Shelby County Schools



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In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,

▪ 80% of our students will graduate from high school college or career ready

▪ 90% of students will graduate on time

▪ 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction.

Designed with the teacher in mind, the Health, Physical Education and Lifetime Wellness (HPELW) curriculum maps focus on teaching and learning in the domains of Perform, Create, Respond, and Connect. This map presents a framework for organizing instruction around the TN State Standards so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and the SCS HPELW Education curriculum maps provide guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

The SCS HPELW Education curriculum maps are designed to create physically literate students by engaging them both individually and collaboratively in creative practices of applying, creating, communicating, collaborating and reflecting. To achieve these goals the curriculum maps were developed by expert arts teachers to reflect the conceptual framework of the four artistic processes: present, create, respond, and connect.

National Standards for PK-12 Health Education

PK-12 were released in Spring 2007 and provide a revision of the 1995 standards. Revisions in the new standards include:

• Revised student standards – from 7 to 8 standards

• Revision of recommended grade levels for student evaluation

• Revised and expanded student performance indicators

• New chapter on student assessment

• New chapter on equity and access for all students

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

Joint Committee on National Health Education Standards. (2007). National Health Education Standards, Second Edition: Achieving Excellence. Washington, D.C.: The American Cancer Society.



How to Use the HPELW Education Curriculum Maps

Tennessee Health Education and Lifetime Wellness Standards, Grades K-12 The Tennessee Health Education and Lifetime Wellness Standards are divided into three (3) parts, representing each of the following grade bands: Grades K-5, Grades 6-8, and Grades 9-12.

Each set of standards was written by teams of Tennessee health education teachers and higher education faculty, as convened by the Tennessee Department of Education. The Health Education and Lifetime Wellness Standards represent the knowledge or behavioral outcomes of a student at the completion of a grade or course. Creating developmentally appropriate learning experiences that meet the standard is the responsibility of the health education teacher and in alignment with school district documents.

Each standard is observable and measurable and therefore can be assessed. To most effectively use this document, the following are key definitions or descriptions in reference to the format: Component: a grouping of similar knowledge or behaviors.

Each set of standards has five (5) components specific to the grade level or course. See the introduction provided within each document for further explanation. Subcomponent: a more refined grouping of similar knowledge or behaviors within a component. Each subcomponent is identified by a title. Each example below is specific to a grade level document:

Grades K-5 example: “Subcomponent: Nutrition,” found in Component 1: Personal and Community Wellness, groups the standards specific to nutrition.

The SCS HPELW Education curriculum maps are designed to help teachers make effective decisions about what content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. Across all HPELW disciplines, this is generally reflected in the following quarterly framework:

Course Description- This reflects the primary goals of the students to master basic skills and concepts that build upon previous knowledge which occurs as a result of physical activity.

State Standards: Students will be introduced to the following areas: movement, movement concepts, physical activity, fitness and personal/social responsibilities.

Essential Learnings: This section focuses on student outcomes and expectations

Effective Components of HPELW: This section provides State and Local laws,

Assessments: The educator will provide students with content, skill topics, Components, Sub-Components and suggested timelines, with the appropriate assessment strategy; pre and post skill assessment, teacher observation, product and performance, sel- analysis, oral and or cognitive quizzes, student-lead peer modeling, peer observation and portfolio student growth measures.

Health Education Vocabulary Terms: Educators are provided grade appropriate and content specific terminology used within a HPELW classroom

Essential Guiding Questions: Generally phrased similar to “I Can” statements, this portion identifies the specific performance indicators that are expected for students at a given time within the quarters/semester.

Tennessee-Shelby County Content Standards per grade band.

Standard: a described knowledge or behavior as listed within subcomponent and grade level. Each example below is specific to a grade level document:

Grades K-5 standard example: Standard 1.DP.3 “Demonstrate healthy personal hygiene practices (e.g., hand washing, shampooing, flossing, etc.).” This standard is applicable to grade 1 (1), located in the Disease Prevention (DP) component.

HPELW Quarterly Pacing Guides: SPIs, suggested timelines content skill, topic and task.

Activities with Literacy connections

Resources And Interdisciplinary Connections- In this column, teachers will find rich bodies of instructional resources/materials/links to help students efficiently and effectively learn the content. Additionally, there are significant resources to engage alignment with the Comprehensive Literacy Improvement Plan (CLIP) and HPELW activities are designed to strengthen authentic development of communication, listening, research, collaboration and content reading literacy in HPELW in supporting the District’ goals for improving student literacy.

Throughout this curriculum map, you will see high-quality activities, strategies and resources to support in ensure that students are able to reach the demands of the standards in the classroom. In addition to the resources embedded in the map, there are some high-leverage (technology, online) resources available for teacher use.

