CURRICULUM
FOR
HEALTH
EDUCATION
GRADE 6
This Curriculum is part of the educational Program of Studies of the Rahway Public Schools
ACKNOWLEDGEMENTS
Christine H. Salcito, Director of Curriculum and Instruction
John Perillo, Supervisor of Special Projects
The Board acknowledges the following who contributed to the preparation of this curriculum:
Scott Karaman
Subject/Course Title:
Health Education
Grade 6
Date of Board Adoptions:
June 27, 2013
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area:
Wellness, Family Life & Community Health Skills
Unit Title:
1.
2.
3.
4.
5.
6.
Wellness/Health Triangle/Healthy Habits
Influences on Health/Health Skills
Decision Making/Goal Setting
Mental/Emotional Health
Social Health/Physical Health
Nutrition
Target Course/Grade Level:
Grade 6
Unit Summary: This unit focuses on the concept of being much more than just disease free. It is a balanced triangle of physical
health, mental/emotional health, and social health. Enabling them to make informed choices about their health now and in the
future. Wellness can be defined as a way of life that emphasizes health promotion measures such as healthy eating. Students will
learn about proper nutrition and the important role it plays in their lives. Nutrition is the area of health that focuses on selecting
foods that contain nutrients, evaluating food labels, eating the recommended daily amounts of food, following the Dietary
Guidelines, planning a healthy diet that reduces risk of disease and developing healthful eating habits. In June 2011, the USDA
replaced MyPyramid with MyPlate. MyPlate is the current nutritional guide published by the US Department of Agriculture,
depicting a place setting with a plate and glass divided into five food groups. This unit of study helps students become more
involved in what influences their personal food choices and what they gain or lose nutritionally. Maintaining a healthy weight,
with the help of healthy living, nutrition information, and exercise are also topics of focus.
Approximate Length of Unit:
2 weeks
Primary interdisciplinary connections: Science, Social Studies, Math and Language Arts
LEARNING TARGETS
Standards:
2.1
All students will learn and apply health promotion concepts and skills to help promote a healthy, active lifestyle.
2.2
All students will learn health-enhancing personal, interpersonal, and life skills.
2.6
All students will learn and apply health-related fitness concepts.
9.1
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
Content Strand
CPI#
2.1.A.1 Discuss the physical, emotional, and intellectual dimensions of wellness.
2.1.A.4 Discuss how health knowledge, health choices, self-control, resistance, and self-management skills influence wellness.
2.1.B.1 Analyze how culture, health status, age and eating environment influence personal eating patterns and recommend ways
to provide nutritional balance.
2.1.B.2 Identify and defend healthy ways for adolescents to lose, gain or maintain weight.
2.1.C.1 Discuss factors that influence food choices.
2.1.C.2 Compare food choices based on nutrient content and value, calories and cost and create a healthy meal plan.
2.1.C.3 Analyze nutrition information on food packages and labels.
2.1.C.4 Discuss short-and long-terms benefits and risks associated with nutritional choices.
2.1.D.2 Classify diseases and health conditions as communicable, incommunicable, acute, chronic or inherited.
2.1.D.4 Investigate local and state public health efforts to prevent or control diseases and health conditions.
2.1.E.1 Assess situations in the home, school, and community for perceived vs. actual risk of injuries.
2.2.B.1 Demonstrate effective decision-making in health and safety situations.
2.2.B.2 Predict how the outcome(s) of health-related decisions may differ if an alternative decision is made by self or others.
2.2.B.3 Determine how conflicting interests may influence one's decisions.
2.2.B.4 Discuss how ethical decisions require careful thought and action.
2.2.C.1 Apply personal health data and information to support achievement of one's short- and long-term health goals.
2.2.C.2 Develop strategies to support achievement of short-and long-term goals.
2.6.A.3 Describe how body systems adapt over time to regular physical activity.
2.6.A.6 Describe the relationship between physical activity, healthy eating, and body composition.
2.2.C.1 Engage in moderate to vigorous forms of physical activity that address each component of fitness.
9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem
solving skills.
9.1.8.C.1 Determine an individual's responsibility for personal actions and contributions to group activities.
9.1.8.C.2 Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks,
assignments and projects.
Unit Understandings
Students will understand that…
 A balanced diet and exercise contribute to physical and mental health.
