CURRICULUM
FOR
HEALTH
EDUCATION
GRADE 5
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 5
Date of Board Adoption:
June 27, 2013
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Wellness, Family Life & Community Health Skills
Unit Title:
1.
2.
3.
4.
5.
Wellness
Triangle Health
Integrated Skills
Nutrition
Decision Making/Goal Setting
Target Course/Grade Level: Grade 5
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.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?
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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?
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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. 8. Exercises to maintain good health. 9. Portion sizes. 10. Sodium Content. 11. 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.
Disease Prevention
Body Systems
First Aid
Safety
Target Course/Grade Level: Grade 5
Unit Summary: Students are naturally curious about their bodies. Awareness of body systems helps us understand the
importance of healthy lifestyles. Indicators for both the New Jersey Health and Science Standards include a basic knowledge of
human body systems. It is important for children to know about the functions of these systems and how they interrelate to one
another. A strong knowledge of how their body works and what it needs helps students to make healthy choices that will keep
their bodies strong and functioning. Students will learn about the functions and components of the systems, as well as many
illnesses and injuries that can cause the system to break down.
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 learn that common adolescent diseases can occur in any child. Students need to be taught to recognize, prevent,
and care for these diseases
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.
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.1 Summarize means of detecting and treating diseases and health conditions that are prevalent in adolescences.
2.1.C.2 Determine the impact of public health strategies in preventing diseases and health conditions.
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
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.
2.2.E.1 Determine the validity and reliability of different types of health resources.
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 variety of valid and reliable sources of health information.
 The human body is a collection of systems that work together to allow the body to function and maintain health.
 Each disease/health condition has specific symptoms which help medical professionals detect the illness.
 Illnesses and diseases are treated with medication, diet/exercise, surgery, radiation and chemotherapy.
 The government implements laws requiring young children to be vaccinated before they enter certain grade levels.
 They also require specific vaccinations to people who visit America from certain countries.
 The means of detecting and treating diseases and health conditions that are prevalent in adolescents.
Unit Essential Questions
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How does the human body work?
What are choices that people can make to help their body and what are choices people can make to hurt their body?
How are adolescent diseases and health conditions detected?
How are common adolescent diseases and health conditions treated?
How does the public health strategies prevent diseases and health conditions?
What are the different health resources available in the community?
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…
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Explain healthy choices.
Identify and label the major parts of the skeletal system.
Understand and demonstrate the body's senses (eyes, ears, nose, taste buds, and skin).
Recognize the major bones in our body.
Identify the major components of the circulatory system.
Identify and locate some of the major parts of the nervous system.
Identify parts of the digestive system.
Identify the major components of the respiratory system.
Know how to dial 9-1-1.
Basic safety information.
Students will be able to…
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Identify strategies that can maintain a healthy skeletal system.
Recognize the muscles that allow the body to move and give support to the skeleton.
Identify strategies that can maintain a healthy muscular system.
Recognize that the circulatory system supplies oxygen, delivers nutrients, and removes waste by pumping blood
throughout the body.
Recognize that the nervous system controls all of the systems of the body.
Learn ways to protect the functioning of the nervous system.
Learn how universal precautions, sanitation and waste disposal, proper food handling and storage, and environmental
controls can prevent disease and health.
Learn the function of the digestive system.
Know basic first aid.
Learn ways to stay safe.
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?
 Identify possible problems in each of the systems in the body.
 List ways to prevent or treat each of the possible problems that could occur in the systems.
 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.
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
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: Family Life, Wellness, & Community Health Skills
Unit Title:
1.
2.
3.
4.
Alcohol, Tobacco Medicines & Other Drugs
Bullying
Harassment
Cyber Bullying
Target Course/Grade Level:
Grade 5
Unit Summary: Alcohol, tobacco, and other drugs are a major concern in an adolescent's life. Students need to be taught the
effects the can have of the condition of their wellness. To provide students with information on the responsible use of
medicines, as well as, the effects of alcohol, tobacco, and other drugs to assist in making appropriate and effective decisions.
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 such as alcohol, tobacco, and other drugs can impair judgment and lead to illness
and injury. Influences others have on oneself.
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. This unit is meant
to raise awareness of harassment, including sexual harassment, what laws and policies say about harassment and what students
can do when encountering harassment. 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.
Today's students are growing up as digital citizens. We should take responsibility to protect and safeguard our students. For that
reason, there is filtering software, acceptable use policies, as well as adhering to federal and state statutes.
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.
2.3
All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to
support a healthy, active lifestyle.
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 the physical, social, emotional, and mental dimensions of personal wellness and how they interact.
2.1.D.1 Summarize various forms of abuse/harassment and ways to get help.
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.1 Determine the effectiveness of existing home, school and community efforts to address social and emotional health and
prevent conflict.
2.1.E.2 Distinguish among violence, harassment, gang violence, discrimination, and bullying and demonstrate strategies to
prevent and resolve these types of conflicts.
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 Demonstrate effective interpersonal communication in health and safety related 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.B.3 Determine how family, peers, tech, culture, and media influence thoughts, feelings, health decisions, and behaviors.
2.2.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.E.2 Explain when and how to seek help when experiencing a health problem.
2.3.A.1 Compare and contrast short- and long-term effects and the potential for abuse of 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 respitory 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.1 Summarize the signs and symptoms of a substance abuse problem and the stages that lead to dependency/addiction.
2.3.C.2 Explain how wellness is affected during the stages of drug dependency/addiction
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…
 The differences between over-the-counter and prescription drugs.
 Possible side effects of common medicines.
 Differentiate between of drug use, abuse and misuse.
 Certain drugs/substances are illegal to have and use, while others are helpful to make their body better.
