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Grade 3 Health Curriculum
Scope and Sequence: There are a total of eight concepts that make up the health curriculum for grades 1-5. Below is an outline of the sequence in which these units are to be taught at each grade level. Please note that the recently revised state standards are written in grade level bands and thus allow us the opportunity to spend more time each year on specific core concepts as opposed to teaching each core concept every year. The number of times students will be exposed to a core concept during their elementary years is indicated by the number 2 or 3 following the core concept within each grade level and quarter.
Unit 1 Unit 2 Unit 3 Unit 4
Grade 1Mental, Emotional & Social Health3
Growth, Development & Family Life2
Consumer & Community Health2
Injury Prevention & Safety3
Grade 2Nutrition & Physical Activity3
Prevention & Control of Disease2
Alcohol, Tobacco & Other Drugs3
Environmental Health2
Grade 3Nutrition & Physical Activity(page 2) 3 times
Mental, Emotional & Social Health(page 6) 3 times
Consumer & Community Health(page 10) 2 times
Injury Prevention & Safety(page 14) 3 times
Grade 4Environmental Health2
Prevention & Control of Disease2
Alcohol, Tobacco & Other Drugs3
Injury Prevention & Safety3
Grade 5Nutrition & Physical Activity3
Mental, Emotional & Social Health3
Alcohol, Tobacco & Other Drugs3
Growth, Development & Family Life2
1
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
2
Unit Overview
To be ready to learn and to achieve their fullest potential, children need to be well nourished and physically active. In order to enhance physical, mental, emotional, and social health, students need to acquire the knowledge and skills to make healthy food choices and engage in lifelong physical activity.
Suggested Time Frame: 9 weeks
VocabularyUnit Topic:
Nutrition and Physical Activity
Nutrition and Physical Activity
3
Choices
Nutritional Facts
Benefits of Physical Activity
Healthy Food Choices
Benefits of Nutrients
Caloric Recommended Serving SizeNutritional FactsDietary GuidelinesSodium
Grade: 3Subject: Health Unit: Nutrition and Physical ActivityLens: Choices
Enduring Understandings Guiding Questions1. Awareness of food groups, nutrients, serving sizes
and food labels can impact healthy food choices.
2. Balancing nutrition and physical activity promotes a healthy lifestyle.
a. Why are specific foods categorized according to the current food pyramid?
b. What are the primary nutrients in each food group?c. Why is it important to know about food labels and
serving sizes?
a. What are the benefits of physical activity on the body?
b. What are some positive outcomes of balancing nutrition and physical activity?
3
Grade: 3Subject: Health Unit: Nutrition and Physical ActivityLens: Choices
AC = Assessment Code: Q – Quizzes P - PromptsCritical Content and Skills O – Observations WS – Work Samples
D – Dialogues SA – Student Self-Assessment
T - TestsStudents will Know… AC Students will be able to… AC1. Why foods are categorized into food groups.2. The effects nutrients have on the body.
(1.1.1, 1.1.6)3. Which foods provide specific nutrients.4. Recommended serving sizes using the
current food pyramid. (1.1.1)5. The importance of eating a balanced diet -
correct amounts from each of the food groups (1.1.1)
6. The value of balancing caloric input and output (nutrition and physical activity). (1.1.1)
7. How to make healthy choices when planning snacks and meals. (1.1.1)
8. How to analyze nutrition facts on a food label.
9. The benefits of physical activity on the body. (1.1.1, 1.1.6)
Accessing Information1. Identify characteristics of valid health
information, products, and services.3.1.1
Decision Making2. Identify health-related situations that
might require a thoughtful decision. 5.1.13. Choose a healthy option when making a
decision. 5.1.5Practice Healthy Behaviors4. Identify responsible personal health
behaviors. 7.1.15. Demonstrate a variety of healthy
practices and behaviors to maintain or improve personal health. 7.1.2
6. Demonstrate a variety of behaviors that avoid or reduce health risks. 7.1.3
4
Grade: 3Subject: Health Unit: Nutrition and Physical ActivityLens: ChoicesSuggested Instructional Plan/Activities(Correlations)
1. An activity that allows students to find their balance between food and fun. (Caloric input and output) 1,2 5,6,9 2,3,4,5,6
2. Analyze nutrition facts on food labels.1 3,4,8 1
3. Create scenarios that allow students to make choices regarding healthful meals, snacks and physical activity (role play, paper/pencil, cut and paste, etc.)