 You are what you eat.
 Dietary requirements are based on age, activity level, weight and individual health.
 Good nutrition is a lifetime commitment.
 Maintaining a healthy weight by balancing a dietary plan and physical activity.
 The difference between eating healthy foods and unhealthy foods.
 Components of the MyPlate are grains/carbohydrates, dairy, fruits, vegetables, and meats and grains, and oils.
 Students will learn ways to lose, gain or maintain a healthy weight.
 Also how proper eating and physical activity can reduce the risk of high blood pressure, heart disease and high cholesterol
and other health conditions.
 There are three sides to the health triangle: physical health, mental/emotional health, and social health.
 Wellness means that all aspects of the health triangle are healthy and in balance.
 Personal health is influenced by many factors including, heredity, environment, family and culture, peer, the media, and
personal health habits and skills.
 Student is responsible for making informed decision concerning their health.
Unit Essential Questions
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What is the difference between eating healthy foods and unhealthy foods (fatty foods)?
What are types of eating disorders?
What are the components of MyPlate?
Why should I care what I eat?
How can I eat healthy?
What is a healthy weight for me and how can I maintain my healthy weight?
How does the proper nutrition affect the three areas of health?
What helps to make us healthy individuals?
What are factors that may influence wellness?
What skills will help me maintain personal wellness?
How can I make good decisions concerning my health?
Knowledge and Skills
Students will know…
 Components of a balanced diet.
 Consequences of an inadequate diet.
 Common nutritional disorders and diseases.
 How emotions affect eating habits.
 Snacks/fast foods.
 The food/nutrients group.
 Basic safety information.
 Define wellness.
 Explain the decision-making process.
 Explain the importance of goal setting.
Students will be able to…
 List the names of the five food groups.
 Recognize food myths.
 Understand the consequences of poor diet choices/practices.
 Understanding MyPlate.
 Understand how emotions effect eating.
 Identify common nutritional disorders/diseases.
 Identify the three components of the health triangle.
 Identify different factors that contribute to personal health.
 Demonstrate the use of decision-making process to make healthy choices.
 Create a goal setting plan to achieve a health related goal.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
 Written tests
 Skills
 Teacher Observation
 Health Education grading procedures
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
 Students will be able to make healthy eating choices and lifestyle decisions.
 Be able to identify components of the MyPlate and how to include the different components into daily life.
 Food log.
 Research "fad diets".
 Meal Plans.
 Healthy Snacking.
 Exercises to maintain good health.
 Portion sizes.
 Sodium Content. Learn Terminology: Health Triangle & Wellness.
RESOURCES
Teacher Resources:
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Essential Materials and Supplementary Materials
Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED)
www.aaphred.org
Centers for Disease Control and Prevention Health Education Curriculum Analysis Tool, Atlanta, GA
www.cdc.gov/HealthyYouth
NJ Dept of Education Core Curriculum Standards in Comprehensive Health and Physical Education
www.nj.gov/education/aps/cccs/shpe/standards.htm
National Association of State Boards of Education, Center for safe and healthy schools. www.nasbe.org
Joint Committee on national Health Education Standards. National health education standards: Achieving health
excellence, Atlanta, GA
Partnership for 21st Century Skills, Framework for 21st Century learning www.21stcenturyskills.org
American Alliance for Health, Physical Education, Recreation and Dance
Centers for Disease Control and Prevention www.cdc.gov
American Cancer Society
www.choosemyplate.gov
www.kidshealth.org
www.healthcentral.com
www.health.org
Additional Internet Resources and Websites
Equipment Needed:
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Text Books
Videos/DVDs and player
Class Assignments
Dittos
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area:
Wellness & Community Health
Unit Title:
1.
2.
3.
4.
5.
Alcohol, Tobacco, Medicines and Other Drugs
Peer Pressure/Refusal Skills/Assertive Behavior
Health and the Environment
First Aid and Safety
21st Century Life & Career Skills
Target Course/Grade Level:
Grade 6
Unit Summary: To provide students with information on the responsible use of medicines, as well as, the effects of alcohol,
tobacco, and other drugs. The appropriate use of medicines can prevent serious health problems, reduce absenteeism from work
and school and enhance the quality of life. How the misuse or abuse of alcohol, tobacco, and other drugs can impair judgment and
lead to illness and injury. Influences others have on oneself. Learn about all the different types of pollution. The effects of
pollution on your body. Preventing pollution and "going green.” Maintaining a healthy weight, with the help of healthy living,
nutrition information, and exercise are also topics of focus.
