
arranged the line-up must defend the
placement. Reconvene the class and review
the definitions of use, abuse, and dependency.
Relate the definitions of use, abuse, and
dependency to the progression chart and
address any misconceptions. Provide the small
groups several situations, (see samples below)
that involve substance use. Groups determine
if the scenario constitutes use, abuse, or
dependency. Students list questions to
consider when making an appropriate decision
and indicate where they might look to find
Other Evidence:
Quiz/Test
Oral Responses
Projects
Group Work
Charts
Graphs
Diagrams
Videotaping
Role Play
Discussion Groups
Journal Writing
Scripting
answers to the questions.
Describe what prescription and over-thecounter drugs are and how they are similar
and different.
Chart different classifications of drugs.
In a chart, place commonly used drugs. Next
to them place their potential side effects.
Discuss “sudden sniffing syndrome” and it’s
prevalence among teenagers.
Have students work in pairs to list ways to take
prescription drugs safely. Have each pair take
turns giving an example.
Dependency/Addiction and Treatment
Class discussion on risks associated with
injecting drugs.
Do Now: Why do people use and abuse
alcohol, tobacco and other drugs?
Discuss dependency and it’s stages.
Brainstorm ways to quit a specific substance.
Have students create a list of 5 places where
you can purchase different drugs.
Writing Assignment: What impact does
substance abuse have on the person, family
and community?
Have students research different substances
such as herbs, organics, and supplements.
When each student presents their substance,
compare and contrast. Alcohol, Tobacco and
Other Drugs
Discuss tobacco and it’s impact on the body.
Groups present information on how tobacco
affects a specific body part for both smokers
and non-smokers.
Discuss alcohol and it’s impact on the body.
Discuss how alcohol contributes to a variety of
illnesses.
Do Now: How are these drugs similar and
different?
JOURNAL – Write about the day in the life of a
drug abuser.
Assign pairs to a specific drug to research
legal and financial consequences for each
including use, sale, and possession.
SIDE EFFECTS - Define side effects. Invite a
pharmacist or healthcare provider to discuss
the most common side effects of medications
to your class. Students prepare questions, in
advance, for the presentation. After the visit,
divide the class into small groups, and have
each group select an occupation (i.e. pilot,
racecar driver, professional athlete, doctor,
carpenter.) Have each group discuss the
responsibilities of its chosen occupation and
predict the impact of medication side effects on
job performance. After the presentations,
discuss what a person can do to minimize
medication side effects so he/she can function
better at school or work.
SUBSTANCE ABUSE AND CRIME – Have
students gather and analyze statistical data on
DUI arrests, car crashes related to substance
use, and juvenile arrests. Have students
compare the data over a 5 to 10 year period
and draw conclusions. Next, have students
compare data from other towns, counties, or
states. Have students respond, in writing, to
the following question: What can be done to
decrease
Grade Eight
NJCCCS:
2.2 Integrated Skills: All students will
develop and use personal and interpersonal
skills to support a healthy, active
Unit/Big Idea: (1) Public Health and
Resources
Knowing how and when to navigate the
healthcare system is critical to maintaining
wellness.
Why is it so difficult for some people to access
healthcare?
The early detection of diseases and health
conditions contributes to one’s health and
helps reduce healthcare costs.
What’s more important: prevention or cure?
The prevention and control of diseases and
health conditions are affected by many factors.
2.1.8.C.1. Evaluate emerging methods to
diagnose and treat diseases and health
conditions that are common in young adults in
the United States and other countries,
including hepatitis, sexually transmitted
infections, HIV/AIDS, breast cancer, HPV, and
testicular cancer.
Potential solutions to health issues are
dependent on health literacy and available
resources.
problems.
How do you know when you need help?
2.1.8.C.2. Analyze local, state, national, and
international public health efforts to prevent
and control diseases and health conditions.
2.1.8.C.3. Analyze the impact of mental illness
(e.g., depression, impulse disorders such as
gambling or shopping, eating disorders, and
bipolar disorders) on physical, social, and
emotional well-being.
2.2.8.E.1. Evaluate various health products,
services, and resources from different sources,
including the Internet.
2.2.8.E.2. Compare and contrast situations
that require support from trusted adults or
health professionals.
Diseases and Health Conditions
• Have students create a chart on diseases
including, how they are transmitted, what
causes them, where they are found on the
body, and treatment.
• Discuss how governmental agencies try to
prevent and control diseases and health
conditions.