1,2 5,7 2,3,4,5,6
5
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
6
Unit Overview
Mental, emotional and social wellbeing is a foundation for building good health which includes a sense of security, identity, belonging, purpose and competence in order to strive toward a healthy and productive life.
Suggested Time Frame: 9 weeks
Vocabulary
Unit Topic:Mental, Emotional and Social Health
Mental, Emotional & Social Health
3rd
Communication
Goal Setting
Types of Health
Character Traits
GoalCommunication Skills
VerbalNonverbal
Physical HealthSocial HealthEmotional HealthIntellectual Health
Grade: 3Subject: Health Unit: Mental, Emotional & SocialLens: Communication
Enduring Understandings Guiding Questions1. Goal setting can enhance a healthy lifestyle.
2. Communication skills impact relationships.
a. What is a goal?b. Why do we set goals?c. How do we set goals? d. What are the steps of goal setting?e. What are some road blocks and how can they be
overcome?
a. What are communication skills?b. How can we communicate effectively?c. What are ways we communicate both verbally and non-
verbally?
7
Grade: 3Subject: Health Unit: Mental, Emotional & SocialLens: Communication
AC = Assessment Code: Q – Quizzes P - PromptsCritical Content and Skills O – Observations WS – Work Samples
D – Dialogues SA – Student Self-Assessment
T - TestsStudents will Know… AC Students will be able to… AC1. How to set goals.2. How to apply character traits. (1.1.2)3. A positive attitude can impact emotional health.
(1.1.2)4. The importance of managing emotions. (1.1.2)5. The types of health (Physical, Social, Intellectual,
Emotional). (1.1.2)6. Effective communication skills.7. Empathy is the act of understanding how
someone else may feel.8. Feeling angry is normal.9. A bully is someone who wants power over
another person.10. A victim is someone who is a target of the bully.11. A bystander is someone who is not a bully or a
victim.12. There are many ways to solve problems.
Interpersonal Communication1. Demonstrate effective verbal and nonverbal
communication skills to enhance health. 4.1.12. Demonstrate nonviolent strategies to manage or
resolve conflict. 4.1.3Goal Setting3. Set a personal health goal and track progress
toward its achievement. 6.1.1Practice Health Behaviors4. Identify responsible personal health behaviors.
7.1.1
8
Grade: 3Subject: Health Unit: Mental, Emotional & SocialLens: CommunicationInstructional Plan/Activities(Correlations)
1. Teach students the steps to goal setting. Have students set SMART goals. (Specific, Measurable, Attainable, Realistic, Timely).
1 1 3
2. Role-play effective communication skills (verbal and nonverbal). 2 6 1,2
3. Place a piece of paper on the back of each student. Instruct students to write a positive trait about each of their classmates. Discussion to follow.
n/a 2,3 n/a
4. Role-play a potential bully situation. Be sure to have the roles of bully, victim and bystander. What are some things that can be done to resolve the situation?
2 7-12 1,2
9
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
10
Unit Overview
Consumers need to understand how health care services are provided as well as how individuals can take an active role in deciding on use of health related services and products. Community health may include recognizing appropriate health professionals and products.
Suggested Time: 9 weeks
VocabularyUnit Topic:
Consumer and Community
Health
Consumer and Community Health
3
Influences
Health Products
AdvertisementsConsumerism
Community
Health Care Professionals
CommunityConsumerismProfessionalsInfluencesAnalyzingReliableServicesResourcesHospitalClinic
Grade: 3Subject: HealthUnit: Consumer and Community HealthLens: Influences
Enduring Understandings Guiding Questions1. The ability to recognize valid and reliable product and
service information can develop better consumers.