In addition, this unit aims to increase student's knowledge of wellness, injury prevention and safety. Wellness can be defined as a
way of life that emphasizes health promotional measures such as healthy eating reducing one's risk of disease, and preventing and
treating simple injuries. Students will be able to understand that having knowledge of basic first aid is important. Also, taking
responsibility for one's health is an essential step towards developing and maintaining a healthy, active lifestyle. Learning that
eating properly and exercising maintains good cardiovascular health.
Students will learn how to be safe in specific areas and what can occur if safety procedures are not followed. Unit will address the
following forms of safety: Pedestrian, ATV, Scooter, Skateboard, Passenger in a car, Passenger on a School Bus, Bicycle, and
other modes of transportation.
Students will start to learn some information as to careers that they might be interested in pursuing and beginning to prepare to take
the courses needed. They will also start to learn financial responsibility.
Primary interdisciplinary connections: Science, Social Studies, Math and Language Arts
LEARNING TARGETS
Standards:
2.1
All students will learn and apply health promotion concepts and skills to help promote a healthy, active lifestyle.
2.2
All students will learn health-enhancing personal, interpersonal, and life skills.
2.3
All students will learn the physical, mental, emotional, and social effects of the use and abuse of alcohol, tobacco, and
other drugs.
9.1
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
Content Strand
CPI#
2.1.A.1 Discuss the physical, emotional, and intellectual dimensions of wellness.
2.1.C.2 Determine the impact of public health strategies in preventing diseases and health conditions.
2.3.A.1 Compare and contrast commonly used over-the-counter medicines.
2.3.A.2 Classify commonly administered medicines and describe the potential side effects of each classification.
2.3.A.3 Recommend safe practices for the use of prescription medicines.
2.3.A.4 Compare and contrast the benefits and dangers of naturally occurring substances, such as herbs, organics, and
supplements.
2.3.B.1 Investigate the relationship between tobacco use and respiratory diseases, cancer, heart disease, stroke and injuries.
2.3.B.2 Investigate the health risks posed to nonsmokers by second hand/passive smoking.
2.3.B.3 Investigate how the use and abuse of alcohol contributes to illnesses such as cancer, liver disease, heart disease, and
injuries.
2.3.B.4 Analyze how the use and abuse of alcohol impacts thinking, reaction time, and behavior.
2.3.B.5 Describe sudden sniffing syndrome and the resultant brain, nerve, and vital organ damage that can result from the use of
inhaled substances.
2.3.C.3 Analyze factors that influence the use and abuse of alcohol, tobacco, and other drugs.
2.2 A.1 Analyze health ideas opinions, and issues from a variety of valid and reliable health sources.
2.2.A.2 Present health information using a multimedia approach , adapting the wording and delivery method for various topics
and audiences.
2.2.A.3 Assess the use of refusal, negotiation, and assertiveness skills and recommend strategies for improvement.
2.2.A.5 Analyze the economic and political purposes and impacts of health messages found in media.
2.2.B.1 Demonstrate and assess the use of decision-making skills in health and safety situations.
2.2.B.2 Compare and contrast the influence of peers, family, the media, and past experiences on the use of decision-making skills
and predict how these influences may change or conflict as one ages.
2.2.B.3 Predict social situations and conditions that may require adolescents and young adults to muse decision-making skills.
2.2.B.4 Discuss how ethical decisions require careful thought and action.
2.2.B.5 Critique significant health decisions and discuss how the outcome(s) might have been changed if the appropriate
communication and decision-making skills had been employed.
2.2.C.1 Analyze factors that support or hinder the achievement of personal health goals.
9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem
solving skills.
9.1.8.C.1 Determine an individual's responsibility for personal actions and contributions to group activities.
9.1.8.C.2 Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks,
assignments and projects.
Unit Understandings
Students will understand that…
 Medicines, tobacco, alcohol, and drugs have serious effects in the individual.
 That health products and home remedies can be helpful in some cases and dangerous on others.
 There are differences between drug use and abuse.