Other Evidence:
Quiz/Test (Facts)
Oral Responses (Class Discussion)
Projects
Graphs
Group Work/Presentations
Journal Writing/Log
Consider video taping end of unit assessment
presentations for peer review and critique and
shared with international ePals.
Diseases and Health Conditions
Define mental illness. Assign, as a project, an
impulse disorder to each individual or to
groups and have them present their research
on their topic using a variety of multimedia.
Students will include information about
identifying the illness, and provide resources
on when and where to seek appropriate help.
Students will be assessed by way of teachergenerated rubric.
Health Services & Information
Conduct a survey of local healthcare providers
(e.g., clinics, hospitals, physician’s offices) to
identify the top ten problems of young
adolescents.
Students generate charts/graphs of data, and
compare the local results to state, national,
and international data.
Students rate each role-play for the effective
use of decision-making, refusal, or negotiation
skills or the appropriate use of assertiveness.
(Students use a teacher-designed rating chart
for this part of the activity.) Each student writes
a short story about a potentially threatening
situation focusing on the character’s use of
skills to safely diffuse or resolve the situation.
Grade Eight
NJCCCS:
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
lifestyle.
Unit/Big Idea: (2) Family, Relationships and
Dating
Tolerance, appreciation and understanding of
individual differences are necessary in order to
establish healthy relationships.
How do we learn to understand and respect
diversity in relationships?
ones.
will become?
over time?
How do you know when you are ready to have
a child?
Raising a child requires physical, economic,
emotional, social and intellectual commitment.
The values acquired from family, culture,
personal experiences, and friends impact all
types of relationships.
Personal lifestyle habits and genetics influence
sexual development as well as overall growth
patterns.
Responsible actions regarding sexual behavior
impact the health of oneself and others.
Discussion of topics regarding sexuality
requires a safe, supportive environment where
sensitivity and respect is shown toward all.
2.4.8.A.1. Predict how changes within a family
can impact family members.
2.4.8.A.2. Explain how the family unit impacts
character development.
2.4.8.A.4. Differentiate between affection, love,
commitment, and sexual attraction.
2.4.8.A.6. Develop acceptable criteria for safe
dating situations, such as dating in groups,
setting limits, or only dating someone of the
same age.
Early detection strategies assist in the
prevention and treatment of illness or disease.
Pregnancy, childbirth, and parenthood are
significant events that cause numerous
changes in one’s life and the lives of others
problems.
2.4.8.A.3. Explain when the services of
professionals are needed to intervene in
relationships.
2.4.8.A.5. Determine when a relationship is
unhealthy and explain effective strategies to
end the relationship.
2.4.8.B.1. Analyze the influence of hormones,
nutrition, the environment, and heredity on the
physical, social, and emotional changes that
occur during puberty.
2.4.8.B.2. Determine the benefits of sexual
abstinence and develop strategies to resist
pressures to become sexually active.
2.4.8.B.3. Compare and contrast methods of
contraception used by adolescents and factors that
may influence their use.
2.4.8.B.4. Relate certain behaviors to placing
one at greater risk for HIV/AIDS, STIs, and
unintended pregnancy.
2.4.8.B.5. Discuss topics regarding gender
identity, sexual orientation, and cultural
stereotyping.
2.4.8.B.6. Explain the importance of practicing
routine healthcare procedures such as breast
self-examination, testicular examinations, and
HPV vaccine.
2.4.8.C.1. Summarize the signs and symptoms
of pregnancy and the methods available to
confirm pregnancy.
2.4.8.C.2. Distinguish physical, social, and
emotional changes that occur during each
stage of pregnancy, including the stages of
labor and childbirth and the adjustment period
following birth.
2.4.8.C.5. Correlate prenatal care with the
prevention of complications that may occur
during pregnancy and childbirth.
2.4.8.C.4. Predict short- and long-term impacts
of teen pregnancy.
2.4.8.C.3. Determine effective strategies and
resources to assist with parenting.
2.2.8.E.2. Compare and contrast situations
that require support from trusted adults or
health professionals.
After being assigned various lifetime
scenarios, descriptions of various kinds of
families undergoing changes (e.g.,
breadwinner loses job or gets a promotion and
family has to move; single mother finds out she
is pregnant with twins; parents divorce and
one parent has to move out-of-state; family
inherits a great deal of money; child is
diagnosed with serious illness), conduct
research to create a family budget, find
suitable housing, employment, and
transportation, address healthcare, locate
schools and community services.