2. Advertising can influence the choices we make.
a. Why do you need reliable information about health products and services?
b. Where can I locate product and service information?c. How can I determine whether the information is accurate?
a. What advertisements influence you?b. Where do you see advertisements?c. Are they always truthful and accurate?d. Why can’t you always depend on an advertisement for
reliable and accurate information about a product or service?
11
Grade: 3Subject: HealthUnit: Consumer and Community HealthLens: Influences
AC = Assessment Code: Q – Quizzes P - PromptsCritical Content and Skills O – Observations WS – Work Samples
D – Dialogues SA – Student Self-Assessment
T - TestsStudents will Know… AC Students will be able to do… AC1. How advertising influences their purchases.2. The difference between want and need.3. How to identify ways of accessing consumer and
health-related information.4. How to analyze the information gathered about
consumer products and health. (1.1.5)5. About community opportunities to enhance a
healthy lifestyle. (i.e. greenbelt, foothills, parks and recreation and health fairs etc.)
Analyzing Influences1. Describe ways that technology can influences
personal health. 2.1.5Accessing Information2. Identify characteristics of valid health
information, products, and services. 3.1.13. Locate resources from home, school, and
community that provide valid health information. 3.1.2
12
Grade: 3Subject: HealthUnit: Consumer and Community HealthLens: InfluencesSuggested Instructional Plan/Activities(Correlations)
1. Create a commercial or advertisement on health products. 1,2 1-4 1-32. Assign an advertisement for a health product to each student (i.e. toothpaste,
shampoo, vitamins, exercise equipment, lotions and energy drinks etc.). Students will analyze the advertisement and present to the class.
1,2 1-4 1-3
13
Critical Content/Concept Web
Unit Topic:
Conceptual Lens:
Grade:
14
Unit Overview
Unintentional and intentional injuries rank among the greatest threats to health of children and young adults. Knowledge of prevention through safe living habits, healthy decisions, violence prevention, emergency response and an awareness of the consequences of one’s decisions will help to prevent many injuries.
Suggested Time Frame: 9 Weeks
VocabularyUnit Topic:Injury Prevention
& Safety
Injury Prevention & Safety
3
Choices
Prevention
Emergency ProceduresSafety
Healthy Decisions
First-AidFirst-Aid KitHazardSurroundingsPedestrian
Grade: 3Subject: HealthUnit: Injury Prevention & SafetyLens: Choices
Enduring Understandings Guiding Questions1. Appropriate and safe behaviors will reduce the risk of
injury.
2. Proper skills in basic first-aid with 911 procedures may save a life.
a. How do following safety rules and procedures help keep you safe?
b. Why is it important to never pick up a gun?
a. Why is it important to be aware of your surroundings?b. Why is it important to stay calm when calling 911?
15
Grade: 3Subject: HealthUnit: Injury Prevention & SafetyLens: Choices
AC = Assessment Code: Q – Quizzes P - PromptsCritical Content and Skills O – Observations WS – Work Samples
D – Dialogues SA – Student Self-Assessment
T - TestsStudents will Know… AC Students will be able to… AC1. The importance of sport vehicle (bike, scooters,
roller blades etc.) and pedestrian safety. (1.1.4)2. The steps for helping others i.e 911 call and
basic first aid (cuts, bruises, burns, stings and nose bleeds).
3. The importance of being prepared for changes in weather and their surroundings. (1.1.4)
4. Rules for gun safety. (1.1.4)5. How to identify unsafe situations in the home
(i.e. answering telephone, cooking, answering the door). (1.1.4)
Counselor Presentation with classroom teacher present (parent permission required)
1. Personal Safety (safe touch/unsafe touch), the Touching Rule and protection from abuse. This will consist of 2-3 lessons in the general education classroom with classroom teacher present.