 A variety of valid and reliable sources of health information.
 There are many types and causes of air, water, solid waste and noise pollution.
 That environmental pollution can have far reaching affects on one's health.
 That many federal, state, and local agencies are working to help make people aware of environmental issues.
Unit Essential Questions
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How does the use/abuse of tobacco, alcohol, and other drugs affect you and those around you?
What are the current risks involved with current drugs and their use and abuse?
How can I recognize the difference between drug use and abuse?
Why do some young people choose to begin using tobacco, alcohol and other drugs?
What are the various typed of pollution?
How does pollution affect one's overall health?
What are the agencies to help deal with pollution?
How can I apply basic first aid?
Who do I call in an emergency?
What would I do to protect myself?
How can one recognize, evaluate, an act accordingly with different first aid situations?
What can happen if we are not careful when walking or using transportation?
What are the laws and rules we should follow when walking or using transportation?
What should we do to keep ourselves safe?
What career path should I take?
Knowledge and Skills
Students will know…
 Identifying different types of medicine.
 Describe the proper use of medicines.
 Describe the harmful effects of tobacco use to smokers and non-smokers.
 Describe short-term and long-term effects of alcohol use.
 Explain why alcohol and drug use is especially harmful for teens.
 Describe the short-term and long-term effects of marijuana use.
 Describe the short-term and long-terms effects of inhalant use.
 Different types of pollution.
 Pollution causes harmful effects on one's body.
 Recycling.
 Basic safety information.
 That there are different career paths.
Students will be able to…
 List the benefits of remaining tobacco, alcohol and drug free.
 List the benefits of not smoking marijuana.
 List the benefits of not using inhalants.
 Practice decision-making and refusal skills to remain tobacco, alcohol and drug free.
 Identify various types of pollution.
 List harmful effects of pollution on the body.
 Discuss ways to prevent pollution and reverse the effects.
 Understand causes of pollution.
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Identify problem areas where pollution can occur.
Know basic first aid.
Learn ways to stay safe.
Identify what types of careers that might interest them so that they can start on a career path.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?




Written tests
Skills
Teacher Observation
Health Education Grading procedures
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
 Decision making and goal settings.
 Refusal skills.
 Medicines: use and abuse.
 Tobacco affects
 Alcohol: use and abuse.
 Effects of marijuana.
 Inhalants: use and abuse.
 Current drug trends.
 Types of pollution.
 Effects of pollution on a person.

"Going Green".
 Hands-on basic first aid procedures.
 Assess emergency situations.
 Create emergency plans.
 Safety procedures when walking, riding as a passenger, or on certain vehicles/toys/modes of transportation.
 Future responsibilities as to careers.
RESOURCES
Teacher Resources:
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
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
Essential Materials and Supplementary Materials
Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED)
www.aaphred.org
Centers for Disease Control and Prevention Health Education Curriculum Analysis Tool, Atlanta, GA
www.cdc.gov/HealthyYouth
NJ Dept of Education Core Curriculum Standards in Comprehensive Health and Physical Education
www.nj.gov/education/aps/cccs/shpe/standards.htm
National Association of State Boards of Education, Center for safe and healthy schools. www.nasbe.org
Joint Committee on national Health Education Standards. National health education standards: Achieving health
excellence, Atlanta, GA





Partnership for 21st Century Skills, Framework for 21st Century learning www.21stcenturyskills.org
American Alliance for Health, Physical Education, Recreation and Dance
Centers for Disease Control and Prevention www.cdc.gov
American Cancer Society
Internet Resources and Websites
Equipment Needed:




Text Books
Videos/DVDs and player
Class Assignments
Dittos
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area:
Family Life, Wellness, & Community Health Skills
Unit Title:
1.
2.
3.
4.
5.
6.
7.
8.
Understanding Self
Interpersonal Relationships
Making Decisions about Relationships
Taking Responsibility
Gender Stereotyping
Harassment
Bullying
Communication and Relationships
Target Course/Grade Level:
Grade 6
Unit Summary: To build student's understanding of the physical, emotional and social aspects of human relationships. They will
learn that they must develop personal standards. They must develop skills in solving individual problems. Students learn how to
develop and maintain healthy relationships with family and friends. Students will be able to understand appropriate behavior in
adolescent relationships. Harassment, Bullying & Intimidation (HIB) and what is included under the Anti-Bullying law. Students
will be taught about conflict, its' sources and how to recognize and avoid it. They will learn resolution strategies and how to avoid
violence.