Conceptual Framework: A PK-12 Road Map for Health Education

A progression of the health skills and concepts illustrated below are taught from PK-12 grades which are guided by national and state standards and research on health education. Health literate students are engaged in obtaining and understanding health information to make appropriate and responsible health decisions. The Centers for Disease (CDC) states that leading national education organizations recognize the close relationship between health and education, as well as the need to foster health and well-being within the educational environment for all students.

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CDC. The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010.

The objective of the plan is to provide direction to ensure cohesion and full implementation of the Tennessee State Health Education Standards across the district. The standards are broken down into domain areas to focus on the eight components of health. Standard: a described knowledge or behavior as listed within subcomponent and grade level. Each example below is specific to a grade level document: Grades K-5 standard example: Standard 1.DP.3 “Demonstrate healthy personal hygiene practices (e.g., hand washing, shampooing, flossing, etc.).” This standard is applicable to grade 1 (1), located in the Disease Prevention (DP) component, and the third (3) standard listed for that given component.

The objective of the plan is to provide direction to ensure cohesion and full implementation of the Tennessee State Health Education Standards across the district. The standards are broken down into components and subcomponents areas to focus on the eight components of health. The Tennessee Health Education Standards Grades K-5 document is divided into five components: Personal Wellness (PW); Mental and Emotional Wellness (EW); Disease Prevention (DP); Safety (S); and Human Growth and Development (HGD).

Key Ideas:

1) The Tennessee Health Education Standards Grades K-5 state skills, knowledge, and behaviors students should demonstrate at each grade level.

2) Each component is divided into subcomponents as a means to organize similar standards.

3) The standards need not be taught in the order presented. The component and subcomponent numbers are only for organization and identification.

4) The standard is the action, knowledge, or behavior expected, e.g., 2 . PCW.1 Describe the importance of healthy meals and snacks.

Component: Personal and Community Wellness

Subcomponent: Nutrition

Subcomponent: Physical Activity

Subcomponent: Community and Environment

Component: Emotional Wellness

Subcomponent: Mental Health

Subcomponent: Social Health

Subcomponent: Family

Component: Disease Prevention

Subcomponent: Blood Borne Pathogens

Subcomponent: Personal Hygiene

Subcomponent: Communicable and Non-Communicable Diseases

Component: Safety

Subcomponent: Social Media

Subcomponent: Bullying

Subcomponent: Sun Safety

Subcomponent: Hazardous Substances

Subcomponent: Personal/Physical Safety (Child)

Component: Human Growth and Development

Subcomponent: Body

Social Emotional Learning, Health Education

Teaching Self-Management in Health Education

• SEL COMPETENCY Self-management

• Subcategory 1 Regulating one’s emotions, cognitions and behaviors

• NHES Performance Indicator 7.8.2. Demonstrates healthy practices and behaviors that will maintain or improve the health of self and others

• SHAPE America Appropriate Practices A.7 The health teacher designs the classroom in such a way that learners feel a sense of ownership about the

space

• Teacher’s lessons and instruction Teach self-management techniques such as deep breathing and mindfulness. Create a “Calming Corner”

that includes various stress-management techniques.

Teaching Social Awareness in Health Education

• SEL COMPETENCY Social Awareness

• Subcategory Respecting others

• NHES Performance Indicator 8.8.3: Work cooperatively to advocate for healthy individuals, families and schools

• SHAPE America Appropriate Practices A.4: The health teacher establishes an environment that facilitates mutual respect among all students and

the teacher

• Teacher’s lessons and instruction Health teachers work with their students to create a community service initiative within their school or

community

When implementing this Curriculum Map, each health educator should strive to:

• Be actively engaged in the instructional process whether in the role of lead or assisting teacher.

• Use a variety of assessment techniques when determining mastery of the Components and Sub-components. This can be accomplished using a combination of formal, informal, peer, and/or self-­‐assessment, video performances, skill rubrics or cognitive assessment measures.

• Use best practices when introducing a new skill which include demonstrating the skill, identifying the critical elements/common mistakes, and then allowing for student practice in static situations. This process should be accompanied by timely and specific corrective feedback.

• Use appropriate culminating activities to allow the students to combine multiple skills. This should allow the students to take their skill development to a higher level by allowing them to apply the skills.

• Use appropriate classroom management techniques in order to maximize "tasks" and strive to keep the students engaged for a majority of the lesson. This can be accomplished by minimizing wait--‐time, planning for smooth/efficient transitions, and creative use of equipment.

• Engage in reflective analysis of instruction and frequently collaborate with others.

What Does The HPELW Curriculum Map Contain?