Other Evidence:
Quiz/Test
Oral Responses
Projects
Group Work/Presentations
Diagrams
Venn Diagrams
Role Play
Discussion Groups
Journal Writing
Debate
Scripting
Write the “story” of the family and create a
family “album” that addresses how the family
copes and deals with the problems and share
the album with the class.
Relationships
Discuss types of relationships (peer, family,
dating, marriage).
Sexuality
Have students list types of sexual pressures
including internal and external.
Research how positive and negative change
impacts families and relationships.
Have students in groups list benefits of
abstinence (physical, social, emotional).
Discuss what a family is and how they have
changed over time (include a
Do Now: Why do adolescents engage in
sexual activity?
Discussion on sexual orientation when samesex unions are brought up).
Work in pairs to list possible short and longterm effects of adolescent sexual behavior
including socially, emotionally, and physically.
Have each student create a family tree.
Brainstorm and discuss why families change.
Discuss how relationships change.
Discuss abstinence.
Contraception
Students will research various contraception
methods and present those to the class. After
presentations, students will work in groups to
Discuss dating including such things as: why
people date, how do people date, how
cultures differ.
Have students list what might be signs of an
unhealthy relationship.
Have students define and discuss the
difference between affection, love,
commitment, and sexual attraction.
Dating Violence (Content REQUIRED; adapt
delivery as needed)
“Dating violence” means a pattern of behavior
where one person threatens to use, or actually
uses physical, sexual, verbal, or emotional
abuse to control a dating partner.
list from most effective to least effective and
explain why.
Do Now: What factors determine whether
someone uses contraception?
Discuss importance of routine healthcare
(breast and testicular self-exams).
Pregnancy & Parenting
Discuss how pregnancy is detected.
Have students jigsaw the different stages of
fetal development and report back to their
group and prepare for a class discussion.
Performance task – From My Perspective
Discuss/present information regarding the
warning signs of dating violence. The warning
signs listed below are to educate the school
community on the characteristics a pupil in an
unhealthy or abusive relationship might exhibit.
Discuss physical and emotional changes that
occur during pregnancy.
Warning signs may include, but are not limited
to, the following:
Do Now: What does it mean to be a
responsible parent?
a. Name-calling and putdowns - Does one
pupil in the relationship use name-calling or
putdowns to belittle or intimidate the other
pupil?
Discuss effective strategies of parenting and
some of the difficulties that teen parents face.
b. Extreme jealousy - Does one pupil in the
relationship appear jealous when the other
talks with peers?
c. Making excuses - Does one pupil in the
relationship make excuses for the other?
d. Canceling or changing plans - Does one
pupil cancel plans often, and at the last
minute? Do the reasons make sense or sound
untrue?
e. Monitoring - Does one pupil call, text, or
check up on the other pupil constantly? Does
one pupil demand to know the other s
whereabouts or plans?
f. Uncontrolled anger – Does one of the pupils
in the relationship lose his or her temper or
throw and break things in anger?
Research how different substances have an
effect on pregnancy.
From My Perspective – Have students write a
letter to their parent about what it is like to be
in the womb. Have students write about parent
behaviors (diet, exercise, pre-natal care, stress
levels, etc.) and how they make them feel.
Parent on a Budget – Students will be given a
monthly salary and create a budget based on
their needs. Be sure to include things such as
rent, utilities, baby items (diapers, formula,
baby food, etc.), car insurance, gas, food,
childcare, etc. Have students reflect on what it
really costs to be a parent financially. How
much money did you have left at the end of the
month? Were the costs of some items more
expensive than you thought?
Disease Prevention on Trial – Divide the class
into 2 groups. One group is an attorney for a
method of preventing disease and/or
unintended pregnancy. They need to make an
opening statement to group 2 (the jury) in
g. Isolation - Has one pupil in the relationship
given up spending time with family and
friends? Has the pupil stopped participating in
activities that were once very important?
h. Dramatic changes - Has the appearance of
the pupil in the relationships changed? Has the
pupil in the relationship lost or gained weight?
Does the
pupil seem depressed?
i. Injuries - Does the pupil in the relationship
have unexplained injuries? Does the pupil give
explanations that seem untrue?
j. Quick Progression - Did the pupil s
relationship get serious very quickly?
which they will present information about their
method. The jury will then rank in order from
most to least reliable which method is the best
for protecting against unintended pregnancy
and then for preventing against disease.

Health - Mount Laurel Schools

Transcription

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