GRADE 2

Contents Page

GRADE 4

GRADE: 3

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 Inquire used to explore generalizations
the use of alcohol, tobacco and other drugs can affect the way the body and mind function. the use of medicines/drugs involves making positive personal choices. 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.	What are effects of alcohol, tobacco, and other drugs on the body and mind? How do personal choices impact the use of medicines/drugs? How can community agencies provide assistance to individuals and families concerning the use of medicines/drugs? What are the laws that regulate the use of medicine/drugs in the community and state?
Knowledge and Skills What students are expected to know and be able to do
Students will know… that alcohol, tobacco and other drugs have effects on the body and mind. personal choices impact their uses of medicines/drugs. which community agencies provide assistance to individuals and/or families who have concerns about medicines/drugs usage. community and state laws that regulate the use of medicine/drugs.	Students will be able to… explain the effects alcohol, tobacco and other drugs have on body and mind. discuss different types of personal choices which could impact their use of medicine/drugs. list local community agencies which provide assistance to individuals and/or families about medicine/drug usage. State community and state laws that regulate the use of medicine/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 3 – Alcohol, Tobacco and other Drug Use Prevention Task 1 Directions Materials: Pencil Paper Teacher: Discussion on agencies and individuals one can go to for assistance about medicine/drug information and usage. Break students into groups to create a list of where they can go for assistance about medicine/drug usage. Students: Participate in class discussions about medicine/drug usage. Create a reference list of at least 5 agencies and/or individuals one can contact about medicine/drug usage. Share list with classmates. Teacher Observations: Students will fully participate in class discussions and will create a list of at least 5 agencies and/or individuals one can contact about medicine/drug usage. Scoring Rubric The student: Score of 3: Meets or exceeds the objectives of the task. Demonstrates a high level of understanding. Student will fully participate in class discussions and will create a reference list of 5 or more agencies and/or individuals one can contact about medicine/drug usage. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student will fully participate in class discussions and will create a reference list of 3-4 agencies and/or individuals one can contact about medicine/drug usage. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student will partially participate in class discussions and will create a reference list of 1-2 agencies and/or individuals one can contact about medicine/drug usage. 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 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
water safety rules are important for personal and family safety. there are methods for being safe around poisons. there are safety skills to be used around electricity. there are strategies to deal with bullying situations. there are strategies to avoid weapons.	What are the water safety rules that are important for personal and family safety? What are the methods for staying safe around poisons? What are the safety skills to be used around electricity? What are the strategies to deal with bullying situations? What are the strategies for avoiding weapons?
Knowledge and Skills What students are expected to know and be able to do
Students will know… water safety rules that are important for personal and family safety. methods for being safe around poisons. the safety skills to be used around electricity. the strategies to deal with bullies and/or bullying situations. strategies to avoid weapons.		Students will be able to… explain precautions when entering, being in or around water for personal and family safety. explain how and when to use personal flotation devices. identify poisons that are common in their home and surroundings. explain ways to stay safe around poisons. identify the importance of electricity in their lives. explain ways to stay safe around electricity. demonstrate effective communication skills to be used in bullying situations. demonstrate skills that will help them avoid weapons and enhance their safety and well-being.
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 3 – Injury Prevention Task 1 Directions Materials: Tray with empty household poison containers Poster Board Crayons Markers Teacher: Discuss what is poison Discuss what adults use that can be poisonous Display common household items which may be poisonous Display lists of poisonous items found in their homes created by student groups Student: Students, for homework, will list at least 10 items found in their home that are potentially poisonous In small groups at school students will list on poster board, potentially poisonous household items and where they may be located in their homes Student groups will share their lists with their classmates Teacher Observations: Homework assignment is completed All students are contributing to group created lists of potentially poisonous household items Scoring Rubric The student: Score of 3: Meets or exceeds the objectives of the task. Demonstrates a high level of understanding Student had 10 or more potentially poisonous household items on their homework list and participated fully in group-created list. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student had 5-9 potentially poisonous household items on their homework list and partially participated in group-created list. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student had less than 4 potentially poisonous household items on their homework list and partially participated in group-created list. 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
there is a relationship between nutrients, the food groups and the food pyramid. daily intake of water is necessary and comes from a variety of food sources. their choice of snacks is influenced by many factors. breakfast is the most important meal of the day. physical activity balances calories from food intake.	What is the relationship between nutrients, the food groups and the food pyramid? Why is daily intake of water essential? What are the other food sources of our daily water supply? What factors influence our choice of snacks? Why is breakfast the most important meal of the day? How does physical activity balance calories from food intake?
Knowledge and Skills What students are expected to know and be able to do
Students will know… the relationship between nutrients, food groups and the food pyramid. that daily intake of water is essential for good health. what other food sources provide for daily intake of water. that our choice of snacks is influenced by many factors. breakfast is the most important meal of the day. that physical activity can balance caloric intake.	Students will be able to… discuss the relationship of nutrients, food groups and the food pyramid. read food labels as to nutritional value. explain why good health requires a daily intake of water. list other food sources that provide water. discuss what factors influence our choice of snacks. critique food labels and packaging explain why breakfast is the most important meal of the day. Discuss the relationship between physical activity and caloric intake.
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 3 - Nutrition Task 1 Directions Materials: Pencil Handout Teacher: Discussion on the importance of daily breakfast Discussion of some healthy breakfast choices Students: Participate in class discussions Complete “Breakfast Ideas” handout Teacher Observations: Student fully participates in class discussions Student completes “Breakfast Ideas” 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 class discussions and fully completes “Breakfast Ideas” handout. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student fully participates in class discussions and partially completes “Breakfast Ideas” handout. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student partially participates in class discussions and partially completes “Breakfast Ideas” handout. 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 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: Wha