Allamuchy Township School District



ALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE K-2UNIT: IUNIT NAME: MOVEMENT EDUCATION/RHYTHM#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Develop and refine basic Gross Motor Skills (walk, run, hop, skip, jump, gallop, slide, skip)2.5.P.A.12.5.P.A.2ObservationTag/Relay/Movement activities2Demonstrate appropriate control while moving in personal and general space.2.5.2.A.12.5.2.A.2ObservationMovement activities3Explain how basic movement and safety play a role in physical activity2.5.2.C.2ObservationMovement activities4Utilize refined Gross Motor skills in an applied setting2.5.2.A.1ObservationTag/Relay/Movement Games5Understanding and implementing basic gross motor skills leads to the foundation for regular physical activity. 2.6.2.A.1ObservationMovement activities6Demonstrate levels, direction, ranges and pathways in a controlled and applied setting.2.5.2.A.1ObservationMovement activities in a variety of spaces7Respond to a change in tempo, beat, rhythm, and musical style while performing in time, and with appropriate force and flow.2.5.2.A.32.5.2.A.2ObservationMovement activities/Dance8Correct and respond to feedback provided by both peers and teachers in response to movement.2.5.2.A.4ObservationTag/Relay/Movementactivities9Identify and demonstrate that movement skills can be modified according to the change in music (i.e. tempo, beat, rhythm, and musical style).2.5.2.A.22.5.2.A.3ObservationIndividual space activities10Understanding, implementing, and monitoring fitness goals can lead to a healthy lifestyle2.6.2.A.22.6.2.A.3ObservationFitness stationsALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE K-2UNIT: IIUNIT NAME: WELLNESS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Explain how one’s decisions to be active can have a direct impact on the way they feel.2.2.2.B.2ObservationDiscussion on teamwork and sportsmanship2Develop decision making skills that promote participation in moderate to vigorous age-appropriate physical activities.2.6.2.A.22.2.2.B.2ObservationAge appropriate cooperation activities3Describe how outside factors influence decision making in regards to setting a fitness goal.2.6.2.A.32.2.2.B.32.2.2.B.4ObservationDiscussion about setting realistic goals4Explain how regular physical activity contributes to being “well”.2.6.2.A.12.1.2.A.1Discussion and encouragement of physical activity outside of school5Explain what it means to be physically fit and how moderate to vigorous physical activity aids in the achievement of obtaining wellness goals.2.6.2.A.22.6.2.A.32.2.2.B.4Discussion and encouragement of physical activity outside of school6Develop a fitness goal and monitor how it might affect one’s overall wellness.2.6.2.A.32.2.2.B.22.2.2.B.4Observation and record keeping of goals and progress7Identify the basic safety rules that should be applied when participating in any movement activity.2.5.2.C.22.1.2.D.1Discussion and observation8Explain how a safe environment encourages continued participation in physical activity.2.6.2.A.22.5.2.C.2Discussion and observation9Demonstrate basic activity and safety rules while engaging in moderate to vigorous age-appropriate physical activity.2.6.2.A.22.5.2.C.2Observation10Determine how participation in regular physical activity may help to prevent common health problems2.6.2.A.12.1.2.C.1Discussion11Identify body parts and how they work in relation to each other when performing movements2.1.2.A.2Discussion and warm up activities12Identify and Explain areas and behaviors that are associated with safety in the physical education environment2.1.2.D.1Discussion and ObservationALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE K-2UNIT: IIIUNIT NAME: MANIPULATIVE SKILLS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Identify and demonstrate selected critical elements of manipulative skills2.5.P.A.3ObservationThrowing/Catching/RollingUsing a variety of equipment2Demonstrate the proper way to project small or large objects in a variety of ways2.5.P.A.3ObservationThrowing/Catching/RollingUsing a variety of equipment3Demonstrate the appropriate use of: beanbags, balloons, balls, Frisbees,hoops, jump ropes, paddles, parachutes, scarves, scoops, scooters,sticks etc.2.5.2.A.12.5.2.A.22.5.2.A.31. Combine throwing and catching an object.2. Have students hit a balloon to him or herself using front and back of hand.3. Have students hit a balloon back and forth with a partner.4. Have students hit a large soft ball off a large cone with their hand.5. Introduce a small, lightweight racquet and have the students hit a balloon upward using the racquet.6. Hit balls against a wall.7. Striking with various objects: bats, Pillo Pollo sticks, racquet ball racquets…..8. Parachute games9. Scooter floor hockey10. Scooter relays11. Jump ropes? Jump and turn with no rope? Jump with a self-turned ropeo Jump forward/backwardo Skip forwardo Hop forwardo Gallop forwardo Jump with varying speeds/rhythms? Jump with a long rope turned by otherso Stationary starto Using rhymeso Entering a turning ropeo Exiting a turning rope? Jump rope spun in a circle by one turner12. Juggling? One scarf? Two scarves? Three scarves? Challengeso Toss under lego Toss-catch with one hando Two-handed toss and catch4Apply variables (proper body mechanics, range of motion, directions,pathways, levels, effort, personal and general space, visual and verbal cues2.5.2.A.12.5.2.A.22.5.2.A.31. Combine throwing and catching an object.2. Scooter floor hockey3. Scooter relaysALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE K-2UNIT: IVUNIT NAME: MOVEMENT LOCOMOTOR/NONLOCOMOTOR SKILLS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate locomotor skills: gallop, skip, walk, run, hop, jump, leap, andslide.2.5.2.A.12.5.2.A.22.5.2.A.31. Have students strike balloons using different body parts.2. Students find a partner and make the same shape at the signal.3. Students travel and then freeze in a specified shape at your signal.4. Students use jump ropes to make the shape of a symmetrical orasymmetrical letter or number.5. Students move over, through, and around a hoop.6. Use hoops or carpet squares to help students define self-space.7. Students travel to music using the locomotor movement the teacher callsout. They find self-space when music stops.8. Give a signal and have students move either fast of slow to a new squarewithin a large marked off area. Give a second signal that tells them theyshould be on a square.9. Follow the Leader – Partners take turns being the leader. Walk indifferent ways and directions.2Demonstrate non-locomotor skills: bend, twist, pull, push, stretch, swing,sway, turn, shake…..2.5.2.A.12.5.2.A.22.5.2.A.31. Practice these skills during warm ups and/or tagging and dancing activities3Demonstrate body shapes: angular, curved, twisted, narrow, wide,symmetrical, asymmetrical.Demonstrate moving in directions: forward, backward, sideways, up, down.2.5.2.A.12.5.2.A.22.5.2.A.31. Can You Walk Like…….Students find their own space and walk like apenguin, crab, gorilla, robot, elephant……ALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE K-2UNIT: VUNIT NAME: TUMBLING#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate rolls: log, egg, forward, backward, safety, straddle.2.5.2.A.12.5.2.A.41. Partner play2. Skills stations3. Obstacle course4. Game play2Demonstrate jumps: tuck, pike, straddle.2.5.2.A.12.5.2.A.41. Partner play2. Skills stations3. Obstacle course4. Game play3Demonstrate balances: V sit, knee scale, stork stand, front scale, Y scale,tip up, tripod, mule kick2.5.2.A.12.5.2.A.41. Partner play2. Skills stations3. Obstacle course4. Game play4Demonstrate animal walks: bear, seal, elephant, crab, duck, lame dog,penguin, gorilla, bunny hop, crazy (grapevine).2.5.2.A.12.5.2.A.41. Partner play2. Skills stations3. Obstacle course4. Game playALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE K-2UNIT: VIUNIT NAME: FITNESS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Identify at least one activity for each health-related fitness component:cardiovascular endurance, muscular strength/endurance,and flexibility.2.6.2.A.12.6.2.A.22.6.2.A.31. Fitness stations2. Large group games with the focus on fitness3. Practice for future fitness tests4. Obstacle course2Identify at least one activity for each skill-related fitness component:agility, speed, power, coordination, and balance.2.6.2.A.12.6.2.A.22.6.2.A.31. Fitness stations2. Large group games with the focus on fitness3. Practice for future fitness