Unit:
|Unit: Wellness |
|Grade: 2 |
|Stage 1- Desired Results |
|Established Goals: NJCCCS, 2009 |
| |
|STANDARD 2.1 (Wellness) All students will learn and apply health promotion concepts and skills to support a healthy, active |
|lifestyle. |
|A. Personal Health |
|Define wellness and explain how making healthy choices and having healthy relationships contribute to wellness. |
|Describe and demonstrate self-care practices that support wellness, such as brushing and flossing teeth, washing hands, and wearing|
|appropriate attire for weather or sports. |
|B. Growth and Development |
|Name and locate body organs and parts. |
|Describe how children are alike and how they are different. |
|C. Diseases and Health Conditions |
|Explain why diseases and health conditions need to be detected and treated early. |
|Explain the difference between communicable and non-communicable diseases. |
|Discuss common symptoms of diseases and health conditions. |
|Explain ways to prevent the spread of diseases such as hand washing, immunizations, covering coughs, and not sharing cups, hats, or|
|combs. |
|E. Safety |
|Explain and demonstrate ways to prevent injuries, including seat belts and child safety seats in motor vehicles, protective gear, |
|and fire, bus, and traffic safety procedures. |
|Explain and demonstrate simple first aid procedures, including getting help and calling 911, knowing personal information such as |
|address and phone number, avoiding contact with blood and other body fluids, and caring for small cuts. |
|Distinguish among "good/safe touch," "bad/unsafe touch," and "confusing touch" and explain what to do if touching causes |
|uncomfortable feelings. |
|Identify safe and appropriate behavior for use when interacting with strangers, acquaintances, and trusted adults. |
|Identify warning labels found on medicines and household products. |
|F. Social and Emotional Health |
|Explain that all human beings have basic needs including food, water, sleep, shelter, clothing, and love. |
|Recognize various emotions and demonstrate sympathy and empathy. |
|Describe and demonstrate appropriate ways to express wants, needs, and emotions. |
|Identify the possible causes of conflict and discuss appropriate ways to prevent and resolve conflicts. |
|STANDARD 2.2 (Integrated Skills) All students will use health-enhancing personal, interpersonal, and life skills to support a |
|healthy, active lifestyle. |
|A. Communication |
|Identify sources of health information. |
|Express ideas and opinions about wellness issues. |
|Explain when and how to use refusal skills in health and safety situations. |
|Demonstrate effective communication and listening skills. |
|B. Decision Making |
|Explain the steps to making an effective health decision. |
|Discuss how parents, peers, and the media influence health decisions. |
|C. Planning and Goal Setting |
|Develop a wellness goal and explain why setting a goal is important. |
|D. Character Development/Bullying |
|Explain that a person’s character and values are reflected in the way the person thinks, feels, and acts. |
|Understand that treating other’s with Respect will build healthy Relationships and a positive self-esteem. |
|E. Leadership, Advocacy, and Service |
|Act as a leader and a follower. |
|Identify factors that lead to group success and help solve group problems. |
|Motivate group members to work together and provide constructive feedback. |
|Demonstrate respect for varying ideas and opinions. |
|Participate in a class or school service activity and explain how volunteering enhances self-esteem. |
|F. Health Services and Careers |
|Discuss how community helpers and healthcare workers contribute to personal and community wellness. |
|Explain when and how to seek help when feeling ill, scared, sad, lonely, or bullied. |
|STANDARD 2.4 (Human Relationships and Sexuality) All students will learn the physical, emotional, and social aspects of human |
|relationships and sexuality and apply these concepts to support a healthy, active lifestyle. |
|A. Relationships |
|Identify different kinds of families and explain that families may differ for many reasons. |
|Explain that all family members have certain rights and responsibilities that contribute to the successful functioning of the |
|family. |
|Explain that families experiencing a change or crisis can get help if they need it. |
|Define friendship and explain that friends are important throughout life. |
|Identify appropriate ways for children to show affection and caring. |
|Enduring Understandings: |Essential Questions: |
|At the end of the unit students will understand that… |At the end of the unit students will be able to answer… |
| | |
|Current and future personal wellness is dependent upon applying |What are the consequences (especially unforeseen) of our choices |
|health-related concepts and skills in everyday lifestyle |in terms of wellness? |
|behaviors. | |
| |What causes optimal growth and development? |
|An individual’s health at different life stages is dependent on | |
|heredity, environmental factors and lifestyle choices. | |
| |To what extent can we keep ourselves disease free? |
|Current and emerging diagnostic, prevention and treatment | |
|strategies can help people live healthier and longer than ever |What is the difference between healthy and unhealthy risks? |
|before. | |
| |Why do we sometimes take risks that can cause harm to ourselves |
|Being consistently aware of the environment and taking safety |or others? |
|precautions can reduce the risk of injury to oneself and others. | |
| |How can you learn to like yourself and others? |
|Making good health decisions requires the ability to access and | |
|evaluate reliable resources. |How do you know whether or not health information is accurate? |
| | |
|Effective communication skills enhance a person’s ability to |How do I learn to stand for and communicate my beliefs to others |