1. A Description of Each Unit of Instruction:

| |

|Component |

|K-2 National Standards |Suggested Activities |Resources/ Connections/Assessments |

|These are the K-2 national health education standards. |These are the activities that are suggested to use while teaching |These are the resources, curriculum connections and assessments that|

| |these activities. |are suggested to use while teaching the lessons. |

|Component-Subcomponent |Component-Subcomponent |Component-Subcomponent |

|A grouping of similar knowledge or behaviors. Each set of standards |A grouping of similar knowledge or behaviors. Each set of standards |A grouping of similar knowledge or behaviors. Each set of standards |

|has five (5) components specific to the grade level or course. See |has five (5) components specific to the grade level or course. See |has five (5) components specific to the grade level or course. See |

|the introduction provided within each document for further |the introduction provided within each document for further |the introduction provided within each document for further |

|explanation. A more refined grouping of similar knowledge or |explanation. A more refined grouping of similar knowledge or |explanation. A more refined grouping of similar knowledge or |

|behaviors within a component. Each subcomponent is identified by a |behaviors within a component. Each subcomponent is identified by a |behaviors within a component. Each subcomponent is identified by a |

|title. |title. |title.). |

| |

|Essential Learnings |Purpose of Activity: |

|Sort foods into the proper food groups. |Students will understand the ability to implement decision-making and goal setting skills to promote |

|Recognize the importance of breakfast. |his/her personal health and wellness |

|List the major organs of the digestive system. | |

|Express emotions/feelings in appropriate ways. |Connections: |

|Define actions and consequences. |English: writing Math: food budgets, measurements, calculations, serving sizes |

|Explain the need for safety rules. |Science: energy, nutrition, breakdown of food, food sources |

|Demonstrate stop, drop and roll. |Social Studies: food, culture |

|Explain how a seat belt provides safety when riding in a car |Technology: |

|Give consequences of not using proper personal hygiene habits. |Internet, SMART Boards, stereo sound system, multimedia resources, video streaming, podcasting |

|Explain how germs (pathogens) are spread. | |

|Describe why daily physical activity is important and give at least 3 types of daily physical activities. |Academic Vocabulary: |

|Recognize ways to prevent common communicable diseases. |Carbohydrates, Fats, grains, vegetables, fruit, vitamins, Balanced Diet, serving, dietary guidelines, |

|Recognize internal and external body parts. |cholesterol, additive, empty calories, enrich, calorie, Ingredients, eating disorder, anorexia nervosa, |

| |bulimia, fad diets, and protein, body mass index |

|Name healthy behaviors that family members should practice. | |

| |Unit Assessment: |

|Identify members of the school and community that support personal health practices and behaviors. |Teacher Observation; Peer Assessment; Teacher Checklist/Rubric; Quizzes; Role-Play; Tests |

|Describe, sort and re-sort objects using a variety of attributes such as shape, size, and position. | |

|Recognize injuries |Notes: |

|Match the five senses with the correct organ. |Based upon time allocated for health in each school, please adapt to make conducive for your what your |

|Identify the family structure. |students can do. |

|Define friend. | |

|List and locate the basic body parts | |

|Identify the locations of the heart, eye, ear, brain and lungs | |

|Demonstrate proper hand-washing. | |

|Identify the poison symbol. | |

|Identify the various sections of the food plate | |

|Recognize the Food group | |

|Compare and contrast serving sizes | |

|Unit Objectives/Essentials Understanding: | |

|The ability to discriminate between false advertising and accurate information is key for lifelong healthy| |

|food choices | |

|Access valid and reliable information, products, and services to enhance healthy eating behaviors | |

| | |

|Guiding Questions: | |

|Does posting nutritional information on products and in restaurants change behavior? | |

|Who has the final say on what is “healthy food”? | |

|Is food labeled with nutritional all over the country? If so, then why do some states have higher obesity | |

|rates? | |

|What is Body Mass Index (BMI)? | |

| | |

|Discussion: | |

|Obesity, BMI, nutritional value, caloric intake, dietary guidelines, diseases linked poor nutritional | |

|choices, eating disorders, food plan, serving sizes, food labels, food borne illness | |

| | |

|Purpose of Activity: | |

|Understand the skills and behaviors needed to address nutrition to maintain a healthy lifestyle. | |

|National Standards |Suggested Activities |Resources/Connections/Assessments |

|Standard 4: Students will demonstrate the ability to use interpersonal |DDevelop a personal nutrition plan. |Michigan Model for Health |

|communication skills to enhance health and avoid or reduce health |Design a guide explaining how to read labels for nutritional value. |Student Workbook |