 Obey the laws, make responsible decisions regarding tobacco, alcohol and other drugs.
 The laws that ban smoking have minimized the exposure of second hand smoke to non-smokers.
 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 affect.
 That there are different types of relationships.
 Cyber bullying can take multiple forms and ranges in severity.
 If someone asks you to stop an offensive/hurtful behavior, you stop.
 If you cyber bully, you are breaking the law.
 You can use strategies to safely stop Cyber bullying.
 You can make a difference.
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 effective decision making strategies that would assist in choices involving alcohol, tobacco, and other drugs?
What are the effects and consequences of laws, policies, and procedures on people who use and abuse substances?
How do laws have an effect on the health of both smokers and non-smokers?
What are the short- and long-term effects of tobacco?
What are the short- and long-term effects of alcohol and drugs?
What are the short- and long-term effects of prescription and over-the-counter drugs?
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?
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?
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?
What is sexual harassment?
Can you identify several types of sexual harassment?
What can you do about sexual harassment?
How do I develop and maintain healthy relationships?
What is Cyber Bullying?
What can you do to stop Cyber Bullying?
What are the consequences for all in Cyber Bullying?
How to go from being a bystander to an upstander?
Knowledge and Skills
Students will know…
 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.
 That there are many different types of relationships.
 Definition of bullying, intimidation, harassment and sexual harassment.
 Strategies to deal with bullying, intimidation, harassment and sexual harassment.
 All forms of electronic communication, including, but not limited to: cell phones, gaming, text messages, and e-mails.
 Basic safety rules for online behavior.
 Knowing what their personal information is.
Students will be able to…
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Identifying different types of medicine.
Describe the proper use of medicines.
Describe the harmful effects of tobacco use to smokers and non-smokers.
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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 alcohol and drug use.
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.
Explain that there are laws and a school policy prohibiting bullying, intimidation, harassment and sexual harassment.
Demonstrate strategies to safely stop bullying, intimidation, harassment, and sexual harassment.
Identify harassment in various forms.
Recognize that boys and girls can be targets for bullying, intimidation, harassment, and sexual harassment.
Identify consequences of sharing personal information.
Identify the steps to take if you or someone you know is the victim of Cyber Bullying.
Explain to effects of Cyber Bullying on the victim.
Identify consequences of Cyber Bullying.
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 effects
 Alcohol: use and abuse.
 Effects of drugs legal and illegal.
 List the benefits of remaining tobacco, alcohol and drug free.
 Practice decision-making and refusal skills to remain tobacco, alcohol and drug free.
 Current drug trends.
 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 goals for themselves.
 Consider alternative methods for solving a problem.
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Recognize how their differences influence their individuality.
Communication.
What good character traits are.
Expecting respect.
Showing respect.
Identify types of Cyber-bullying.
Role-play Cyber-bullying scenarios.
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
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: Family Life, Wellness, & Community Health Skills
Unit Title:
1. Growth & Development
2. Personal Behavior & Hygiene
3. Adolescence & Puberty
4. Relationships & Sexuality
5. Male Anatomy & Female Anatomy
Target Course/Grade Level:
Grade 5
Unit Summary: The stages in life will be examined and explore, focusing on the changes during adolescence in both males and
females. 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.
2.1.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.
2.2.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.E.2 Explain how and when to seek help when experiencing a health problem.
2.4.A.1 Compare and contrast how families may change over time.
2.4.A.2 Analyze characteristics of healthy friendships and other friendships.
2.4.A.3 Examine the types of relationships adolescents may experience.
2.4.B.1 Differentiate the physical, social, and emotional changes occurring at puberty and explain why puberty begins and ends
at different ages.
2.4.B.2 Summarize strategies to remain abstinence and resist pressures to become sexually active.
2.4.B.3 Describe the individual growth patterns of males and females during puberty.
2.4.C.1 Explain the process of fertilization.
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.
 Seven stages of Life: Infancy, Early Childhood, Middle Childhood, Late Childhood, Adolescence, Adulthood and
Death.
 Testes produce Testosterone in males, which leads to: hair growth, growth spurt, voice deepens, production of
reproductive cells, acne, and body odor.
 Ovaries produce estrogen in females, which leads to: hair growth, growth spurt, breast development, menstrual cycle
and mature eggs, acne, and body odor.
Unit Essential Questions
 What are the stages in the life cycle?
 What influences affect a person at each stage of life?
 How am I alike and different from everyone else?
 Why do we change physically?
 When will the change happen to me?
 Who can I go to for accurate answers to my questions?
 How do the body systems work together?
 How can families change over time?
 What are the characteristics of a healthy friendship or other relationship?
 What types of relationships can an adolescent experience?
 How do genetics/heredity influence who you are?
 How do you maintain your own personal hygiene?
 What is puberty/adolescence?
 What are body changes during puberty?
 What are the growth patterns of mail during puberty?
 What are the growth patterns of the female during puberty?
 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.
 The growth patterns males and females should expect during adolescence.
 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.
 The difference between healthy and unhealthy relationships with family and friends.
 How healthy and unhealthy relationships contribute to overall health.
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.
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Groom themselves properly.
List activities that benefit their health.
Recognize how to stay healthy socially and emotionally, not just physically.
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 demonstrate care for yourself, family and future.
List the strategies of resisting peer pressure to become sexually active.
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 specific changes in boys.
 The specific changes in girls.
 That changes occur at their own pace.
 How to cope with a changing body.
 Accept that puberty is normal and natural.
 What good character traits are.
 Talk about misconceptions versus accurate information about puberty.
 Follow-up conversation with their parents about the topic of puberty.
 Indentifying and Diagramming the anatomy of a male and female.
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
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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:




Text Books
Videos/DVDs and player
Class Assignments
Dittos