GRADE 1

Contents Page

GRADE 3

GRADE: 2

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
the use of alcohol, tobacco and other drugs can be harmful and addictive to the body systems. people use medicines/drugs for a variety of reasons. trusted adults and community agencies are important resources for information and supervision concerning the use of medicines/drugs. there are laws and rules that regulate the use of medicines/drugs in the school, community, and state.	How does the use of alcohol, tobacco, and other drugs affect the body systems? What is addiction? Why do people use medicines/drugs? What resources are available to provide information about the use of medicines/drugs? What are the rules in school that regulate the use of medicines?
Knowledge and Skills What students are expected to know and be able to do
Students will know… that alcohol, tobacco and other drugs can be harmful to the body systems. that alcohol, tobacco and other drugs can become addictive. people use medicines/drugs for a variety of reasons. which community agencies are important resources for information concerning medicines/drugs. there are laws that regulate the use of medicines in the school, community and state.	Students will be able to… explain the harmful effects alcohol, tobacco and other drugs have on the body system. define addiction list reasons why people use medicines. name community agencies that are informational resources. state rules that regulate the use of medicine in school.
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 2 - Alcohol, Tobacco and other Drug Use Prevention Task 1 Directions Materials: Paper Pencil Teacher: Discuss with students reasons why people use medicines Break students into groups and explain they are to create a list of 5 reasons why people use medicines. Students: Participate in class discussions Create a list of at least 5 reasons why people use medicines Share list with classmates Teacher Observations: Students participate fully in classroom discussions and work cooperatively in groups to create a list with at least five reasons why people use medicines. Scoring Rubric The student: Score of 3: Meets or exceeds the objectives of the task. Demonstrates a high level of understanding. Student participates fully in classroom discussion, is a cooperative group member and creates a list of 5 or more reasons why people use medicines. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student participates fully in classroom discussion, is a cooperative group member and creates a list of 3-4 reasons why people use medicines. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student partially participates in classroom discussion, is a cooperative group member and creates a list of 1-2 reasons why people use medicines. 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 Group 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: Core Concepts: What do I need to stay healthy? Accessing Health Information: How and where do I find information and resources? Self-Management of Healthy Behaviors: What can I do to reduce health risks? Analyzing Internal and External Influences: What influences my healthy behaviors and decisions? Communication Skills: How can communication enhance my personal health? Decision-Making Skills: How do I make good decisions to keep myself healthy? Goal-Setting: How do I use the goal-setting process to improve my health? 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
fire safety rules are important for their personal and family safety. water safety rules are important for their personal and family safety. there are strategies to deal with a bullying situation. there are strategies to avoid weapons. trusted adults should be sought during emergency or unsafe situations.		What are the fire safety rules that are important for personal and family safety? What are the water safety rules that are important for personal and family safety? What are the strategies for dealing with bullies and/or bullying situations? Why should you avoid weapons? What are the strategies for avoiding weapons? Who are the trusted adults to seek during emergency or unsafe situations?
	Knowledge and Skills What students are expected to know and be able to do
	Students will know… fire safety rules that are important for personal and family safety. water safety rules that are important for personal and family safety. strategies for dealing with bullies and/or bullying situations. strategies to avoid weapons. who are trusted adults to seek during an emergency or unsafe situation.		Students will be able to… identify common causes of fires understand the use of smoke detectors develop a fire escape plan for wherever a student may be. demonstrate ways to extinguish burning clothing explain precautions when entering or being around water. explain how to use personal flotation devices. understand the use of a buddy system near or in water. identify the characteristics of a bully. describe how to avoid being bullied. explain why it is important to avoid weapons identify potential weapons name trusted adults to seek during an emergency or unsafe situation.
	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 2 – Injury Prevention Task 1 Directions Materials: Crayons Markers Poster board Teacher: Discuss Stop, Drop and Roll Demonstrates with students Stop, Drop and Roll Student: Demonstrates Stop, Drop and Roll Creates a poster with the three steps and each step should be labeled Teacher Observations: Student successfully demonstrates Stop, Drop and Roll. Student creates a poster. Scoring Rubric The student: Score of 3: Meets or exceeds the objectives of the task. Demonstrates a high level of understanding Student successfully demonstrates Stop, Drop and Roll and has created a poster that accurately labels all three steps. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student successfully demonstrates Stop, Drop and Roll and creates a poster with two steps correctly labeled. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student successfully demonstrates Stop, Drop and Roll and creates a poster with only one step correctly labeled. Score of 0: Shows no understanding of the problem or how to arrive at a solution.			Teacher Observation Skills Check-up 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: Core Concepts: What do I need to stay healthy? Accessing Health Information: How and where do I find information and resources? Self-Management of Healthy Behaviors: What can I do to reduce health risks? Analyzing Internal and External Influences: What influences my healthy behaviors and decisions? Communication Skills: How can communication enhance my personal health? Decision-Making Skills: How do I make good decisions to keep myself healthy? Goal-Setting: How do I use the goal-setting process to improve my health? 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
	nutrients in food contribute to health. water is essential for life. there are a variety of factors which influence our food choices. physical activity and good nutrition promote healthy lifestyle.	What are nutrients and how does our body use them? What nutrients are found in what foods? Why is water essential for all life? How are our food choices influenced? Why does a healthy lifestyle include both physical activity and good nutrition?
	Knowledge and Skills What students are expected to know and be able to do
	Students will know… categories of nutrients. how our body uses different nutrients. water is an essential nutrient for all life. our food choices are influenced by our personal preferences. that physical activity and good nutrition are parts of a healthy lifestyle.	Students will be able to… identify the different nutrients. discuss how our body uses different nutrients. explain why water is an essential nutrient. list what influences our food choices. Explain what activities are necessary for a healthy lifestyle. Explain why good nutrition is necessary for a healthy lifestyle.
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 2 - Nutrition Task 1 Directions Materials: Magazines Scissors Crayons Markers Poster board Teacher: Discuss why water is necessary for good health Discuss other food sources that contain water Display student group created posters Students: Participate in class discussions Create poster of 8 foods that contain water Display and explain group posters Teacher Observations: Student fully participates in class discussion Student creates a poster board depicting 8 food sources that contain water 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 class discussion and actively helps to create group poster with at least 8 food sources that contain water Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student fully participates in class discussion and actively helps to create group poster with 5-8 food sources that contain water Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student partially participates in class discussion and helps to create group poster with at 1-4 food sources that contain water 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 Homework Group Work Center Work Classroom Discussions

TOPIC: Family Life and Sexuality