|risks. | |

|Standard 5: Students will demonstrate the ability to use | |e_s_health_podcast_activities.html |

|decision-making skills to enhance health. | |

|Standard 6: Students will demonstrate the ability to use goal-setting | |_plans.html |

|skills to enhance health. | |

|Standard 7: Students will demonstrate the ability to practice | |ic_vocabulary.html |

|health-enhancing behaviors and avoid or reduce health risks. | | |

| | | |

|Students will demonstrate the ability to use decision-making skills to | | |

|enhance health. | | |

|The student will understand the relationship of nutrition to healthy | | |

|living. | | |

|Kindergarten |Grade 1 |Grade 2 |

|Subcomponent: Nutrition |Subcomponent: Nutrition |Subcomponent: Nutrition |

|Subcomponent: Physical Activity |Subcomponent: Physical Activity |Subcomponent: Physical Activity |

|Nutrition |Nutrition |Nutrition |

|K.PCW.1 Identify food as a source of energy and growth. |1.PCW.1 Identify the basic food groups and examples. |2.PCW.1 Describe the importance of healthy meals and snacks. |

| | | |

|K.PCW.2 Identify healthy food items versus unhealthy food items. |1.PCW.2 |2.PCW.2 Identify the appropriate amount of water to drink each day. |

|Physical Activity |Describe a healthy meal using the basic food group. |Physical Activity |

|K.PCW.3 Identify the importance of participating in the recommended one|Physical Activity |2.PCW.3 Describe the importance of choosing active versus non-active |

|hour of daily physical activity and importance of sleep. |1.PCW.3 Identify physical activities used in daily life that promote |leisure activities. |

| |healthy living. | |

|Learning Expectations |Core Content Objectives |Instructional Actions |

|Student Progress Indicators |Concepts |Skill |Activities/Strategies |Assessments/Checks |

| |What students will know |What students will do | | |

| Explain the relationship of a balanced nutrition program |Balanced nutrition program |Describe dietary guidelines applied to|Have students compare and contrast the|Teacher Observation |

|and essential nutrients to appropriate weight, appearance, |Serving sizes |individuals |nutritional value of five different |Teacher Checklist/Rubric |

|energy level and total wellness; |Food labels |Describe body image and healthy weight|foods using the nutritional |Peer Assessment |

|Evaluate how individual food choices are influenced by |Comparison of foods |Describe developing a Food Plan |information found on food labels |Test |

|multiple factors; |Factors influencing food choices |Describe influences on eating, |Administer written test to students on|Role Play |

|Describe body composition and eating disorders; |Nutrition plan |activity and sleep |USDA Dietary Guidelines |Quiz |

|Practice principles of food safety. |Nutritional supplements |Describe eating disorders |Have students analyze their food diary| |

| |Food storage, preparation, and |Describe prevention strategies of |by comparing and contrasting it with | |

| |sanitation |food‐borne illness |the USDA Dietary Guidelines | |

| | |Compare and contrast the benefits of |Access computer lab (web sites: CDC) | |

| | |healthy eating and physical activity |to have students calculate and compare| |

| | |Understand how to support others to |BMI to national norms and create plan | |

| | |eat healthy and be active |to improve or maintain a healthy BMI. | |

| | |Use the Dietary Guidelines to make a | | |

| | |personal plan | | |

|First Nine Weeks COMPONENT: EMOTIONAL WELLNESS |

|Unit Objectives/Essentials Understanding: |Discussion: |

|Emotional disorders can be treated so that they don't become lifelong problems.    |Decision making, mental illnesses, managing stress, understanding your emotions, handling your emotions in|

|Peers can influence choices and behaviors. |a healthy way, Personality Purpose of Activity: |

|There are healthy and unhealthy ways to problem solve. |Help students feel good about themselves, understand their emotions, and manage stress. |

|Depression is a long-term feeling of hopelessness and sadness. | |

|There is an importance to building healthy relationships |Connections: |

| |Art: emotions in photos |

|Guiding Questions: |English: writing letters, oral communication, interviewing skills |

|What determines a good decision? |Music: effects on emotions |

|How do you recognize depression? |Social Studies: culture, families |

|How do peers influence your choices? |Theatre: skits |

|Why is it important to have healthy relationships? | |

|How much stress is normal? |Technology: |

|How will my emotional health affect my financial status, now and in the future? |Internet, SMART Boards, stereo sound system, multimedia resources, video streaming, podcasting |

|How can goals for emotional health help to prevent depression and possible suicide? | |

|How can I help eliminate the social stigma associated with mental illness? |Academic Vocabulary: |

|What school and community resources are available for mental health problems? |Adrenaline, Depression, Emotional Health, Mental Health, Negative Stress, Peer Pressure, Peers Positive |