tests4. Obstacle course3Engage in moderate to vigorous physical activity.2.6.2.A.12.6.2.A.22.6.2.A.31. Fitness stations2. Large group games with the focus on fitness3. Practice for future fitness tests4. Obstacle course4Explain the importance of regular physical activity.2.6.2.A.12.6.2.A.22.6.2.A.31. Fitness stations2. Large group games with the focus on fitness3. Practice for future fitness tests4. Obstacle courseALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE K-2UNIT: VIIUNIT NAME: LIFETIME/COOPERATIVE ACTIVITIES#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate the following abilities: Dodging, faking, chasing, fleeingCooperatingCommunicating with teammatesTeamwork2.5.2.A.12.5.2.B.4Human KnotClean Your RoomMidnightHula Hoop TagBuilders and Bulldozers2Demonstrate appropriate sports-like behavior as a player and as an observer.2.5.2.A.12.5.2.B.12.5.2.B.32.5.2.B.4Human KnotClean Your RoomMidnightHula Hoop TagBuilders and Bulldozers3Demonstrate an understanding of the various roles in the game.Demonstrate an understanding of the game rules.2.5.2.B.22.5.2.B.3Human KnotClean Your RoomMidnightHula Hoop TagBuilders and Bulldozers4Explain how mental attitude influences performance.2.5.2.B.12.5.2.B.3Human KnotClean Your RoomMidnightHula Hoop TagBuilders and BulldozersALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 3-5UNIT: IUNIT NAME: MOVEMENT EDUCATION/RHYTHM#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate essential elements of movement while performing non locomotor (stretching, bending), locomotor (galloping, running), and manipulative skills (throwing, striking). 2.5.4.A.12.5.1.A.32.5.6.A.1ObservationTag/Relay/Dance/Movement activitiesUse manipulatives to demonstrate changes in beat, tempo, and rhythm.Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dances2Perform essential elements of movement in a rhythmic activity.2.5.4.A.12.5.4.A.32.5.6.A.12.6.4.A.2ObservationTag/Relay/Dance/Movement activitiesUse manipulatives to demonstrate changes in beat, tempo, and rhythm.Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dances3Demonstrate appropriate control when engaging in game, activity, or dance in various applied settings.2.5.4.A.2ObservationTag/Relay/Dance/Movement activitiesUse manipulatives to demonstrate changes in beat, tempo, and rhythm.Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dances4Explain how executing essential elements of movement may affect one’s personal health and fitness.2.5.4.A.12.5.4.A.32.5.6.A.12.6.4.A.2ObservationTag/Relay/Dance/Movement activitiesUse manipulatives to demonstrate changes in beat, tempo, and rhythm.Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dances5Combine accurate rhythm, coordination, and movement patterns while participating in games, activities and dance.2.5.6.A.12.5.4.A.1ObservationTag/Relay/Dance/Movement activitiesUse manipulatives to demonstrate changes in beat, tempo, and rhythm.Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dances6Demonstrate a synchronized group rhythmic activity that engages students in moderate to vigorous physical activity.2.5.4.A.32.5.6.A.22.5.6.A.12.5.4.A.12.5.4.A.2ObservationTag/Relay/Dance/Movement activitiesUse manipulatives to demonstrate changes in beat, tempo, and rhythm.Dances: YMCA, Cha Cha Slide, Macarena, Electric Slide, Line dancesALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 3-5UNIT: IIUNIT NAME: WELLNESS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Explain the differences between health-related fitness and skill-relatedfitness.2.6.4.A.22.6.4.A.31. Fitness stations2. Large group games with the focus on fitness3. Practice for fitness tests2Describe how body systems adapt to regular physical activity.2.6.4.A.11. Fitness stations2. Large group games with the focus on fitness3. Practice for fitness tests3Describe factors that influence fitness (heredity, training, diet, age,gender, technological advances, and anabolic steroid use).2.1.4.A.22.2.4.B.31. Fitness stations2. Large group games with the focus on fitness3. Practice for fitness tests4Use the principles of frequency, intensity, and time (FIT) to develop andimplement a personal fitness program. Use available technology tomonitor progress.2.6.4.A.41. Fitness stations2. Large group games with the focus on fitness3. Practice for fitness tests5Explain the physical, social, and emotional benefits of regular physicalactivity.2.1.4.A.12.6.4.A.11. Fitness stations2. Large group games with the focus on fitness3. Practice for fitness tests6Safely engage in moderate to vigorous physical activity for a specifiedamount of time at or above target heart rate while monitoringphysiological responses.2.6.4.A.11. Fitness stations2. Large group games with the focus on fitness3. Practice for fitness testsALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 3-5UNIT: IIIUNIT NAME: MANIPULATIVE SKILLS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate and use various locomotor skills.Demonstrate and use various manipulative skills.2.5.4.B.12.5.4.B.2Speed Volleyball, hula hoop tag, crazy kickball, muggle quidditch2Demonstrate strategies using the following skills:Dodging, faking, chasing, fleeingCooperatingCommunicating with teammatesTeamwork2.5.4.B.12.5.4.B.2Speed Volleyball, hula hoop tag, crazy kickball, muggle quidditch3Demonstrate appropriate sports-like behavior as a player and as an observer.Demonstrate an understanding of the various roles in the game.Demonstrate an understanding of the game rules.Use equipment responsibly2.5.4.B.12.5.4.B.2Speed Volleyball, hula hoop tag, crazy kickball, muggle quidditchALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 3-5UNIT: IVUNIT NAME: BASKETBALL#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Ball handling/dribbling, passing, shooting, rebounding2.5.4.B.12.5.4.B.21. Have students dribble from one end of the marked area to the other endtrying to avoid being touched by students who are standing in hoopsscattered throughout general space. If touched, students dribble in theirself-space for a count of ten before moving on towards the end line.2. Students dribble while traveling through space and, at the signal, stoptraveling but continue dribbling. At the next signal, they begin movingagain.3. Challenge students to dribble while moving to the right and left, makingsure to dribble with the opposite hand they are moving.2Apply variables (proper body mechanics, principles of forced motion,base of support and center of gravity, energy, flow, effort, range ofmotion, personal and general space, and visual and verbal cues).2.5.4.B.12.5.4.B.24. Stations: form shooting, defensive shuffles, passing, line jumps, controldribble between cones, lay-ups, speed dribbles5. Shooting games3Passing and receivingMoving to get openFaking and dodgingDefending spaceCommunicating with teammates2.5.4.B.12.5.4.B.26. Dribble Tag7. Small-sided basketball game4Demonstrate appropriate sports-like behavior as a player and as anobserver.Demonstrate an understanding of the responsibilities of various positions.Demonstrate an understanding of basketball rules.Use equipment responsibly.2.5.4.B.12.5.4.B.2Observation of small sided gamesALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 3-5UNIT: VUNIT NAME: FLAG FOOTBALL#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Passing, receiving, running pass patterns, handing off, ball carrying,place-kicking, punting2.5.4.B.12.5.4.B.21. Partner drills for skill practice2. Practice pass patterns with a center, QB, receiver, and defender. Play agame: one point for a pass breakup, two points for an interception.3. Punt and Catch – Score one point for every dropped punt that travels 20yards or more.4. Small-sided flag football game2Apply variables (proper body mechanics, principles of forced motion,base of support and center of gravity, energy, flow, effort, range ofmotion, personal and general space, and visual and verbal cues).2.5.4.B.12.5.4.B.21. Partner drills for skill practice2. Practice pass patterns with a center, QB, receiver, and defender. Play agame: one point for a pass breakup, two points for an interception.3. Punt and Catch – Score one point for every dropped punt that travels 20yards or more.4. Small-sided flag football game3Passing and receivingMoving to get openFaking and dodgingDefending spaceCommunicating with teammates2.5.4.B.12.5.4.B.21. Partner drills for skill practice2. Practice pass patterns with a center, QB, receiver, and defender. Play agame: one point for a pass breakup, two points for an interception.3. Punt