GRADE: 1

TOPIC: Alcohol, Tobacco and Other Drug Use Prevention

 

STAGE 1: IDENTIFY DESIRED RESULTS

Content Standard(s)

Generalizations about what students should know and be able to do

Established Goals:

 

National/State Standards:

1.     Core Concepts: What do I need to stay healthy?

2.     Accessing Health Information: How and where do I find information and resources?

3.     Self-Management of Healthy Behaviors: What can I do to reduce health risks?

4.     Analyzing Internal and External Influences: What influences my healthy behaviors and decisions?

5.     Communication Skills: How can communications enhance my personal health?

6.     Decision-Making Skills: How do I make good decisions to keep myself healthy?

7.     Goal-Setting:  How do I use the goal-setting process to improve my health?

8.     Advocacy: What can I do to promote health information and healthy behaviors?

 

Enduring Understandings

Insights earned from exploring generalizations via the essential questions (Students will understand THAT…)

Essential Questions

Inquiry used to explore generalizations

 

  1. the use of alcohol, tobacco and other drugs can be harmful to the body systems.
  2. trusted adults are important resources for information and supervision concerning the use of medicines/drugs.
  3. there are laws and rules that regulate the use of medicines/drugs.

 

 

  1. How is the use of alcohol, tobacco, or other drugs harmful to the body?
  2. Which adults can be trusted to provide supervision and information about the use of medicines/drugs?
  3. Why do we need rules and laws to regulate the use of medicines/drugs?
  4. What are the school’s rules about the use of medicines/drugs?

Knowledge and Skills

What students are expected to know and be able to do

Students will know…

  1. that alcohol, tobacco and other drugs have harmful effects on the body systems.
  2. that taking medicines/drugs should always be supervised by a trusted adult.
  3. trusted adults can provide information about medicines/drugs.
  4. that the school has a set of rules concerning the use of medicines/drugs.

 

Students will be able to…

*      Explain the harmful effects of alcohol, tobacco, and other drugs on the body.

*      Identify adults who can be trusted to help them with medicines/drugs.

*      Explain the concepts of “safe” and “dangerous”.

*      State the school’s policy on the use of medicines/drugs.

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Performance Task(s)

Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)

Other Evidence

Application that is functional in a classroom context only to evaluate student achievement of desired results

Grade 1 - Alcohol, Tobacco and other Drug Use Prevention

 

Task 1 Directions

 

Materials:

*      “Who Can Give Me Medicines” handout

*      pencil

*      crayon

 

Teacher:

*      Discussion on trusted adults

*      Discussion on those adults who can be trusted to give you medicine

*      Explain “Who Can Give Me Medicines?” handout

 

Students:

*      Participates in classroom discussions

*      Completes “Who Can Give Me Medicines? Handout

 

Teacher Observations:

Student will fully participate in classroom discussion and identifies 3 trusted adults on “Who Can Give Me Medicine?” handout.

 

Scoring Rubric

The student:

Score of 3:  Meets or exceeds the objectives of the task.  Demonstrates a high level of understanding. 

Student fully participates in classroom discussions and identifies 3 trusted adults on “Who Can Give Me Medicine?” handout.

Score of 2:  Partially meets the objectives of the task.  Demonstrates some understanding. 

Student fully participates in classroom discussions and identifies 2 trusted adults on “Who Can Give Me Medicine?” handout.

Score of 1:  Does not meet the objectives of the task.  Demonstrates poor or incorrect understanding. 

Student partially participates in classroom discussions and identifies 1 trusted adult on “Who Can Give Me Medicine?” handout.

Score of 0:  Shows no understanding of the problem or how to arrive at a solution.

 

 

 

Teacher Observation

Daily Class Work

Skills Check-up

Learning Center Work

Self-Reflections

Homework

Center Work

Classroom Discussions

 

 

 

TOPIC:  Injury Prevention

 

STAGE 1: IDENTIFY DESIRED RESULTS

Content Standard(s)

Generalizations about what students should know and be able to do

Established Goals:

 

National/State Standards:

  1. Core Concepts:  What do I need to stay healthy?
  2. Accessing Health Information:  How and where do I find information and resources?
  3. Self-Management of Healthy Behaviors:  What can I do to reduce health risks?
  4. Analyzing Internal and External Influences:  What influences my healthy behaviors and decisions?
  5. Communication Skills:  How can communication enhance my personal health?
  6. Decision-Making Skills:  How do I make good decisions to keep myself healthy?
  7. Goal-Setting:  How do I use the goal-setting process to improve my health?
  8. Advocacy:  What can I do to promote health information and healthy behaviors?

 

Enduring Understandings

Insights earned from exploring generalizations via the essential questions (Students will understand THAT…)

Essential Questions

Inquiry used to explore generalizations

 

  1. there are safety rules to be used at home and school.
  2. there are strategies to resolve conflict with their peers.

 

 

  1. What are the safety rules to be used at home?
  2. What are the safety rules to be used at school?
  3. What are the strategies to resolve conflict with your peers?

Knowledge and Skills

What students are expected to know and be able to do

Students will know…

 

  1. safety rules and equipment that can be used at home.
  2. safety rules and equipment that can be used at school.
  3. the strategies to resolve conflict with their peers.

 

 

Students will be able to…

 

*      state safety rules and equipment:

*      for fire safety at home.

*      when riding a bike, scooter, skateboard, etc.

*      when riding in a car or other vehicle.

*      when you are a pedestrian.

*      when you encounter a stranger.

 

*      state safety rules:

*      to be used on the playground.

*      to be used at school.

 

*      describe strategies to resolve conflict resolution with peers.