|How can I accept, manage, and adapt to changes in relationships over the course of my lifetime? |Stress , Refusal Skills, Risk Behaviors , Stress Management, Suicide |

|What strategies can be used to combat stress and depression? | |

|How can mental health disorders affect relationships in my life? |Unit Assessment: |

|How can a mother’s mental health issues affect her unborn child? |Teacher Observation; Peer Assessment; Teacher Checklist/Rubric; Quizzes; Role-Play; Tests |

| | |

| |Notes: |

| |Based upon time allocated for health in each school, please adapt to make conducive for your what your |

| |students can do. |

|National Standards |Suggested Activities |Resources/Connections/Assessments |

| |Create an emotional and mental health blog called “My Advice Is…” and |Michigan Model for Health |

|Standard 2: Students will analyze the influence of family, peers, |write advice for the blog |Student Workbook |

|culture, media, technology, and other factors on health behaviors. |Interview adults about a conflict situation they faced and how they |

|. |resolved the conflict in a positive way |ess_Day_2_through_5.ppt |

|Standard 8: Students will demonstrate the ability to advocate for |Create a personal behavior contract for a skill you wish to improve |

|personal, family, and community health. |(i.e., sleep, fitness, academics, relationships, behavior) |e_s_health_podcast_activities.html |

| | |

|The student will understand the importance of positive self-concept and| |_plans.html |

|interpersonal relationships for healthy living. | |

| | |ic_vocabulary.html |

|Kindergarten |Grade 1 |Grade 2 |

|Subcomponent : Mental Health |Subcomponent: Mental Health |Subcomponent: Mental Health |

|Subcomponent: Social Health |Subcomponent: Social Health |Subcomponent: Social Health |

|Subcomponent : Mental Health |Subcomponent : Mental Health |Subcomponent : Mental Health |

|K.EW.1 Explain that feelings can be expressed in different ways. |1.EW.1 Define choices and consequences. |2.EW.1 Explain what it means to be emotionally and mentally healthy. |

| | | |

|Subcomponent: Social Health |Subcomponent: Social Health |Subcomponent: Social Health |

|K.EW.2 Describe and practice situations when it is appropriate to use |1.EW.2 Name and describe qualities and characteristics that make all |2.EW.2 Identify the importance of developing and maintaining healthy |

|“Please,” “Thank You,” “Excuse Me,” and “I’m Sorry.” |individuals unique. |relationships. |

| | | |

|Learning Expectations |Core Content Objectives |Instructional Actions |

|Student Progress Indicators |Concepts |Skill |Activities/Strategies |Assessments/Checks |

| |What students will know |What students will do | | |

| Demonstrate healthy ways to express needs, wants, and |Emotions |Demonstrate healthy ways to express |Assign students a partner to practice |Teacher Observation |

|feelings |Interpersonal Skills |needs, wants, and feelings |proper introduction skills; |Teacher Checklist/Rubric |

|Demonstrate respect for individual and cultural differences |Adolescence |Evaluate attitudes and behaviors as |Elicit student volunteers to role play|Peer Assessment |

|that help develop healthy relationships |Conflict resolution |related to personal and mental health |communication with body language; |Test |

|Understand how mental, emotional, social and physical health|Decision Making Skills |Describe different kinds of |Assign Students An Essay Entitled "Who|Role Play |

|dimensions are interrelated and that problems in one | |friendships: same gender and opposite |Am I?" Include Cultural, Ethnic, And |Quiz |

|dimension can influence another | |gender |Gender Roles; | |

|Demonstrate skills to cope with attitudes and behaviors | |Identify qualities needed for lasting |Compare and contrast positive and | |

|appropriately as related to social health; | |relationships |negative responses to criticism and | |

|Evaluate attitudes and behaviors as related to personal and | |Describe strategies for recovering |disappointment; | |

|mental health | |when a friendship ends |Have students discuss ways to help a | |

|Recognize stress is a normal part of life and appropriate | |Identify the developmental |friend or family member with an | |

|stress management should be a life-long skill | |characteristics of adolescence |emotional conflict; | |

| | |including physical and emotional |Have students write an essay that | |

| | |changes |evaluates their social, emotional, and| |

| | |Demonstrate sensitivity to others as |mental health practices for one day; | |

| | |physical changes occur during |Have students list appropriate ways to| |

| | |adolescence |deal with stress and prioritize which | |

| | |Demonstrate effective ways to deal |method would work best. | |

| | |with negative peer pressure | | |

| | |Utilize the steps in the | | |

| | |decision-making process | | |

| |

|Second Nine Weeks COMPONENT: HUMAN GROWTH AND DEVELOPMENT (Body, Values, Families, Personal Hygiene, Nutrition) |