and Catch – Score one point for every dropped punt that travels 20yards or more.4. Small-sided flag football game4Demonstrate appropriate sports-like behavior as a player and as anobserver.Demonstrate an understanding of the responsibilities of various positions.Demonstrate an understanding of football rules.Use equipment responsibly.2.5.4.B.12.5.4.B.21. Partner drills for skill practice2. Practice pass patterns with a center, QB, receiver, and defender. Play agame: one point for a pass breakup, two points for an interception.3. Punt and Catch – Score one point for every dropped punt that travels 20yards or more.4. Small-sided flag football gameALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 3-5UNIT: VIUNIT NAME: FLOOR HOCKEY#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Dribbling, passing, shooting, tackling, goaltending2.5.4.B.12.5.4.B.21. Partner drills – passing, shooting, dribbling, defending, goaltending2. Line drills – One line receives a pass, dribbles and shoots. The other linepasses and rebounds the puck.3. Obstacle course dribble – In groups of four, form a line in front of a zigzagcourse marked by cones. Each student must dribble through the cones and backas quickly as possible.4. Keep Away – Place four students in a square with a player in the center. Thecenter player tries to intercept passes across the square.5. Shooting goals – Set up mini goals throughout the gym and divide thestudents into groups of three. Each student takes turns shooting from 20 feetaway.6. Dump and Chase – The puck is thrown in the opposition’s zone and chasedby one or two offensive payers. This is an easy way to penetrate the opposingteam’s zone without losing control of the puck. The key to success is the abilityof the chasers to get to the puck before the defense.7. Alley Floor Hockey – Divide the floor or playing area into five alleys withcones or floor tape. Each team places one player in each alley. The remainingplayers from each team are goalies. Teams observe all floor hockey rules withthe addition of a loss of possession penalty for players who leave their alley.After 3 minutes of play or after a goal is scored, the five players from each teamrotate out and exchange places with five goalies.8. Small-sided floor hockey game2Passing and receivingMoving to get openFaking and dodgingDefending spaceCommunicating with teammates2.5.4.B.12.5.4.B.2See above3Demonstrate appropriate sports-like behavior as a player and as anobserver.2.5.4.B.12.5.4.B.2See above4Demonstrate an understanding of the responsibilities of various positions.2.5.4.B.12.5.4.B.2See above5Demonstrate an understanding of hockey rules.2.5.4.B.12.5.4.B.2See above6Develop strategies to improve behavior, participation, and enjoyment ofhockey as both a player and an observer.2.5.4.B.12.5.4.B.2See above7Explain how rules enhance participation and safety in hockey.2.5.4.B.12.5.4.B.2See aboveALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 3-5UNIT: VIIUNIT NAME: SOCCER#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Dribbling, trapping, passing, shooting, tackling, throw-ins, punting,goaltending2.5.4.B.12.5.4.B.21. Have students shoot at various targets.2. Kick the ball to a moving target using a leading pass. After three kicksstudents switch positions.3. Zigzag Dribble – Set up cones in a zigzag formation.4. Alley Soccer – Set up four or five alleys. Players must play within theirassigned alleys.5. Wall Kick and Trap6. Kicking Golf7. Practice throw-ins with a partner8. Shuttle Dribble Relay9. Partner drills10. Sideline Soccer11. Soccer stations: dribbling, passing, trapping, shooting12. Small sided soccer game2Passing and receivingMoving to get openFaking and dodgingDefending spaceCommunicating with teammates2.5.4.B.12.5.4.B.2See above3Demonstrate an understanding of soccer rules.2.5.4.B.12.5.4.B.2See above4Demonstrate an understanding of the responsibilities of various positions.2.5.4.B.12.5.4.B.2See aboveALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 3-5UNIT: VIIIUNIT NAME: SOFTBALL/WHIFFLE BALL#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Catching, throwing, fielding, batting, base-running2.5.4.B.12.5.4.B.21. Partner throw and catch2. Throwing relay – Four or five players in a line practicing cut-offtechnique.3. Modified games: no strikeouts, teacher pitches, soft toss instead of pitch,a tee is used instead of a pitcher, start the inning with runners on base tocreate defensive and offensive strategies…..4. Discuss the impact of the sport of baseball on American culture andhistory. (Social Studies)5. Pickle2Understand specific fielding positions.Understand batting order.2.5.4.B.12.5.4.B.2See above3Understand backing up plays/throws.Understand cut-offs.Know where to make the play before the ball is pitched.2.5.4.B.12.5.4.B.2See above4Demonstrate knowledge of base-running skills.2.5.4.B.12.5.4.B.2See above5Understand the roles of the batting order.Understand the pitch count.2.5.4.B.12.5.4.B.2See above6Understand fouls, forced outs, tagged outs, and tagging up.2.5.4.B.12.5.4.B.2See aboveALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 3-5UNIT: IXUNIT NAME: VOLLEYBALL#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Serving, passing2.5.4.B.12.5.4.B.21. Circle drill – Practice bump and sets.2. Partner drill – One partner tosses to the other who practices bumps andsets.3. Serving drill – Use multiple balls and have students line up across theend line and serve the balls back and forth.4. Stations – Divide the class into five teams and arrange different skilldrills throughout the gym.5. Modified games: bumps only, first hit bumps, two serves per server,three hits required, lower the net, play on a bounce….6. Lead-up games:Bounce Ball - Play without a net. Players can only play the ball afterone bounce.Newcomb – Players throw and catch the ball over the net.Modified serve - Players in the front row are allowed to assist theball over the net.Four-way Volleyball - Two nets dividing four courts and four teams.Keep It Up – Squads arranged in circles try to keep the all in the airthe longest2Explain how rules enhance participation and safety in volleyball.2.5.4.B.12.5.4.B.2See aboveALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 6-8UNIT: IUNIT NAME: MOVEMENT EDUCATION/RHYTHM#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate the ability to memorize and perform a movement pattern.2.5.6.A.12.5.6.A.22.5.6.A.32.5.6.A.42.5.8.A.12.5.8.A.22.5.8.A.3Line dances: Cha Cha Slide, Macarena, Electric Slide…..2Perform various dances (line and square).2.5.6.A.12.5.6.A.22.5.6.A.32.5.6.A.42.5.8.A.12.5.8.A.22.5.8.A.32.5.8.A.4Line dances: Cha Cha Slide, Macarena, Electric Slide…..ALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 6-8UNIT: IIUNIT NAME: FITNESS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Discuss the physical, social, and emotional benefits of regular physicalactivity2.6.4.A.12.6.4.A.22.6.4.A.32.6.4.A.41. Fitness stations2. Large group games with the focus on fitness3. Circuit training4. Obstacle course2Differentiate how body systems adapt to acute exercise vs. regularexercise over a period of time.2.6.4.A.12.6.4.A.22.6.4.A.32.6.4.A.41. Fitness stations2. Large group games with the focus on fitness3. Circuit training4. Obstacle course3Analyze factors that influence fitness (health status, interests,environmental conditions, available time, technology, bodycomposition, marketing of fitness products, anabolic steroids andother performance-enhancing substances).2.6.4.A.12.6.4.A.22.6.4.A.32.6.4.A.41. Fitness stations2. Large group games with the focus on fitness3. Circuit training4. Obstacle course4Apply training principles using various training methods (isometric,isotonic, interval, and circuit) to improve fitness.2.6.4.A.12.6.4.A.22.6.4.A.32.6.4.A.41. Fitness stations2. Large group games with the focus on fitness3. Circuit training4. Obstacle course5Recognize signs and symptoms that require termination of exercise orhealthcare follow-up.2.6.4.A.12.6.4.A.22.6.4.A.32.6.4.A.41. Fitness stations2. Large group games with the focus on fitness3. Circuit training4. Obstacle course6Enhance fitness by engaging in age and gender- specific physicalactivity, and monitor physiological responses.2.6.4.A.12.6.4.A.22.6.4.A.32.6.4.A.41. Fitness stations2. Large group games with the focus on fitness3. Circuit training4. Obstacle courseALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 6-8UNIT: IIIUNIT NAME: LARGE GROUP GAMES#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Students will be