Analyzing Influences1. Identify how peers can influence healthy and
unhealthy behaviors. 2.1.3Decision Making2. List healthy options to health related issues or
problems. 5.1.33. Describe the outcomes of a health related
decisions.5.1.6Practice Health Behaviors4. Identify responsible personal health behaviors.
7.1.15. Demonstrate a variety of healthy practices and
behaviors to maintain or improve personal health. 7.1.2
6. Demonstrate a variety of behaviors that avoid or reduce health risks. 7.1.3
Interpersonal Communication7. Demonstrate effective verbal and nonverbal
communication skills to enhance health. 4.1.18. Demonstrate how to ask for assistance to
enhance personal health. 4.1.4
16
Grade: 3Subject: HealthUnit: Injury Prevention & SafetyLens: ChoicesSuggested Instructional Plan/Activities(Correlations)
Make scenario cards for first-aid situations working with partners. 1,2 2 2,3,5
Make safety signs or posters showing how to be safe. 1,2 1-5 1-5
17
IDAHO CONTENT STANDARDSHEALTH EDUCATION
Grades 3-5
Standard 1: Comprehend Core Concepts Core Concepts of Health Education for Grades 3-5 are defined below:
Alcohol, Tobacco & Other DrugsThe use of alcohol, tobacco, and other drugs has major implications in the lifelong health of individuals. Implications include the effects, influences, prevention and treatment of the use of alcohol, tobacco products, and other types of drugs on the body.
Nutrition & Physical ActivityTo be ready to learn and to achieve their fullest potential, children need to be well nourished and physically active. In order to enhance physical, mental, emotional, and social health, students need to acquire the knowledge and skills to make healthy food choices and engage in lifelong physical activity.
Injury Prevention & SafetyUnintentional and intentional injuries rank among the greatest threats to the health of children and young adults. Knowledge of prevention through safe living habits, healthy decisions, violence prevention, emergency response and an awareness of the consequences of ones decisions, will help to prevent many injuries.
Mental, Emotional & Social HealthMental, emotional and social wellbeing is a foundation for building good health which includes a sense of security, identity, belonging, purpose and competence in order to strive toward a healthy and productive life.
Prevention & Control of DiseaseIndividuals can have a considerable measure of control over their own health, including the risks of contracting most illnesses. Health-related choices and decisions regarding prevention of communicable and non-communicable diseases can include recognizing risk factors, identifying methods of contraction and transmission, as well as the prevention and treatment of disease including HIV. Information should be factual, medically accurate, objective and developmentally appropriate.
18
19
Consumer & Community HealthConsumers need to understand how health care services are provided and how individuals can take an active role in determining the use of health related services and products. Community health includes providing valid and appropriate health information, education, services, and products.
Growth, Development & Family Life A healthy family unit is vital to the well-being and successful development of children and youth. Growth and development includes the stages of life, changes that occur during puberty, and changes in relationships with others that accompany social development and the aging process. Family living includes healthy relationships, information regarding growth and development, and disease including HIV and their prevention. Information should be factual, medically accurate, objective and developmentally appropriate.
*Reference to Idaho Education Code Title 33, Chapter 16, Sections 1608-1611
Environmental HealthIndividuals need to be aware of the impact of environmental issues and hazards on personal health. Environmental health may include precautions and behaviors to safeguard personal health, and practices that will reverse or slow down environmental pollution and related problems.
Goal 1.1: Students will comprehend core concepts related to health promotion and disease prevention to enhance health including: Alcohol, Tobacco and Other Drugs; Nutrition and Physical Activity, Injury Prevention and Safety; Mental, Emotional and Social Health; Prevention and Control of Disease; Consumer and Community Health; Growth, Development and Family Life; and Environmental Health..