|Unit Objectives/Essentials Understanding: |Purpose of Activity: |

|Individual’s health at different life stages and the factors that influence lifestyle choices |Students will learn about how the body changes over time. |

|Family’s influence in the development of personal values and beliefs |Promote appreciation and respect for the amazing changes experienced by self and others |

|Influence of family and they how they affect future decisions |Connections: |

|Roles and responsibilities throughout the life cycle as members of families |Art: collage design |

|Identify traditional and non-traditional responsibilities of males and females |Social Studies: culture, laws, customs, discrimination |

|Recognize changes in your health |Technology: |

|Identify major body parts, organs and their location |Internet, SMART Boards, stereo sound system, multimedia resources, video streaming, podcasting |

| | |

|Guiding Questions: |Academic Vocabulary: |

|What does the family structure look like? |Child, children, heredity, the life cycle, growth, respect, personal hygiene, values, caring, honest, |

|How does my family influence my decisions and values? |manners, respect, chores, cheerful, listens |

|How can goal setting create a safe environment for myself and my friends and family? | |

|What are Tennessee laws are related to surrendering an infant? |Unit Assessment: |

|How do hormones affect growth and development? |Teacher Observation; Peer Assessment; Teacher Checklist/Rubric; Quizzes; Role-Play; Tests |

|What is digestion and what happens to food once you swallow it? | |

|Where does our food come from? | |

|What is the difference between a cough drop and a peppermint candy? | |

|Why do we have teeth? | |

| | |

|Discussion: | |

|Family structure, heredity, Life cycles, role of the family, family influence on decisions, changes in | |

|family structure | |

|Purpose of Activity: | |

|Understand contributions of family relationships to healthy living and promote appreciation and respect | |

|for the changes experienced by self and others. | |

| | |

| | |

| | |

| | |

|National Standards |Suggested Activities |Resources/Connections/Assessments |

|Standard 8: Students will demonstrate the ability to advocate for |Create a collage representing changes in male and female roles over the|Student Workbook |

|personal, family, and community health. |years. |

|The student will understand the contributions of family relationships |Design a collage representing your family and your history. |e_s_health_podcast_activities.html |

|to healthy living | | |

|Kindergarten |Grade 1 |Grade 2 |

|Subcomponent: Family |Subcomponent: Family |Subcomponent: Family |

|Subcomponent: Body |Subcomponent: Body |Subcomponent: Body |

|Subcomponent: Personal Hygiene |Subcomponent: Personal Hygiene |Subcomponent: Personal Hygiene |

|Family |Family |Family |

|K.EW.3 Identify |1.EW.3 Identify characteristics of a responsible family member. |2.EW.3 Identify various family structures. |

|a trusted adult to consult before making a choice. |Subcomponent: Body |Subcomponent: Body |

|Subcomponent: Body |1.HGD.1 Identify the functions of the human body systems. |2.HGD.1 Explain the importance of the basic body systems. |

|K.HGD.1 Identify the basic body parts. |Personal Hygiene |Personal Hygiene |

|Personal Hygiene |1.DP.2 Explain the importance of not sharing personal hygiene items |2.DP.2 Identify and define common pathogens that affect personal |

|K.DP.2 Identify the importance of healthy and unhealthy personal |(e.g., toothbrush, combs, brushes). |hygiene. |

|hygiene. | | |

| |1.DP.3 |2.DP.3 Describe ways through which common pathogens can enter the body.|

|K.DP.3 Identify proper hygiene skills (e.g., hand washing, shampooing, |Demonstrate healthy personal hygiene practices (e.g., hand washing, | |

|flossing, etc.). |shampooing, flossing, etc.). | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Learning Expectations |Core Content Objectives |Instructional Actions |

|Student Progress Indicators |Concepts |Skill |Activities/Strategies |Assessments/Checks |

| |What students will know |What students will do | | |

| Identify family influences in the development of personal |Family’s influence |Recognize the family’s influence in |Have students construct a character |Teacher Observation |

|values and beliefs and how they will affect future decisions|Effect of attitudes and behaviors on |the development of personal values and|pyramid using words that support |Teacher Checklist/Rubric |

|Analyze changing roles and responsibilities (physically, |the family |beliefs and how they affect future |family development (e.g. Caring, |Peer Assessment |

|socially and emotionally) throughout the life cycle as |Changing roles and responsibilities |decisions |honest, manners, respect, chores, |Test |

|individuals and members of families |Personal beliefs | |cheerful, listens, helps, etc.) |Role Play |