able to :Use various locomotor skills.Use various manipulative skills.2.5.6.A.12.5.6.A.22.5.6.A.32.5.6.B.22.5.6.B.12.5.6.C.12.5.6.C.2Volleyball/Basketball/BaseballKing BallJailball2Analyze good sports-like conduct for game participants andobservers.2.5.6.A.12.5.6.A.22.5.6.A.32.5.6.B.22.5.6.B.12.5.6.C.12.5.6.C.2Volleyball/Basketball/BaseballKing BallJailball3Incorporate game rules and analyze their impact on participants.2.5.6.A.12.5.6.A.22.5.6.A.32.5.6.B.22.5.6.B.12.5.6.C.12.5.6.C.2Volleyball/Basketball/BaseballKing BallJailball4Analyze how character development can be enhanced by individual, group,and team activities.2.5.6.A.12.5.6.A.22.5.6.A.32.5.6.A.42.5.6.B.22.5.6.B.12.5.6.C.12.5.6.C.2Volleyball/Basketball/BaseballKing BallJailballALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 6-8UNIT: IVUNIT NAME: BASKETBALL#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate proper ball handling/dribbling, passing, shooting, rebounding2.5.6.A.12.5.6.B.12.5.8.B.11. Sideline Basketball2. Relays3. Game play4. Dribble knockout2Demonstrate offensive and defensive roles.2.5.6.B.12.5.8.B.11. Sideline Basketball2. Relays3. Game play4. Dribble knockout3Communicate with teammates.2.5.6.B.22.5.8.B.31. Sideline Basketball2. Relays3. Game play4. Dribble knockoutALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 6-8UNIT: VUNIT NAME: FLOOR HOCKEY#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Dribbling, passing, shooting, tackling, goaltending2.5.6.C.12.5.6.C.21. Partner drills – passing, shooting, dribbling, defending, goaltending2. Line drills – One line receives a pass, dribbles and shoots. The other linepasses and rebounds the puck.3. Obstacle course dribble – In groups of four, form a line in front of a zigzagcourse marked by cones. Each student must dribble through the cones andback as quickly as possible.4. Keep Away – Place four students in a square with a player in the center. Thecenter player tries to intercept passes across the square.455. Shooting goals – Set up mini goals throughout the gym and divide thestudents into groups of three. Each student takes turns shooting from 20feet away.6. Dump and Chase – The puck is thrown in the opposition’s zone and chasedby one or two offensive payers. This is an easy way to penetrate theopposing team’s zone without losing control of the puck. The key to successis the ability of the chasers to get to the puck before the defense.7. Alley Floor Hockey – Divide the floor or playing area into five alleys withcones or floor tape. Each team places one player in each alley. Theremaining players from each team are goalies. Teams observe all floorhockey rules with the addition of a loss of possession penalty for playerswho leave their alley. After 3 minutes of play or after a goal is scored, thefive players from each team rotate out and exchange places with five goalies.8. Steal the Bacon9. Small-sided floor hockey game2Passing and receivingMoving to get openFaking and dodgingDefending spaceCommunicating with teammates2.5.6.C.12.5.6.C.23Demonstrate appropriate sports-like behavior as a player and as anobserver.2.5.6.C.12.5.6.C.2Demonstrate an understanding of the responsibilities of various positions.2.5.6.C.12.5.6.C.2Demonstrate an understanding of hockey rules.2.5.6.C.12.5.6.C.2Develop strategies to improve behavior, participation, and enjoyment ofhockey as both a player and an observer.2.5.6.C.12.5.6.C.2Explain how rules enhance participation and safety in hockey.2.5.6.C.12.5.6.C.2ALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 6-8UNIT: VIUNIT NAME: NET GAMESBADMINTON/PICKLE BALL #STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate the serve, forehand, backhand, smash, drop2.5.6.C.12.5.6.C.21. Partner hitting drills2. Game play2Demonstrate spatial awareness on the court.2.5.6.C.12.5.6.C.21. Partner hitting drills2. Game playALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 6-8UNIT: VIIUNIT NAME: SOCCER #STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate dribbling, trapping, passing, shooting, tackling, throw-ins, punting,goaltending2.5.6.C.12.5.6.C.2Shuttle dribble relayDribble Knockout3. Small sided soccer game4. Regulation soccer game2Demonstrate the following skills:Passing and receivingMoving to get openFaking and dodgingDefending space2.5.6.C.12.5.6.C.21.Shuttle dribble relay2.Dribble Knockout3. Small sided soccer game4. Regulation soccer game3Comparing and contrasting offensive and defensive strategies.2.5.6.C.12.5.6.C.22.5.8.B.11.Shuttle dribble relay2.Dribble Knockout3. Small sided soccer game4. Regulation soccer gameALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 6-8UNIT: VIIIUNIT NAME: SOFTBALL/WHIFFLEBALL#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate the following skills:Catching, throwing, fielding, batting, base-running, adjusting bat speed2.5.6.C.12.5.6.C.21. Partner throw and catch2. Modified games: no strikeouts, teacher pitches, soft toss instead of pitch,a tee is used instead of a pitcher, start the inning with runners on base tocreate defensive and offensive strategies…..3. Discuss the impact of the sport of baseball on American culture andhistory. (Social Studies) PickleRunning Bases2Understand fouls, forced outs, tagged outs, and tagging up.2.5.6.C.12.5.6.C.2ALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 6-8UNIT: IXUNIT NAME: TEAM HANDBALL#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate proper handball skills for:Throwing, passing, catching, dribbling, shooting, goaltending2.5.6.C.12.5.6.C.21. Partner drills2. Lead up games – keep away, target shooting3. Small-sided modified games4. Game play2Compare and contrast offensive and defensive strategies2.5.8.B.21. Partner drills2. Lead up games – keep away, target shooting3. Small-sided modified games4. Game playALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 6-8UNIT: XUNIT NAME: FLAG FOOTBALL#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate the proper skills for:Passing, receiving, running pass patterns, handing off, ball-carrying, place-kicking, punting, and snapping a football2.5.8.B.12.5.8.B.2 1. Pass relays 2. Small-sided football game3. Use football skills and strategies for large group game play.2Demonstrate:Moving to an open spaceMoving to get openFaking and dodgeing 2.5.8.B.12.5.8.B.2 1. Pass relays 2. Small-sided football game 3. Use football skills and strategies for large group game playALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 6-8UNIT: XIUNIT NAME: ULTIMATE FRISBEE#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate the proper skills for:Passing, receiving, pivoting, swatting and intercepting a frisbee while in play2.5.8.B.12.5.8.B.21. Partner throw and catch2. Keep Away3. Frisbee Golf4. Game play2Demonstrate:Moving to an open spaceMoving to get openFaking and dodgeing 2.5.8.B.12.5.8.B.21. Partner throw and catch2. Keep Away3. Frisbee Golf4. Game playALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:PHYSICAL EDUCATIONGRADE 6-8UNIT: XIIUNIT NAME: VOLLEYBALL#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Demonstrate proper techniques for:Serving, passing, spiking, blocking, digging2.5.8.B.12.5.8.B.21. Modified games: bumps only, first hit bumps, two serves per server,three hits required, lower the net, play on a bounce….2. Lead-up games:Bounce Ball – Play without a net. Players can only play the ballafter one bounce.Newcomb – Players throw and catch the ball over the net.Modified serve - Players in the front row are allowed to assist theball over the net.Four-way Volleyball - Two nets dividing four courts and four teams.Keep It Up – Squads arranged in circles try to keep the all in the airthe longest.3. Assign students different roles for team play such as: coaches, officials,captains, and statisticians.4. Game play2Focus on the following:Hit the ball to corners.Use player position municate with teammates2.5.8.B.12.5.8.B.21. Modified games: bumps only, first hit bumps, two serves per server,three hits required, lower the net, play on a bounce….2. Lead-up games:Bounce Ball – Play without a net. Players can only play the ballafter one bounce.Newcomb – Players throw and catch the ball over the net.Modified serve - Players in the front row are allowed to assist theball over the net.Four-way Volleyball - Two nets dividing four courts and four teams.Keep It Up – Squads arranged in circles try to keep the all in the airthe longest.3. Assign students different roles for team play such as: coaches, officials,captains, and statisticians.4. Game playRESOURCESDynamic PE for