Contents Page

GRADE 1

GRADE: Kindergarten

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 to one’s health. trusted adults provide information and guidance about health issues.	How is the use of alcohol, tobacco, and other drugs harmful to one’s health? Who are trusted adults that provide support about important health issues?
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 one’s health. that all medicines/drugs must be administered to them by a trusted adult. trusted adults can provide information about the safety of substances.	Students will be able to… Name substances that are medicines/drugs. Discuss the differences between helpful and harmful substances. Identify local symbols for poisonous substances. Identify appropriate adult resources available to help them.
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.
Kindergarten – Alcohol, Tobacco and other Drug Use Prevention Task 1 Directions Materials: “What is a medicine?” handout crayons pencils Teacher: Discuss what is a medicine/drugs Discuss general safety guidelines for taking medicines Explain “What is a medicine?” handout. Students: Participate in classroom discussions Complete “What is a medicine?” handout. Teacher Observations: Students will fully participate in classroom discussions and correctly identify both medicines on “What is a 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 correctly identifies both medicines on “What is a medicine?” handout. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student fully participates in classroom discussions and identifies one medicine on “What is a 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 one medicine on “What is a 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 Group Work 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: 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 safety rules to be used at home and at school. there are emergency situations that occur and how to obtain help – 911.	What are the safety rules to be used at home? What are safety rules to be used at school? What are emergency situations? When should you call 911?
Knowledge and Skills What students are expected to know and be able to do
Students will know… safety rules that are used at home. safety rules that are used at school. emergency situations. when to call 911.		Students will be able to… state the safety rules to be used at home. to be used when in a vehicle. when you encounter a stranger. in case of fire. to be used at school demonstrate conflict resolution skills with their peers list emergency situations practice fire drill procedures at school list reasons for dialing 911 demonstrate how to dial 911
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
Kindergarten – Injury Prevention Task 1 Directions: Materials: telephone Teacher: Demonstrates how to dial 911 Demonstrates what to say to 911 operator (name, address, nature of the emergency) Student: Demonstrate how to dial 911 Verbally tell teacher information to tell 911 operator Teacher Observations: Child successfully dials 911 Child shares all necessary information to teacher for 911 call Scoring Rubric The student: Score of 3: Meets or exceeds the objectives of the task. Demonstrates a high level of understanding. Student successfully and independently dials 911 and verbally shares all 3 parts of necessary information. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student dials 911 with teacher prompting and shares some of the necessary information. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student can not dial 911 with prompting and can not share more than 1 piece of necessary information. Score of 0: Shows no understanding of the problem or how to arrive at a solution.			Teacher Observation Skills Check-up Self-Reflections Homework 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
food is necessary for our body. the food pyramid is a guide for healthy eating. daily physical exercise throughout one’s lifetime promotes good health.	Why is food necessary for our body? What is the food pyramid? What is healthy eating? How does daily physical exercise throughout one’s lifetime promote good health?
Knowledge and Skills What students are expected to know and be able to do
Students will know… different food groups. good hygiene habits to use with food. how food is necessary for our body. daily physical exercise promotes good health.	Students will be able to… name the food groups. differentiate foods into the correct food groups. recognize the food pyramid. explain how germs can make you sick. discuss why food is necessary for our body. explain why exercise promotes good health.
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
Kindergarten – Nutrition Task 1 Directions Materials: Pencils Handouts Teacher: Discuss with class what germs are and the importance of keeping clean Discuss good hygiene habits while using food Students: Participate in discussions Complete all 6 sections of handout Teacher Observations: Student participates in class discussion Student completes all 6 sections of 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 discussion and completes 5- 6 sections of handout. Score of 2: Partially meets the objectives of the task. Demonstrates some understanding. Student fully participates in class discussion and completes 3-4 sections of handout. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Student partially participates in class discussion and completes 1-2 sections of 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 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
1. people change as they get older. 2. our bodies have internal and external parts. 3. our bodies are personal and private, and we have the right to say “No” to unwanted touch or attention. 4. the five senses are used to take in information about one’s environment.