 

*      demonstrate phone emergency skills

 

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Performance Task(s)

Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)

Other Evidence

Application that is functional in a classroom context only to evaluate student achievement of desired results

Grade 1 – Injury Prevention

Task 1 Directions

     Materials:

*      Crayons

*      “A Safe Place to Sit “ handout

 

Teacher:

*      Discuss with students ways to stay safe while riding in a car and/or other modes of transportation.

Students:

*      Contribute in classroom discussion on how to stay safe in a car and/or other modes of transportation.

*      Complete “A Safe Place to Sit “ Handout.

Teacher Observations:

*      Student contributes to classroom discussion on ways to stay safe in a car and/or other modes of transportation.

*      Student completes “A Safe Place to Sit” handout.

Scoring Rubric

The student:

Score of 3:  Meets or exceeds the objectives of the task.  Demonstrates a high level of understanding 

Student fully contributes to classroom discussion.  Student correctly locates themselves in the back of the car when completing “A Safe Place to Sit” handout.

Score of 2:  Partially meets the objectives of the task.  Demonstrates some understanding.

Student partially contributes to classroom discussion.  Student can locate the back of the car with prompting.

Score of 1:  Does not meet the objectives of the task.  Demonstrates poor or incorrect understanding. 

Student does not verbally participate in classroom discussion.  Student can not locate back of the car.

Score of 0:  Shows no understanding of the problem or how to arrive at a solution.

 

Teacher Observation

Self-Reflections

Homework

Group Work

Center Work

Classroom Discussions

 

 

TOPIC:  Nutrition

 

STAGE 1: IDENTIFY DESIRED RESULTS

Content Standard(s)

Generalizations about what students should know and be able to do

Established Goals:

 

National/State Standards:

  1. Core Concepts:  What do I need to stay healthy?
  2. Accessing Health Information:  How and where do I find information and resources?
  3. Self-Management of Healthy Behaviors:  What can I do to reduce health risks?
  4. Analyzing Internal and External Influences:  What influences my healthy behaviors and decisions?
  5. Communication Skills:  How can communication enhance my personal health?
  6. Decision-Making Skills:  How do I make good decisions to keep myself healthy?
  7. Goal-Setting:  How do I use the goal-setting process to improve my health?
  8. Advocacy:  What can I do to promote health information and healthy behaviors?

 

Enduring Understandings

Insights earned from exploring generalizations via the essential questions (Students will understand THAT…)

Essential Questions

Inquiry used to explore generalizations
  1. our body needs food to maintain good health.
  2. the food pyramid is a guide for healthy eating.
  3. food comes from many different sources.
  4. physical activity promotes physical fitness.

 
  1. How does our body use food to maintain good health?
  2. What are the different sections of the food pyramid?
  3. What are the sources where food originates?
  4. How physical activity promotes overall fitness?

 

Knowledge and Skills

What students are expected to know and be able to do

Students will know…

  1. what parts of our body use food to maintain good health.
  2. which food belongs in which section of the food pyramid.
  3. where different foods originate.
  4. good food hygiene.
  5. which activities and exercises promote physical fitness.

 

 

Students will be able to…

*      name parts of their body that uses food to maintain good health.

*      identify which food belongs in which section of the food pyramid.

*      discuss the difference between healthy and unhealthy foods.

*      explain what foods come from plants and animals.

*      discuss good hygiene habits when eating, storing and preparing food.

*      explain physical fitness.

 

STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Performance Task(s)

Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)

Other Evidence

Application that is functional in a classroom context only to evaluate student achievement of desired results

Grade 1 - Nutrition

Task 1 Directions

 

Materials:

*      Crayons

*      12x18 oak tag paper with food pyramid outline already created

 

Teacher:

*      Discuss food pyramid

*      Display student created food pyramids

*      Laminate and display each student’s food pyramid

 

Students:

*      Participate in class discussion

*      Create food pyramid with their food choices

 

Teacher Observations:

*      Student fully participates in class discussion

*      Student creates and displays food pyramid with personal food choices

 

Scoring Rubric

The student:

Score of 3:  Meets or exceeds the objectives of the task.  Demonstrates a high level of understanding

Student fully participates in food pyramid class discussion and creates food pyramid with personal choices in all 6 sections.

Score of 2:  Partially meets the objectives of the task.  Demonstrates some understanding. 

Student fully participates in food pyramid class discussion and creates food pyramid with personal choices in 3-5 sections.

Score of 1:  Does not meet the objectives of the task.  Demonstrates poor or incorrect understanding.

Student partially participates in food pyramid class discussion and creates food pyramid with personal choices in 1-2 sections.

Score of 0:  Shows no understanding of the problem or how to arrive at a solution.

 

Teacher Observation

Daily Class work

Learning Center Work

Self-Reflections

Homework

Group Work

Center Work

Classroom Discussions

 

 

TOPIC: Family Life and Sexuality

 

STAGE 1: IDENTIFY DESIRED RESULTS

Content Standard(s)

Generalizations about what students should know and be able to do

Established Goals:

 

National/State Standards:

1.     Core Concepts: What do I need to stay healthy?

2.     Accessing Health Information: How and where do I find information and resources?

3.     Self-Management of Healthy Behaviors: What can I do to reduce health risks?

4.     Analyzing Internal and External Influences: What influences my healthy behaviors and decisions?

5.     Communication Skills: How can communications enhance my personal health?

6.     Decision-Making Skills: How do I make good decisions to keep myself healthy?

7.     Goal-Setting:  How do I use the goal-setting process to improve my health?

8.     Advocacy: What can I do to promote health information and healthy behaviors?

 

Enduring Understandings

Insights earned from exploring generalizations via the essential questions (Students will understand THAT…)

Essential Questions

Inquiry  used to explore generalizations