Approximate Length of Unit:
2 weeks
Primary interdisciplinary connections: Science, Social Studies, Math and Language Arts
LEARNING TARGETS
Standards:
2.1
All students will learn health promotion and disease prevention concepts and health-enhancing behaviors.
2.2
All students will learn health-enhancing personal, interpersonal, and life skills.
2.4
All students will learn the biological, social, cultural and psychological aspects of human sexuality and family life.
9.1
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
Content Strand
CPI#
2.1.B.3 Discuss how heredity and physiological changes contribute to an individual's uniqueness.
2.1.D.2 Describe effective personal protection strategies used in public places and what to do when one's safety is compromised.
2.1.E.2 Determine the effectiveness of existing home, school and community efforts to address social and emotional health and
prevent conflict.
2.1.E.4 Discuss the short- and long-term physical, social, and emotional impacts on all forms of abuse.
2.1.E.5 Describe and demonstrate strategies to increase personal safety while in public places and discuss what to do is one's
safety is compromised.
2.1.F.2 Discuss the developmental tasks of adolescence, including the development of mature relationships, gender identification,
a healthy body image, emotional independence, and life skills.
2.2.A.1 Compare and contrast verbal and nonverbal interpersonal communication strategies in a variety of setting and cultures in
different situations.
2.2.A.2 Demonstrate the use of refusal, negotiation and assertiveness skills when responding to peer pressure, disagreements or
conflicts.
2.2.A.3 Assess the use of refusal, negotiation, and assertiveness skills and recommend strategies for conflict.
2.2.A.5 Analyze the economic and political purposes and impacts of health messages found in media.
2.4.A.1 Compare and contrast the current and historical role of marriage and the family in community and society.
2.4.A.2 Discuss the changes in family structures and the forces that influence change.
2.4.A.3 Analyze how relationships evolve over time, focusing on changes in friendships, family, dating relationships, and lifetime
commitment such as marriage.
2.4.B.5 Discuss topics regarding gender identity, sexual orientation, and cultural stereotyping.
9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem
solving skills.
9.1.8.C.1 Determine an individual's responsibility for personal actions and contributions to group activities.
9.1.8.C.2 Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks,
assignments and projects.
Unit Understandings
Students will understand that…
 Conflict resolution is an important factor among adolescences.
 It is vital to the overall wellness of a student to be able to respect the difference between one another and be able to
positively communicate their feelings.
 The differences between others is with body development, cultural, gender, race, and religion.
 That Harassment, Intimidation and Bullying (HIB) includes electronic communication as cyber bullying or bullying via
text messages or social networking.
 What anti-bullying laws are in effect.
 That there are different types of relationships.
Unit Essential Questions:
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What is the value of individuality?
How do you solve your problems?
How do I demonstrate respect for myself and others?
How do I develop and maintain healthy relationships?
What can we learn from other generations?
How is conflict an inevitable part of relationships?
How do you know if a relationship is healthy or unhealthy?
What are conflict resolution skills?
What are different types/styles of communicators?
How do you negotiate when faced with a conflict?
How do I demonstrate respect for myself and others?
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What situations may challenge an individual's core values?
What are ways to include all types of peers into everyday life?
What does HIB stand for? What are the current anti- bullying laws?
Who do you report bullying or harassment to?
How do I develop and maintain healthy relationships?
What can we learn from other generations?
How is conflict an inevitable part of relationships?
Knowledge and Skills
Students will know…
 Respecting themselves and showing respect for others.
 There are many different types of relationships that play an important role throughout life.
 People should respect and accept the diversity of values and beliefs that exist in a community.
 How to break down and solve a problem.
 How their family/religion shapes their individuality.
 The value of individuality.
 Assessing responsibility for self and others.
Students will be able to…
 State the different characteristics of different types of relationships.
 Identify healthy and unhealthy relationships.
 Feel comfortable asking questions regarding relationships.
 Having open communication with parents/guardians, teachers, and friends.
 State the different characteristics of people.