|express and defend their beliefs. |without alienating them? |
| | |
|Decision-making can be affected by a variety of influences that |Why might educated people make poor health decisions? |
|may not be in a person’s best interest. | |
| |How do I overcome negative influences when making decisions about|
|Developing and implementing a plan to reach realistic wellness |my personal health? |
|goals increases the likelihood of reaching those goals. | |
| |In order to achieve lifetime wellness, what should I plan for and|
|Character can be developed and supported through individual and |what should I just let happen? |
|group activities, the influence of positive role models and | |
|involvement in community service. | |
| |How are character and health related? What aspects of our |
|Character is who you are when no one is looking. |character can be changed? |
| | |
|Leadership and advocacy to promote personal and community |To what extent do outside influences shape values? |
|wellness can impact the immediate community and society as a | |
|whole. |How can you inspire others to address health issues? |
| | |
|There are numerous health and fitness programs available that |Where do I go to access information about good health and fitness|
|provide a variety of services. Not all are |services? |
| | |
|Tolerance, appreciation and understanding of individual |How do I determine whether or not a medication will be effective?|
|differences are necessary in order to establish healthy | |
|relationships. | |
| | |
|Reliable personal and professional resources are available to |How do I make the “right” decisions in the face of peer, media |
|assist with relationship problems. |and other pressures? |
| | |
|Technological advances continue to provide increased |How do we learn to understand and respect diversity in |
|opportunities to develop relationships anytime and anyplace with |relationships? |
|a worldwide audience. | |
| |How do we know when a relationship is not worth saving? |
|Content Knowledge: |Content Understandings: |
|Students will know… |Students will understand that.. |
|Vocabulary words associated with safety and wellness. |When you feel good about who you are it is easier to make good |
|The importance or recognizing dangers at home and school. |choices. |
|How to identify individuals that can help if there is an |Following safety rules helps keep you and others safe. |
|emergency. |They can take steps to keep themselves safe around strangers and |
|The importance of a positive self esteem. |violence. |
|Acknowledge the importance of resting the body and having good |Safety gear helps to prevent injury. |
|sleep habits. |There are community members and services available to help keep |
|How to communicate their feelings in a safe and confident way. |them safe and healthy. |
|The importance of maintaining daily activity and exercise. |Showing respect to all people and working together is important. |
|How to work together with friends to solve problems. |All people have physical, emotional, and social needs. |
|The importance of hygiene. |Exercise is a very important part of daily life. |
|The importance of maintaining daily health habits. |They can take steps to help fight germs and diseases. |
|Content Skills: |Misconceptions: |
|Students will be able to… |Predictable misconceptions to address are… |
|List safety rules that apply to strangers and emergency |Friends never argue or have disagreements. |
|situations. |Crying is a sign of weakness. |
|Indentify at least 5 hazards in their home and school. | |
| |The only way to get exercise is to play sports. |
|Learn everyday health habits of protecting the skin, promoting |Nothing bad can happen to them in their own neighborhood. |
|good posture, and adequate sleep. |If my hands look clean, they are clean. |
|Role-play positive examples of conflict resolution skills. |All problems need to be solved by an adult. |
|List steps to follow in an emergency. |All adults can be trusted. |
|List five ways to maintain hygiene. |All illnesses are contagious. |
|List three things exercise does for the body. | |
|List three ways that sleep helps to keep you healthy. | |
|Stage 2- Assessment Evidence |
|Summative Assessments |Summative Evidence |
|Traditional Tasks: |Performance Tasks: |
|Worksheets |Role-play |
|Verbal questioning |Modeling |
| |Coloring |
| |Hands on activities - manipulative |
|Formative Assessments: |
|Class discussion |
|Homework |
|Group interaction |
|Classwork |
|Stage 3- Learning Plan |
|Activities: |Strategies: |
|Have students draw a picture of what to do in an emergency. |Group discussions |
|Make a card that lists emergency phone numbers that includes |Active listening |
|poison control. |Group participation |
|Create a role play that demonstrates showing respect and being |Making charts, books, collages, posters, and coloring pages. |
|friendly. | |
|Identify parts of and functions of different body systems. | |
|Identify ways that people are special. | |
|Make a list of favorite sports and necessary safety equipment and| |
|rules. | |
|List appropriate ways to express your feeling and solve | |
|conflicts. | |
| | |
|Describe exercises/sports that can be lifetime activities. | |
|Make a collage of different types of families. | |
|Identify three positive traits of themselves and a partner. | |
|Create a good grooming book about hygiene habits. | |
|List the benefits of sleep. | |
| | |
| | |
|Interdisciplinary Connections: |
| |
|__x_ Art- |
|__x_ Music – |
|__x_ Physical Education – |
|___ World Language – |
|_x__ Health – |
|__x_ Science – |
|__x_ Social Studies – |
|__ _ Mathematics – |
|__x_ Language Arts – |
|Technology Connections: Discovery Education programs, movies, internet |
|Resources: Guest speakers, textbooks, workbooks, videos, internet, assemblies, community resources, and posters. |
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