Elementary School Children, Robert PangraziBeyond Activities: Learning Experiences to Support the National PE Standards, KogutNever Play Leapfrog with a Unicorn – Mehrhof, Ermler, Worrell, and BrewerReady-to-Go PE Activities for Grades K-2, Landy & LandyKidnastics – MalmbergPhysical Best Activity Guide – Elementary Level, NASPEFitness for Life – Corbin, Masurier, & LambdinPhysical Education Fireworks – DossPE Teacher’s Skill by Skill Activity Program, Turner and Turnerbasketball-drills-and-y-Girl Sports Fit and Fun - Girl Scoutsfooty4kids.co.ukgame-volleyball.Teaching Movement Education, Abels and BridgesExplanation of activitiesClean Your Room? The class is divided into two teams.? The center line of the basketball court is used as the dividing line.? 25-30 fleece balls are scattered throughout the center area of the floor.? Students must step and throw balls to the other side of the room.? Students may only throw one ball at a time.? When time runs out, the team with fewer balls on their side gets a point,and the game starts overMidnight? The class is divided into two teams which line up at opposite baselinesof the basketball court facing each other.? Teacher stands behind one of the teams; they will be the taggers.? Students at the other end ask the teacher together, “What time is it?”? When the teacher responds with a time, those students take thecorresponding number of steps toward the tagger while counting thesteps out loud.? This process repeats until the teacher responds “midnight” at which pointthe taggers chase the other team back to the baseline where they camefrom? Students who are tagged join the other team.? After each round the teacher switches ends of the gym.Jailball? There are two teams.? Use soft covered balls (approx. 6).? If a player gets hit by the opposing team’s thrown ball or the opposingteam catches his/her thrown ball, he/she must report to jail locatedbehind the opposing team.? A player gets out of jail by catching a thrown ball from a teammate orhitting a target.? Only players in jail can retrieve balls from jail.? The object is to try to get the entire opposing team in jail.Hula Hoop Tag? Players are arranged in random formation on the gym floor.? Five or six hula hoops are scattered throughout the gym floor.? Students kick the hoops along the ground and try to hit other students inthe foot.? Students who are hit with a hoop must go to the sidelines.? Players on the sidelines may continue to kick the hoops from thesidelines.? Players in the middle try to eliminate each other by kicking the hoops atother players.? Continue playing until one or two players are left.Builders and Bulldozers? The class is divided into two teams: builders and bulldozers.? Cones are scattered throughout the gym floor, half standing and halflying on their sides.? On “go,” the builders run to stand up cones while bulldozers run toknock them over.? Students may not use their feet. They must bend over and use theirhands to knock the cones down or stand them up.? After about a minute, teams return to their starting point and the teacherdetermines which side won based on how many cones are standing.? After each round, teams switch jobs.Hula Hoop Tag? Players are arranged in random formation on the gym floor.? Five or six hula hoops are scattered throughout the gym floor.? Students kick the hoops along the ground and try to hit other students inthe foot.? Students who are hit with a hoop must go to the sidelines.? Players on the sidelines may continue to kick the hoops when they cometo the sidelines.? Players in the middle try to eliminate each other by kicking the hoops atother players.? Continue playing until one or two players are left.“Speed Volleyball”? The game is played like volleyball with the center line of thebasketball court as the dividing line, using a large beach ball.? A net is set up with jump ropes connecting large cones (about theheight of a tennis net) across the dividing line.? The serve must go over the net and land on the other side.? Each team has unlimited hits to get the ball to the other side, but oneplayer cannot hit the ball twice in a row.? The ball can be played on a bounce and is not dead until it bouncestwice on one side or the ball is hit under the net.? All serves must be underhand? The server can stand as close as is necessary to get the ball over thenet.? The class is divided into three teams. Each time a point is scored, thethird team enters the court where the team that did not win the pointwas playing (the winning team stays).? All walls are in play during a volley.? If the ball hits the ceiling, the team that hit the ball to the ceilingloses the point.King Ball? The gym is divided into 4 areas, representing 4 teams, where eachteam will have a colored ball placed inside hula hoop.? The object of the game is to steal the colored balls from the opposingteam’s hoops while protecting their own.? Students may run back to their teams designated area once they stealthe ball, or they may throw the ball back to another team member intheir designated area.? If a student is tagged while entering another team’s designated area,that student will go to a “jail” in the corner of the gym.? Students can be freed from jail when one of their teammates entersthe jail and tags them.Crazy Kickball? Six bases are set up around the perimeter of the basketball court withhome plate in a corner. Runners can overrun home.? There are two teams. Each team must maintain their batting order.? Runners cannot pass the runner prior to them, i.e. if runners 2-4 are on abase, 3 and 4 can only advance to the next base if 2 has already gone.? The only force is at first.? Bases may have unlimited runners at each.? A runner gets out by being hit by a thrown ball from the defensive team.? Runners cannot leave the base until the ball is caught or touches theground.? No stealing, sliding, leading, or bunting.? Runners must stop running when the pitcher maintains possession of theball.? If a runner is more than half way to a base when the pitcher gets the ball,he/she may safely advance.? If a runner is not more than half way, he/she must return to the previousbase without the possibility of getting out.? Teams switch offense/defense after three outs.? The object is to score more runs than the other team.? Use gatorskin or other soft-covered ball.Volleyball/Basketball/Baseball? Divide the class into two teams, fielders and batters.? The fielders place themselves throughout the gymnasium anddesignate three shooters who stand under the basket.? A batter stands at home plate and serves a volleyball underhand andattempts to run around the bases.? The fielding team must complete three consecutive passes and thenthrow the ball to one of the shooters who must put the ball in thebasket before the batter reaches home.? Change sides after three outs.? The ball must travel at least 20 feet and nothing is out-of-bounds.ALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:HEALTHGRADE K-2UNIT: IUNIT NAME: WELLNESS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Understand the importance of washing hands; 2.1.P.A.12.1.2.A.1DiscussionBrainstormingWorksheetsRole playSongsRhymes2Demonstrate proper hand washing technique.2.1.P.A.1DiscussionBrainstormingWorksheetsRole playSongsRhymes3List reasons teeth need to be brushed and flossed daily; demonstrate proper tooth brushing and flossing techniques.Recognize the purpose of teeth.Distinguish between primary and permanent teeth.Understand the importance of routine dental visits.2.1.P.A.2DiscussionBrainstormingWorksheetsRole playSongsRhymes4Understand the importance of washing hair.2.1.2.A.1DiscussionBrainstormingWorksheetsRole playSongsRhymes5List ways to avoid contacting lice.2.1.2.A.1DiscussionBrainstormingWorksheetsRole playSongsRhymes6Recognize the importance of wearing weather-appropriate clothing.2.1.P.A.1DiscussionBrainstormingWorksheetsRole playSongsRhymes7Recognize the importance of wearing appropriate footwear.2.1.P.A.1DiscussionBrainstormingWorksheetsRole playSongsRhymes8Recognize the importance of wearing appropriate attire and gear for sports.2.1.P.A.1DiscussionBrainstormingWorksheetsRole playSongsRhymes9Define wellnessExplain how making healthy choices and having healthy relationships contribute to wellness2.1.2.A.1DiscussionBrainstormingWorksheetsRole playSongsRhymes10Identify body parts and understand their basic functions2.1.2.A.2DiscussionBrainstormingWorksheetsRole playSongsRhymes11Identify the five senses.Tell why the five senses are important and how