 Identify harassment, intimidation and bullying whether against them or another person.
 Feel comfortable to report the harassment, intimidation or bullying to parents/guardians, teachers, and any adult.
 Set goal for themselves.
 Consider alternative methods for solving a problem.
 Recognize how their differences influence their individuality.
 Refusal skills.
 Communication.
 What good character traits are.
 Expecting respect.
 Showing respect.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
 Written tests
 Skills
 Teacher Observation
 Health Education Grading procedures
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?


Decision making and goal settings.
Refusal skills.
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




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Communication.
Effects of relationships.
Expecting respect.
Showing respect.
How to cope with family issues.
What good character traits are.
What a good media message entails.
Benefits of abstinence.
RESOURCES
Teacher Resources:











Essential Materials and Supplementary Materials
Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED)
www.aaphred.org
Centers for Disease Control and Prevention Health Education Curriculum Analysis Tool, Atlanta, GA
www.cdc.gov/HealthyYouth
NJ Dept of Education Core Curriculum Standards in Comprehensive Health and Physical Education
www.nj.gov/education/aps/cccs/shpe/standards.htm
National Association of State Boards of Education, Center for safe and healthy schools. www.nasbe.org
Joint Committee on national Health Education Standards. National health education standards: Achieving health
excellence, Atlanta, GA
Partnership for 21st Century Skills, Framework for 21st Century learning www.21stcenturyskills.org
American Alliance for Health, Physical Education, Recreation and Dance
Centers for Disease Control and Prevention www.cdc.gov
American Cancer Society
Internet Resources and Websites
Equipment Needed:




Text Books
Videos/DVDs and player
Class Assignments
Dittos
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area:
Family Life, Wellness, & Community Health Skills
Unit Title:
1. Growth & Development
2. Immune System
3. Genetics & Heredity
4. Personal Behavior & Hygiene
5. Adolescence
6. Puberty
7. Male Anatomy & Female Anatomy
8. Abstinence
Target Course/Grade Level: Grade 6
Unit Summary: The quality of physical fitness will affect their health. Personal hygiene and grooming is one's own responsibility.
A variety of factors influence the selection of health information, products and services. Safe living practices are an important part
of everyday life. Various systems of the body work in a coordinated manner to ensure the total health. of the individual. The
immune system protects the body from many disease organisms. The characteristics of living organisms are passed along
genetically. To build student's understanding of the physical, emotional and social aspects of human relationships and sexuality.
Students learn how to develop and maintain healthy relationships with family and friends. Students will learn medically-accurate
information about the changes that occur during adolescence. Students will be able to understand appropriate behavior in
adolescent relationships. Benefits of sexual abstinence.
Approximate Length of Unit:
2 weeks
Primary interdisciplinary connections: Science, Social Studies, Math and Language Arts
LEARNING TARGETS
Standards:
2.1
All students will learn health promotion and disease prevention concepts and health-enhancing behaviors.
2.2
All students will learn health-enhancing personal, interpersonal, and life skills.
2.4
All students will learn the biological, social, cultural and psychological aspects of human sexuality and family life.
9.1
All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
Content Strand
CPI#
2.1.A.1 Explain how health data can be used to assess and improve each dimension of personal wellness.
2.1.A.2 Relate how personal lifestyle habits, environment, and heredity influence growth and development in each life stage.
2.1.A.3 Determine factors that influence the purchase of healthcare products and use of personal hygiene practices.
2.1.B.1 Compare and contrast body systems, their parts, and functions, and explain that body systems work together to ensure
wellness.
2.1.B.2 Compare the rate of physical, social , emotional and intellectual change during various life.
2.1.B.4 Discuss the use of public health strategies to prevent diseases and health conditions.
2.1.E.1 Analyze how personal assets, resiliency and protective factors support healthy, social and emotional health.
2.1.F.1 Examine how personal assets (e.g. self esteem, positive peer relationships) and protective factors (e.g. parental
involvement) support healthy social and emotional development.
2.1.F.2 Discuss the developmental tasks of adolescence, including the development of mature relationships, gender identification,
a healthy body image, emotional independence, and life skills.
2.2.A.1 Analyze health ideas opinions, and issues from a variety of valid and reliable health sources.