|Evaluate the influence of attitudes, emotions, and behaviors|Traditional vs. non-traditional |Evaluate the influence of attitudes |Have students explain the roles and |Quiz |

|on healthy family relationships |responsibilities |and behaviors on healthy family |responsibilities of family members | |

| |Discrimination, harassment, and |relationships |Have students write/draw an | |

| |violence | |essay/picture about a family’s | |

| |Puberty Body |Analyze changing roles and |personal values and influences as they| |

| | |responsibilities throughout the life |relate to personal choices and | |

| | |cycle as members of families |behaviors | |

| | | |Lead a group discussion evaluating the| |

| | |Analyze values according to personal |family relationships of a television | |

| | |beliefs |family | |

| | | |Discuss emotional and physical abuse | |

| | |Identify traditional and |and research the available resources | |

| | |non-traditional responsibilities of |for help and support in the schools, | |

| | |males and females |local community, law enforcement and | |

| | | |faith-based groups | |

| | | |Discuss the importance of Hygiene. | |

| | | |Emotions and relationships | |

| | | |Growing strong | |

|Third Nine Weeks COMPONENT: SAFETY ( BACTERIA AND DISEASE ) |

|Unit Objectives/Essentials Understanding: | |

|Demonstrate refusal skills and how to avoid trouble in risk situations involving sexual health. |Connections: |

|Michigan Model Family Life Curriculum Puberty: Growing Up/HIV |English: public speaking Math: graphs, charts |

| |Science: pathogens, germs |

|Guiding Questions: |Social Studies: history of diseases |

|How can chronic, non-communicable diseases affect my financial future? |Technology: |

|What can I do to help prevent or reduce the severity of non-communicable diseases? |Internet, SMART Boards, stereo sound system, multimedia resources, video streaming, podcasting |

|Why are self-exams and annual physical examinations important to preventing cancer and other diseases? | |

| |Academic Vocabulary: |

|Discussion: |Cells, tissues, heart disease, asthma, diabetes, family history, emphysema, dental health, chronic |

|Spread of communicable disease, Disease Prevention, non-communicable disease, |disease, communicable disease, non-communicable disease, body systems, bacteria and cancer |

| | |

|Purpose of Activity: |Unit Assessment: |

|Understand the skills and behaviors needed to avoid risky behaviors in controlling and preventing disease.|Teacher Observation; Peer Assessment; Teacher Checklist/Rubric; Quizzes; Role-Play; Tests |

| | |

| |Notes: |

| |Based upon time allocated for health in each school, please adapt to make conducive for your what your |

| |students can do. |

|National Standards |Suggested Activities |Resources/Connections/Assessments |

|Standard 1: Students will comprehend concepts related to health |Create a public service announcement or poster on how to avoid contact |Michigan Model for Health |

|promotion and disease prevention to enhance health. |with blood and what to do in the event of contact. |Student Workbook |

|Standard 3: Students will demonstrate the ability to access valid | |

|information and products and services to enhance health. | |e_s_health_podcast_activities.html |

|Standard 5: Students will demonstrate the ability to use | |

|decision-making skills to enhance health. | |_plans.html |

|Standard 7: Students will demonstrate the ability to practice | |

|health-enhancing behaviors and avoid or reduce health risks. | |ic_vocabulary.html |

| | | |

|Kindergarten |Grade 1 |Grade 2 |

|Subcomponent: Blood Borne Pathogens |Subcomponent: Blood Borne Pathogens |Subcomponent: Blood Borne Pathogens |

|Subcomponent: Communicable and Non- Communicable Diseases |Subcomponent: Communicable and Non- Communicable Diseases |Subcomponent: Communicable and Non- Communicable Diseases |

|Blood Borne Pathogens |Blood Borne Pathogens |Blood Borne Pathogens |

|K.DP.1 Define and discuss blood borne pathogens (i.e., germs). |1.DP.1 Identify situations where you could come in contact with blood |2.DP.1 Explain the importance of finding a responsible adult when an |

| |borne communicable pathogens (e.g., school, home, playgrounds, |accident occurs. |

|Communicable and Non- Communicable Diseases |automobile and recreational accidents). | |

|K.DP.4 Identify common pathogens (i.e., germs) such as cold, flu, | |Communicable and Non- Communicable Diseases |

|strep, o r gastrointestinal and method of preventing their spread. |Communicable and Non- Communicable Diseases |2.DP.4 Explain the differences in communicable and non-communicable |

| |1.DP.4 Identify communicable and non- communicable diseases. |diseases. |

| | | |

| | | |

| | | |

| | | |

| | | |

|Learning Expectations |Core Content Objectives |Instructional Actions |

|Student Progress Indicators |Concepts |Skill |Activities/Strategies |Assessments/Checks |