to care for them.2.1.2.A.2DiscussionBrainstormingWorksheetsRole playSongsRhymes12Explain why some foods are healthier to eat than others.2.1.2.B.12.1.2.B.22.1.2.B.3DiscussionBrainstormingWorksheetsRole playSongsRhymes13Explain what information can be found on food and product labels.2.1.2.B.3DiscussionBrainstormingWorksheetsRole playSongsRhymes14Explain ways to prevent the spread of diseases (hand washing,immunizations, covering coughs, not sharing cups, hats, combs…..).2.1.2.C.12.1.2.C.22.1.2.C.3DiscussionBrainstormingWorksheetsRole playSongsRhymes15Explain and demonstrate ways to prevent injuries (seatbelts and child safety seats in motor vehicles and bus safety procedures).Explain and demonstrate simple first aid procedures (getting help and calling 911, knowing personal information such as address and phone number, and avoiding contact with blood and other body fluids).2.1.P.D.12.1.P.D.42.1.2.D.12.1.2.D.3DiscussionBrainstormingWorksheetsRole playSongsRhymes16Recognize that nut allergies can cause severe reactionsDiscussionBrainstormingWorksheetsRole playSongsRhymes17Distinguish among “good/safe touch,” “bad/unsafe touch,” and “confusingtouch.”Explain what to do if touching causes uncomfortable feelings.Identify safe and appropriate behavior when interacting with strangers,acquaintances, and trusted adults.2.1.2.D.2DiscussionBrainstormingWorksheetsRole playSongsRhymesALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:HEALTHGRADE K-2UNIT: IIUNIT NAME: ALCOHOL, TOBACCO, AND OTHER DRUGS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1 Explain what it means to make a decision. 2.2.2.B.1DiscussionBrainstormingWorksheetsRole playSongsRhymes2 Identify how certain decisions we make may affect the way we feel (physically/emotionally, socially, etc.). 2.2.2.E.1DiscussionBrainstormingWorksheetsRole playSongsRhymes3 Describe why using decision-making skills is advantageous to prevent the use of alcohol, tobacco, and other drugs. 2.2.2.B.12.2.2.B.2DiscussionBrainstormingWorksheetsRole playSongsRhymes4 Understand that medicines can be helpful or harmful.Recognize that when medicines are used correctly, they can keep people healthy.2.3.2.A.1DiscussionBrainstormingWorksheetsRole playSongsRhymes5 Determine why we use medicines when we are not feeling well. 2.3.2.A.1DiscussionBrainstormingWorksheetsRole playSongsRhymes6 Describe why medicines should be administered by a trusted adult. 2.3.2.A.2DiscussionBrainstormingWorksheetsRole playSongsRhymes7Identify substances that should never be consumed or inhaled such asdrug look-alikes, glue, poison, and cleaning fluids.2.3.2.A.2DiscussionBrainstormingWorksheetsRole playSongsRhymes8 Identify the harmful effects that alcohol, tobacco, and other drugs could have on personal hygiene, health and safety. 2.3.2.B.1DiscussionBrainstormingWorksheetsRole playSongsRhymes9 Determine the harmful effects of alcohol, tobacco, and other drugs and how it impacts the personal wellness of the user and nonuser. 2.3.2.B.22.3.2.B.3DiscussionBrainstormingWorksheetsRole playSongsRhymes10 Demonstrate an understanding of how alcohol, tobacco, and other drugs can be abused. 2.3.2.B.1DiscussionBrainstormingWorksheetsRole playSongsRhymes11 Describe products in your environment that contain alcohol. 2.3.2.B.4DiscussionBrainstormingWorksheetsRole playSongsRhymes12 Determine what substances should never be inhaled and explain why. 2.3.2.B.5DiscussionBrainstormingWorksheetsRole playSongsRhymes13 Recognize that people may have difficulty controlling their use of alcohol, tobacco and other drugs and identify health professionals who may provide help. 2.3.2.C.12.3.2.C.22.2.2.E.1DiscussionBrainstormingWorksheetsRole playSongsRhymes14 Understand that some people have difficulty controlling their alcohol u, tobacco, and other drugs and determine where/how community health professionals can be accessed. 2.3.2.C.12.2.2.E.1DiscussionBrainstormingWorksheetsRole playSongsRhymesALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:HEALTHGRADE K-2UNIT: IIIUNIT NAME: FAMILY LIFE#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Identify different kinds of families.2.4.2.A.1DiscussionBrainstormingWorksheetsRole playSongsRhymes2Understand that families may differ for many reasons.2.4.2.A.1DiscussionBrainstormingWorksheetsRole playSongsRhymes3Recognize that all family members have certain rights and responsibilities that contribute to the successful functioning of the family.2.4.2.A.2DiscussionBrainstormingWorksheetsRole playSongsRhymes4Define friendship and understand that friends are important throughout life.2.4.2.A.3DiscussionBrainstormingWorksheetsRole playSongsRhymes5Identify appropriate ways for children to show affection and caring.2.4.2.A.3DiscussionBrainstormingWorksheetsRole playSongsRhymes6Understand that human beings develop inside their birth mother, are helpless when born, and must be fed, clothed, and nurtured.2.4.2.C.1DiscussionBrainstormingWorksheetsRole playSongsRhymes7Identify differences and similarities between genders2.4.2.B.1DiscussionBrainstormingWorksheetsRole playSongsRhymesALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:HEALTHGRADE K-2UNIT: IVUNIT NAME: COMMUNITY HEALTH SKILLS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Identify ways to benefit yourself and your community through service2.2.2.D.1DiscussionBrainstormingWorksheetsPosters2Explain ways to contact health professionals and obtain information2.2.2.E.1DiscussionBrainstormingWorksheetsPostersCONTENT AREA:HEALTHGRADE 3-5UNIT: IUNIT NAME: WELLNESS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Describe and demonstrate personal hygiene practices that support wellness..2.1.4.A.12.1.4.A.22.1.4.D.3DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program2Recognize the physical, social, and emotional dimensions of wellness.2.1.4.A.12.1.4.A.2DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program3Recognize the impact of health choices and behaviors on wellness.2.1.4.A.12.1.4.A.2DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program4Recognize the importance of wearing weather-appropriate clothing.2.1.4.D.1DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program5Recognize the importance of wearing appropriate footwear.2.1.4.D.1DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program6Recognize the importance of wearing appropriate attire and gear for sports2.1.4.D.1DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program7Identify factors that contribute to healthy physical, social, emotional, and intellectual growth and uniqueness2.1.4.A.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program8Describe each human life stage and the physical changes that occur at each stage.2.1.4.A.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program9Identify the structure and function of the following body systems: muscular, skeletal, cardiovascular, respiratory, and digestive.2.1.4.A.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program10Differentiate between healthy and unhealthy eating patterns.2.1.4.B.12.1.4.B.22.1.4.B.3DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program11Recognize how healthy eating provides energy, helps to maintain healthy weight, lowers risk of diseases, and keeps body systems working.2.1.4.B.12.1.4.B.4DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program12Understand the importance of the early detection of diseases and health conditions2.1.4.C.1DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program13Investigate ways to treat common childhood diseases and health conditions.2.1.4.C.1DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program14Explain that some diseases and health conditions are preventable and some are not.2.1.4.C.32.1.4.C.2DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program15Describe the signs and symptoms of diseases and health conditions common in children.2.1.4.C.1DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program16Describe characteristics of safe and unsafe situations; develop strategies to reduce the risk of injuries at home, school, and in the community.2.1.4.D.