2.2.A.2 Present health information using a multimedia approach, adapting the wording and delivery method for various topics and
audiences.
2.2.B.2 Predict how the outcome(s) of a health-related decision may differ if an alternative decision is made by self or others.
2.2.B.3 Determine how conflicting interests may influence one’s decisions.
2.2.B.4 Apply personal health data and information to support achievement of one’s short-and long-term goals.
2.4.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.B.2 Describe the individual growth patterns of males and females during puberty.
9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem
solving skills.
9.1.8.C.1 Determine an individual's responsibility for personal actions and contributions to group activities.
9.1.8.C.2 Demonstrate the use of compromise, consensus and community building strategies for carrying out different tasks,
assignments and projects.
Unit Understandings
Students will understand that…
 That various systems of the body work in a coordinated manner.
 The immune system protects the body.
 Characteristics of living organisms.
 That the rate of physical growth at the onset of puberty varies widely between the sexes, as well as, among individuals.
 That the endocrine and reproductive systems play a major role in growth and development.
Unit Essential Questions
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How do the body systems work together?
How does the immune system protect the body from diseases?
How do genetics/heredity influence who you are?
How do you maintain your own personal hygiene?
How does physical activity impact one's overall health?
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How do you maintain a safe environment?
What are body changes during puberty?
What is puberty/adolescence?
What are the major components to the male and female reproductive systems?
How do you take care of your changing bodies? What are the benefits of sexual abstinence?
Knowledge and Skills
Students will know…
 Puberty.
 Respecting themselves and showing respect for others.
 There are many different types of people in the world.
 People should respect and accept the diversity of values and beliefs that exist in a community.
 The changes your body goes through as you grow.
Students will be able to…
 Label different parts of the body system, including the male/female reproductive system.
 Understand where their traits come from.
 Understand the functions of the body systems.
 Understand how the body systems work together.
 Groom themselves properly.
 List activities that benefit their health.
 Identify ways to keep themselves safe with what they encounter in their daily routine.
 Recognize how to stay healthy socially and emotionally, not just physically.
 Develop a family tree.
 Understand what puberty/ adolescence are and the process.
 Differences in growth patterns of males and females.
 The affects of heredity and environment on one's growth.
 Respect for individual differences.
 Know the benefits of abstinence: no unwanted pregnancies, no STDs and other infectious diseases , not emotionally hurt
from sexual involvement and it demonstrates care for yourself, family and future.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
 Written tests
 Skills
 Teacher Observation
 Health Education Grading procedures
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
 The physical changes which occur in boys and girls during puberty.
 The personal and social responsibilities that accompany growing up.
 Various systems of the body that work in a coordinated manner to insure the total health of the individual.
 The immune system which protects the body from many disease organisms.
 The characteristics of living organisms that are passed along genetically.
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The body: skeletal system, joints, connective tissues, muscles, circulatory system, respiratory system, internal system,
immune system.
How to cope with a changing body.
What good character traits are.
Indentifying and Diagramming the anatomy of a male and female.
Genetics/Heredity: dominant/recessive genes, possible diseases, blood type, coloration of skin, body structure.
RESOURCES
Teacher Resources:
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Essential Materials and Supplementary Materials
Links to Best Practices American Alliance for Health, Physical Education, Recreation and Dance (AAHPRED)
www.aaphred.org
Centers for Disease Control and Prevention Health Education Curriculum Analysis Tool, Atlanta, GA
www.cdc.gov/HealthyYouth
NJ Dept of Education Core Curriculum Standards in Comprehensive Health and Physical Education
www.nj.gov/education/aps/cccs/shpe/standards.htm
National Association of State Boards of Education, Center for safe and healthy schools. www.nasbe.org
Joint Committee on national Health Education Standards. National health education standards: Achieving health
excellence, Atlanta, GA
Partnership for 21st Century Skills, Framework for 21st Century learning www.21stcenturyskills.org
American Alliance for Health, Physical Education, Recreation and Dance
Centers for Disease Control and Prevention www.cdc.gov
American Cancer Society
www.NJbullying.org
www.StopBullyingnowhrsa.gov
www.cyberbullying.us
www.gardenstateequality.org
Internet Resources and Websites
Equipment Needed:
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Text Books
Videos/DVDs and player
Class Assignments
Dittos