Grade 3-5 ObjectivesObjective(s): By the end of Fifth Grade, the student will be able to: 3-5.H.1.1.1. Describe the relationship between healthy behaviors and personal health.3-5.H.1.1.2 Identify examples of emotional, intellectual, physical, and social health.3-5.H.1.1.3 Describe ways in which a safe and healthy school and community environment can
promote personal health.3-5.H.1.1.4 Describe ways to prevent common childhood injuries and health problems.3-5.H.1.1.5. Describe when it is important to seek health care.3-5.H.1.1.6. Describe the impact of health behaviors on body systems.
20
Standard 2: Analyzing InfluencesGoal 1.1: Students will analyze the influence of family, peers, culture, media, technology, and
other factors on health behavior.
Grade 3-5 ObjectivesObjective(s): By the end of Fifth Grade, the student will be able to: 3-5.H.2.1.1 Describe how the family influences personal health practices and behaviors.3-5.H.2.1.2 Identify the influences of culture on health practices and behaviors.3-5.H.2.1.3 Identify how peers can influence healthy and unhealthy behaviors.3-5.H.2.1.4 Describe how the school and community can support personal health practices and
behaviors.3-5.H.2.1.5 Describe ways that technology can influences personal health.
Standard 3: Accessing InformationGoal 1.1. Students will demonstrate the ability to access valid information and products and
services to enhance health.
Grade 3-5 Grade ObjectivesObjective(s): By the end of Fifth Grade, the student will be able to: 3-5.H.3.1.1 Identify characteristics of valid health information, products, and services.3-5.H.3.1.2 Locate resources from home, school, and community that provide valid health information.
Standard 4: Interpersonal CommunicationGoal 1.1: Students will demonstrate the ability to use interpersonal communication skills to
enhance health and avoid or reduce health risks.
Grade 3-5 ObjectivesObjective(s): By the end of Fifth Grade, the student will be able to: 3-5.H.4.1.1 Demonstrate effective verbal and nonverbal communication skills to enhance health.3-5.H.4.1.2 Demonstrate refusal skills that avoid or reduce health risks. 3-5.H.4.1.3 Demonstrate nonviolent strategies to manage or resolve conflict.3-5.H.4.1.4 Demonstrate how to ask for assistance to enhance personal health.
Standard 5: Decision Making
21
Goal 1.1: Students will demonstrate the ability to use decision-making skills to enhance health.
Grade 3-5 ObjectivesObjective(s): By the end of Fifth Grade, the student will be able to: 3-5.H.5.1.1 Identify health-related situations that might require a thoughtful decision.3-5.H.5.1.2 Analyze when assistance is needed when making a health-related decision.3-5.H.5.1.3 List healthy options to health related issues or problems.3-5.H.5.1.4 Predict the potential outcomes of each option when making a health-related decision.3-5.H.5.1.5 Choose a healthy option when making a decision.3-5.H.5.1.6 Describe the outcomes of a health related decisions.
Standard 6: Goal SettingGoal 1.1 Students will demonstrate the ability to use goal-setting skills to enhance health.
Grades 3-5 ObjectivesObjective(s): By the end of Fifth Grade, the student will be able to: 3-5.H.6.1.1 Set a personal health goal and track progress toward its achievement.3-5.H.6.1.2 Identify resources to assist in achieving a personal health goal.
Standard 7: Practice Healthy BehaviorGoal 1.1. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Grades 3-5 ObjectivesObjective(s): By the end of Fifth Grade, the student will be able to: 3-5.H.7.1.1 Identify responsible personal health behaviors.3-5.H.7.1.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve
personal health.3-5.H.7.1.3 Demonstrate a variety of behaviors that avoid or reduce health risks.
Standard 8: AdvocacyGoal 1.1. Students will demonstrate the ability to advocate for personal, family, and community health.
Grades 3-5 Objectives
22
Objective(s): By the end of Fifth Grade, the student will be able to: 3-5.H.8.1.1 Express opinions and give accurate information about health issues.3-5.H.8.1.2 Encourage others to make positive health choices.
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