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program17Describe characteristics of strangers, acquaintances, and trusted adults;identify safe and appropriate ways to deal with each.2.1.4.E.12.1.4.E.22.1.4.E.32.1.4.E.4DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program18Identify how culture, peers, and the media impact the ways individuals communicate and express emotions.2.1.4.E.12.1.4.E.22.1.4.E.32.1.4.E.4DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention program19Distinguish among conflict, violence, vandalism, harassment, and bullying; identify factors that contribute to each.2.1.4.D.22.2.4.A.22.2.4.C.3DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageMake construction paper skeletonand/or body organsFire Prevention programALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:HEALTHGRADE 3-5UNIT: IIUNIT NAME: ALCOHOL, TOBACCO, AND OTHER DRUGS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Distinguish between over-the-counter and prescription medicines.2.3.4.A.1DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report2Identify factors to consider when choosing an over-the-counter medicine.2.3.4.A.1DiscussionBrainstormingWorksheetsDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report3Understand the importance of taking medicines as directed, not sharing medicines with others, and reporting any side-effects to a trusted adult.2.3.4.A.12.3.4.A.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report4Explain the safe administration and storage of over-the-counter and prescription medicines.2.3.4.A.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report5Describe the short and long-term physical effects of tobacco use.2.3.4.B.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report6Describe how tobacco use contributes to the incidence of respiratory diseases, cancer, and cardiovascular disease.2.3.4.B.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report7Explain the impact of second-hand/passive smoke on the health of nonsmokers.2.3.4.B.3DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report8Identify the short and long-term physical and behavioral effects of alcohol use and abuse.2.3.4.B.4DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report9Describe how advertising, peers, and adults influence children and teenagers to try alcohol, tobacco, and other drugs.2.3.4.C.3DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report10Identify the physical and behavioral effects of marijuana use.2.3.4.C.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report11Explain why it is illegal to use or possess certain drugs/substances.2.3.4.B.12.3.4.C.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report12Recognize the short and long-term physical and behavioral effects of inhalant use, including brain, heart, and lung damage and death.2.3.4.B.5DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report13Identify where individuals with a substance abuse problem can get help.2.3.4.C.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skillbeing taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten ReportCONTENT AREA:HEALTHGRADE 3-5UNIT: IIIUNIT NAME: FAMILY LIFE#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Describe the characteristics of a friend.2.4.4.A.12.2.4.C.12.2.4.C.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report2Recognize factors that support healthy relationships with friends and family.2.4.4.A.12.4.4.A.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report3Describe appropriate ways to show affection and caring.2.4.4.A.12.4.4.A.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report4Describe different kinds of families.2.4.4.A.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report5Recognize how families can share love, values, and traditions, provide emotional support, and set boundaries and limits.2.4.4.A.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report6Compare the roles, rights, and responsibilities of various family members.2.4.4.A.12.1.4.E.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report7Identify ways that families adjust to changes in the structure of the family (births, deaths, divorce, loss of jobs…..).2.4.4.A.12.4.4.A.22.1.4.E.3DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report8Identify how culture and tradition influence personal and family development2.4.4.A.22.2.4.B.3DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report9Describe the physical, social, and emotional changes occurring at puberty2.4.4.B.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report10Recognize why puberty begins and ends at different ages for different people.2.4.4.B.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report11Understand that the onset of menstruation coincides with the ability to become a mother.2.4.4.B.12.4.4.C.12.4.4.C.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten ReportCONTENT AREA:HEALTHGRADE 3-5UNIT: IVUNIT NAME: COMMUNITY HEALTH SKILLS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Identify and describe health services provided in your school and community2.2.4.E.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report2Explain when and how to get help when experiencing a health problem2.2.4.E.22.2.4.B.12.2.4.B.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report3Explain the importance of service projects in your community2.2.4.D.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten ReportALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:HEALTHGRADE 6-8UNIT: IUNIT NAME: WELLNESS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Describe the appropriate use of healthcare and personal hygiene products.2.1.6.A.32.1.8.A.4DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report2Understand the physical, social, emotional, and intellectual dimensions of wellness.2.1.6.A.12.1.8.A.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report3Be aware that health data (blood pressure, body composition, cholesterol…) can be used to assess and improve wellness.2.1.6.A.12.1.8.A.12.1.8.A.3DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report4Recognize the importance of wearing weather-appropriate clothing.2.1.6.A.12.1.8.A.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report5Compare and contrast the following body systems: reproductive, endocrine,urinary, nervous and integumentary (skin). Identify their parts and functions.2.1.6.A.12.1.8.A.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report6Explain that body systems must work together to ensure wellness.2.1.6.A.12.1.8.A.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report7Compare the rate of physical, social, emotional, and intellectual change during various life stages.2.1.6.A.12.1.8.A.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report8Recognize how heredity and physiological changes contribute to an individual’s uniqueness.2.1.6.A.22.1.8.A.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report9Compare and contrast methods used to diagnose and treat diseases and health conditions2.1.6.C.12.1.8.C.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report10Differentiate among the following diseases and health conditions: communicable and non-communicable, acute, chronic, and inherited.2.1.6.C.32.1.8.C.3DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report11Understand ways to prevent and treat the following adolescent diseases andhealth conditions: asthma, obesity, diabetes, Lyme disease, STIs, and HIV/AIDS.2.1.8.C.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report12Understand how the use of public health strategies can prevent diseases and health conditions.2.1.6.C.22.1.8.C.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report13Examine how the following support healthy social and emotional development: self esteem, positive peer relationships, and parental involvement.2.1.6.E.12.1.8.E.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report14Choose and justify appropriate strategies to deal with conflict, violence, harassment, vandalism, and bullying.2.1.6.D.12.1.6.D.22.1.8.D.12.1.8.D.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report15Identify home, school, and community efforts to prevent conflict, violence, harassment, vandalism, and bullying.2.1.6.D.32.1.8.D.32.1.6.E.22.1.8.E.22.2.6.A.22.2.8.A.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report16Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.2.1.6.E.32.1.8.E.32.1.8.E.4DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report17Describe healthy ways to lose, gain, or maintain weight.2.1.6.B.12.1.6.B.22.1.6.B.32.1.6.B.42.1.8.B.12.1.8.B.22.1.8.B.32.1.8.B.4DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report18Analyze the social, emotional, and health benefits of physical experiences2.6.6.A.12.6.6.A.22.6.8.A.