GRADE 4

Contents Page

GRADE 7-8

Grade: 5

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 medicines/drugs can have harmful effects on the circulatory, respiratory and other body systems. the use of harmful substances may lead to unhealthy habits, addiction, and/or legal consequences. there are positive strategies to respond to peer and social pressures. the media and society often influence personal choices concerning substance use.	What are the potentially harmful effects of medicine/drug use on the body systems? What is addiction? What strategies can an individual use to resist peer and social pressures concerning the use of drugs? How do the media and society influence personal choices?
Knowledge and Skills What students are expected to know and be able to do
Students will know… the harmful effects medicines/drugs can have on the body systems. that there are positive strategies to help resist peer and social pressures. the influence media and society have on their personal choices concerning substance abuse.		Students will be able to… list medicines/drugs and the specific effects they have on the body system. demonstrate effective strategies in the resistance of encountered social situations associated with peer pressure to use medicines/drugs. recognize media influence in presentations about 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 5 - Alcohol, Tobacco and other Drug Use Prevention Task 1 Directions Materials: Paper Pencil Teacher: Discuss effective strategies to resist peer pressure to use tobacco, alcohol and drugs Break into groups and have students create a social situation where one will need to use discussed strategy/strategies to resist peer pressure. Students: Participate in classroom discussion Work cooperatively in assigned group and write down created social situation and effective strategy used to resist peer pressure to use tobacco, alcohol and drugs. Share social situation and effective strategy with class mates. Teacher Observations: Student will fully participate in classroom discussion, will work cooperatively during group work creating a social situation where one would use effective strategies to resist peer pressure to use tobacco, alcohol and drugs, will hand in written copy of created social situation and will share with classmates created social situation and solution. 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 classroom discussions, will be an active group contributor, will hand in written social situation and will share created social situation and effective strategy with classmates. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student will partially participate in classroom discussions, will be a cooperative group member, will hand in partially written social situation and will share created social situation and effective strategy with classmates. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student will partially participate in classroom discussions, will remain as part of the group, does not have written social situation and does not share created social situation and effective strategy with classmates. Score of 0: Shows no understanding of the problem or how to arrive at a solution.	Teacher Observation Self-Reflections Group Work Role Play 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 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 appropriate actions to be taken during emergency situations? What are the reasons people bully? What are the responsible actions to take when observing harmful situations?
Knowledge and Skills What students are expected to know and be able to do
Students will know… appropriate actions to be taken during an emergency situation. the reasons why people bully. there are responsible actions to take during harmful situations.	Students will be able to… identify emergency situations. demonstrate appropriate actions in emergency situations. identify minor burns. demonstrate the skills to care for minor burns. demonstrate ability to access help for major wounds and burns identify situations where the prevention of blood-borne disease would occur. demonstrate skills to avoid being bullied. review what responsible actions should be taken when observing a harmful situation. review the trusted adults to whom you report harmful situations.
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 5– Injury Prevention Task 1 Directions Materials: Paper Pencil Teacher: Class discussion on why bullying is harmful Discuss ways to respond to bullying Assign homework to create a story about a bullying situation including beginning, middle and end Student: Participate in classroom discussion Complete homework assignment Share created homework assignment with class Teacher Observations: Student completes homework assignment Student participates in classroom discussions Student shares homework assignment with classmates Scoring Rubric The student: Score of 3: Meets or exceeds the objectives of the task. Demonstrates a high level of understanding Student completes homework assignment with beginning, middle and end, fully participates in classroom discussion and shares created story with classmates. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student completes homework assignment with 2 of three parts, partially participates in classroom discussion and shares created story with classmates. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding Student completes homework assignment with 1 of 3 parts, partially participates in classroom discussion but does not share created story with classmates. Score of 0: Shows no understanding of the problem or how to arrive at a solution.			Teacher Observation Journal Responses 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
the digestive system breaks down food into the nutrients necessary for the body. eating a variety of healthy foods is important. reading food labels helps them to balance their diet. good nutrition enhances increased physical activity.	How does the digestive system break down food into nutrients? Why is eating a variety of healthy foods important? What information on food labels helps us make healthy choices to balance our diet? How is physical activity improved by good nutrition?
Knowledge and Skills What students are expected to know and be able to do
Students will know… how the digestive system breaks down food. that good nutrition comes from eating a variety of foods. that food labels provide information that helps us to make healthy choices in balancing our diet. that physical activity is improved by good nutrition.		Students will be able to… explain how food is broken down into nutrients for the body. discuss why a variety of foods provides good nutrition. read food labels and identify nutritional value. create balanced meals through the use of food labels. discuss why good nutrition would effect physical activity.
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 5 - Nutrition Task 1 Directions Materials: Pencil “Label Lingo” Handout “Locate the Label” Handout Variety of Packaged Food Teacher: Discussion on what is a food label Discussion on the purpose of food labels Discussion on the information food labels provide Explanation of homework assignment using “Locate the Label” Handout Students: Fully participate in all class discussions Completes “Locate the Label” Handout Teacher Observations: Students fully participate in all classroom discussions Student returns fully completed “Locate the Label” 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 all 3 class discussions and completes 9-10 of the activities on “Locate the Label” Handout. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student fully participates in all 3 class discussions and completes 5-8 of the activities on “Locate the Label” Handout. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student partially participates in all 3 class discussions and completes 1-4 of the activities on “Locate the Label” 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 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