GRADE 3

Contents Page

GRADE 5

GRADE: 4

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 medicines/drugs can have harmful effects on the circulatory, respiratory, and other body systems. the use of harmful and/or illegal substances may lead to unhealthy habits, addiction, and/or legal consequences. substance abuse may affect personal and family relationships. schools and communities provide resources to support individuals and families with substance abuse issues.	What are the effects of medicine/drug use on the body systems? How can the use of harmful substances lead to unhealthy habits or addictions? What are the legal consequences of being in possession of illegal substances? How are individuals and families affected by substance abuse? What resources are available to provide support for substance abuse issues?
Knowledge and Skills What students are expected to know and be able to do
Students will know… the effects of medicines/drugs on the body systems. that the use of harmful substances can lead to unhealthy habits and/or addiction the legal consequences of being in possession of illegal substances how substance abuse can affect individuals and families what local resources are available to provide support for substance abuse		Students will be able to… explain the effects that medicines/drugs have on the body systems. identify harmful substances that lead to addiction. describe the effects substance abuse can have on individuals and/or families summarize the legal consequences when one is in possession of illegal substances
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 4 - Alcohol, Tobacco and other Drug Use Prevention Task 1 Directions Materials: Poster board Markers Crayons Teacher: Discussion of the harmful effects of tobacco on a person’s body Discussion of what is addiction and what are unhealthy habits Break students into groups and explain assignment of creating a non-smoking poster Display student posters Students: Participate in class discussions Work cooperatively in groups creating a persuasive non-smoking poster Share group poster Teacher Observations: Students will fully participate in classroom discussions and will be an active group contributor in creating a persuasive non-smoking poster. 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 discussion, will actively contribute to group created poster and will share poster with classmates. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student will partially participate in class discussion, will contribute to group created poster and will share poster with classmates. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student will partially participate in class discussion, will partially contribute to group created poster but will not share poster with classmates. Score of 0: Shows no understanding of the problem or how to arrive at a solution.	Teacher Observation Learning Center Work Self-Reflections 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
there are boating safety rules for your personal and family safety. there are appropriate actions to be taken during emergency situations. there are reasons people bully. there are responsible actions to take when observing harmful situations.	What are the boating safety rules to follow to assure personal and family safety? What are the appropriate actions one should take during emergency situations? Why do people bully? What are the actions one should take to report harmful situations?
Knowledge and Skills What students are expected to know and be able to do
Students will know… boating safety rules for personal and family safety. appropriate actions to be taken during emergency situations. the reasons people bully. responsible actions to take when observing harmful situations.		Students will be able to… list boat safety rules to be taken when on or around boats. identify emergency situations. explain ways to get help in emergency situations. identify minor wounds. demonstrate skill to care for minor wounds. explain how to prevent the spread of blood-borne disease. demonstrate skills for the prevention of blood-borne disease. discuss reasons why people bully. discuss what responsible action should be taken when observing a harmful 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 4 – Injury Prevention Task 1 Directions Materials: Paper Pencils Teacher: With students define bullying Create a group list of bullying behaviors Student: List 5 reasons why people bully Teacher Observations: Students completed personal list Students participated in classroom discussion Scoring Rubric The student: Score of 3: Meets or exceeds the objectives of the task. Demonstrates a high level of understanding Students completed personal list of 5 reasons why people bully and fully participated in class discussion. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Students completed personal list of 3-4 reasons why people bully and partially participated in class discussion. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Students completed personal list of 1-2 reasons why people bully and partially participated in class discussion. Score of 0: Shows no understanding of the problem or how to arrive at a solution.		Teacher Observation Self-Reflections Homework Group 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
food is absorbed by the body through the digestive system. there is a healthful balance between eating and physical activity. advertising influences food choices.	How is food absorbed through the digestive system? How does the digestive system work? How do you balance eating and physical activity to keep healthy? How does advertising affect one’s personal food choices?
Knowledge and Skills What students are expected to know and be able to do
Students will know… the parts of the digestive system. how food is absorbed through the digestive system. that a balance between eating and physical activity maintains a healthy body. how advertising affects one’s personal food choices.		Students will be able to… name the parts of the digestive system. explain how food is absorbed into the body and turned into energy. describe the benefits of healthy eating and daily activity. discuss caloric intake and output as it relates to weight maintenance and body image. identify common advertising techniques which effect personal food choices.
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 4 - Nutrition Task 1 Directions Materials: Paper Scissors Markers Magazines “Advertising Techniques” Handout Teacher: Discussion on what influences our personal food choices Discussion on how food advertisements influence our personal food choices Students: Research magazines and select food advertisements. Sort researched food advertisements into discussed advertising techniques topics. Teacher Observations: Student is participating fully in class discussion Student completes class assignment with 15 selected food advertisements sorted into Advertising Techniques Topics. 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 completes class assignment with 10-15 food advertisements sorted into Advertising Technique Topics. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student fully participates in class discussion and completes class assignment with 5-10 food advertisements sorted into Advertising Technique Topics. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student partially participates in class discussion and completes class assignment with 1-5 food advertisements sorted into Advertising Technique Topics. 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 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