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report19Develop and implement a fitness plan using FITT2.6.6.A.32.6.6.A.42.6.6.A.62.6.8.A.22.6.8.A.5DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report20Evaluate short term and long term effects of anabolic steroids and other performance enhancing substances on personal health2.6.6.A.52.6.6.A.72.6.8.A.42.6.8.A.6DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten ReportALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:HEALTHGRADE 6-8UNIT: IIUNIT NAME: ALCOHOL, TOBACCO, AND OTHER DRUGS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Explain the relationship between injected drug use and diseases such as HIV/AIDS and hepatitis.2.3.6.B.7DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report2Identify the classifications of illegal drugs and controlled substances and give examples of each.2.3.6.B.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report3Describe the physical and behavioral effects of each of the classifications of drugs.2.3.6.B.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report4Recognize the legal and financial consequences of the use, sale, and possession of illegal substances.2.3.8.B.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report5Describe the signs and symptoms of a substance abuse problem and the stages that lead to dependency/addiction.2.3.8.B.12.3.6.C.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report6Recognize factors that contribute to the use and abuse of alcohol, tobacco, and other drugs by adolescents, such as advertising and the media,group pressures, low self-esteem, genetics, and poor role models.2.3.6.B.42.3.6.C.32.3.8.B.42.3.8.B.8DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report7Describe the relationship between tobacco use and respiratory diseases, cancer, heart disease, stroke, and injuries.2.3.6.B.22.3.6.B.32.3.8.B.3DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report8Identify ways to quit using alcohol, tobacco, and other drugs and discuss factors that support an individual to quit.2.3.8.C.12.3.8.C.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report9Describe how substance abuse affects the individual and the family.2.3.8.B.5DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report10Describe ways that family and friends can support a drug-free lifestyle.2.3.6.C.22.3.6.C.3DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report11Analyze how the use and abuse of alcohol impacts thinking, reaction time,and behavior.2.3.6.B.5DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report12Describe sudden sniffing syndrome and the resultant brain, nerve, and vitalorgan damage that can result from the use of inhaled substances.2.3.6.B.62.3.8.B.7DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report13Recommend safe practices for the use of prescription medicines.2.3.6.A.12.3.8.A.12.3.6.A.22.3.8.A.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report14Recognize the use of alcohol and other drugs can inhibit the decision making process and may put you at risk for sexual assault, STD, or pregnancy2.3.8.B.6DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten ReportALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:HEALTHGRADE 6-8UNIT: IIIUNIT NAME: FAMILY LIFE#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Compare and contrast the interconnected and cooperative roles of family members.2.4.8.A.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report2Investigate ways that individuals and families enhance and support social and emotional health and meet basic human needs.2.2.6.B.42.2.6.A.12.2.8.A.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report3Identify changes in family structures and the forces that influence change(divorce, death, birth, loss of jobs…).2.4.6.A.12.4.8.A.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report4Describe the signs of an unhealthy relationship and develop strategies to end it.2.4.6.A.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report5Develop standards for dating situations, such as dating in groups, setting limits, or only dating someone of the same age.2.4.6.A.42.4.6.A.52.4.8.A.32.4.8.A.6DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report6Describe the characteristics of a healthy relationship and understand the factors that support and sustain it.2.4.8.A.5DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report7Describe how peer relationships may change during adolescence.2.4.6.A.3DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report8Describe the individual growth patterns of males and females during adolescence.2.4.6.B.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report9Identify how parents, peers, and the media influence attitudes.2.2.6.B.32.2.8.B.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report10Describe embryonic development and fetal development.2.4.6.C.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report11Recognize the influence of hormones, heredity, nutrition, and theenvironment on the physical, social, and emotional changes that occur at puberty.2.4.8.B.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report12Analyze internal and external pressures to become sexually active.2.4.6.B.22.4.8.B.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report13Develop strategies to resist pressures to become sexually active.2.4.8.B.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report14Describe the physical, emotional, and social benefits of sexual abstinence.2.4.8.B.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report15Recognize the physical, emotional, and social impacts of adolescent sexual activity.2.4.6.B.4DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report16Analyze how certain behaviors place one at greater risk for HIV/AIDS, STIs,and unintended pregnancy.2.4.6.B.32.4.8.B.4DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report17Compare and contrast methods of contraception, risk reduction, and risk elimination for pregnancy and explain how reliability, religious beliefs,age, gender, heath history, and cost may influence their use.2.4.8.B.3DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report18Understand issues regarding sexual orientation.2.4.8.B.5DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report19Recognize the importance of routine healthcare procedures such as breast self examination and testicular examination.2.4.8.B.6DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report20Describe fertilization and each stage of embryonic and fetal development.2.4.6.C.12.4.8.C.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report21Identify the signs and symptoms of pregnancy and explain how pregnancy is confirmed.2.4.6.C.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report22Recognize the importance of regular prenatal care to help prevent complications that may occur during pregnancy and childbirth.2.4.6.C.32.4.8.C.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report23Understand the potential impact of alcohol, tobacco, other drugs, medicines, diseases, and environmental hazards on prenatal and postnataldevelopment2.4.8.C.5DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report24Describe the physical, economic, emotional, social, cultural and intellectual responsibilities of parenthood.2.4.6.C.4DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report25Analyze the challenges and responsibilities of being a teen mother and/or teen father.2.4.8.C.32.4.8.C.4DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten ReportALLAMUCHY TOWNSHIP SCHOOLHEALTH AND PHYSICAL EDUCATION CURRICULUM2012CONTENT AREA:HEALTHGRADE 6-8UNIT: IVUNIT NAME: COMMUNITY HEALTH SKILLS#STUDENT LEARNING OBJECTIVESCORRESPONDING NJCCCSASSESSMENT/ACTIVITIES1Analyze health ideas, opinions and issues from a variety of health sources.2.2.6.B.12.2.6.E.22.2.8.E.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report2Demonstrate decision-making skills.2.2.6.B.12.2.8.A.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report3Develop a position on a health issue and express it2.2.6.D.22.2.8.D.22.2.6.E.12.2.6.E.22.2.8.E.12.2.8.E.2DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten Report4Explain the importance of service projects in your community2.2.6.D.12.2.8.D.1DiscussionBrainstormingWorksheetsRole playDraw a picture that relates to a skill being taught.Venn diagrams to compare andcontrastStudent-created poster/collageWritten ReportRESOURCES (alcohol, peer pressure)Textbooks (Macmillan/McGraw Hill) ................
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