| |What students will know |What students will do | | |

|Identify and define common pathogens |Non-communicable vs. Communicable |Summarize peer refusal skills and how |Have students design a pamphlet that |Teacher Observation |

|Describe ways pathogens and diseases are spread, prevented, |Disease |to avoid risky behaviors |includes origin, symptoms, prevention |Teacher Checklist/Rubric |

|and managed |HIV/AIDS |Discuss warning signs, symptoms, |and treatment of a communicable or |Peer Assessment |

|Describe signs, symptoms, and risk factors related to |Methods of warning signs, treatment |treatments, and prevention of disease |non-communicable disease |Test |

|communicable and non-communicable diseases |and prevention of disease |and infection |Assist students in computer lab |Role Play |

|Evaluate how heredity, environment and lifestyle impact both| |Discuss disease and how it is linked |searching the web for information on |Quiz |

|the wellness and disease process | |to heredity and lifestyle |environmental impacts | |

| | | |Have students create a family health | |

| | | |tree by interviewing family members | |

| | | |about diseases that run in their | |

| | | |families | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Fourth Nine Weeks COMPONENT SAFETY (ANTI- BULLYING/ SAFTEY RULES) |

|Unit Objectives/Essentials Understanding: |Connections: |

|Identify safety equipment used for injury prevention |English: communication |

|Evaluate ways to reduce the risks of accidents and injuries |Theatre: role-plays, skits |

|Demonstrate appropriate actions for emergency and non-emergency situations | |

| |Technology: |

|Guiding Questions: |Internet, SMART Boards, stereo sound system, multimedia resources, video streaming, podcasting |

|What is an injury? | |

|Why is safety important? |Academic Vocabulary: |

|What is the appropriate action to take when safety is threatened? |Abducted, abused, chemicals, choking, contract, danger, detective, drowning, Electric shock, electricity, |

|What are ways to reduce the risks of accidents and injury? |electrocuted, escape, explosion, explosives, hazards, injury, poisoning, private, safety, suffocation, |

|What is the equipment used for safety prevention? |stranger, syringe, trust, weapons, and bullying |

|What is bullying? | |

|What is anti-bullying? |Unit Assessment: |

| |Teacher Observation; Peer Assessment; Teacher Checklist/Rubric; Quizzes; Role-Play; Tests |

|Discussion: | |

|Safety, first-aid, safety equipment, accidents and injuries, actions to take in emergency and |Notes: |

|non-emergency situations, bullying, |Based upon time allocated for health in each school, please adapt to make conducive for your what your |

| |students can do. |

|Purpose of Activity: | |

|Understand attitudes and behaviors for preventing injuries and deaths from injury in order to maintain a | |

|healthy lifestyle. | |

|Understand the appropriate action to take when personal safety is threatened in order to maintain a | |

|healthy lifestyle. | |

|National Standards |Suggested Activities |Resources/Connections/Assessments |

| |Create a wellness continuum. |

|Standard 2: Students will analyze the influence of family, peers, |Create a personal safety resource card, poster, or handout listing |e_s_health_podcast_activities.html |

|culture, media, technology, and other factors on health behaviors. |telephone numbers of appropriate resources |

|Standard 5: Students will demonstrate the ability to use |Develop an anti-bullying campaign at your school |_plans.html |

|decision-making skills to enhance health. | |

|Standard 8: Students will demonstrate the ability to advocate for | |ic_vocabulary.html |

|personal, family, and community health. | | |

| | | |

| | | |

| | | |

|Kindergarten |Grade 1 |Grade 2 |

|Subcomponent Social Media |Subcomponent :Social Media |Subcomponent :Social Media |

|Subcomponent: Bullying |Subcomponent: Bullying |Subcomponent: Bullying |

|Subcomponent: Sun Safety |Subcomponent :Sun Safety |Subcomponent: Sun Safety |

|Subcomponent :Personal/Physical Safety (Child) |Subcomponent :Personal/Physical Safety (Child) |Subcomponent: Personal/Physical Safety (Child) |

|Social Media |Social Media |Social Media |

|K.S.1 Identify examples of media and social media and how they can be |1.S.1 Define media sources and how they are used at home, school, and |Describe the basics of online safety (not disclosing personal |

|linked to safety. |in the community. |information, not informing others you are home alone, etc.). |

|Bullying |Bullying |Bullying |

|K.S.2 Identify positive and negative communication among peers, family,|1.S.2 Recognize the characteristics of bullying. |2.S.2 Identify bullying situations. |

|and community. | | |

|Sun Safety |Sun Safety | |

|K.S.3 Recognize that sun exposure can be harmful to your skin. |1.S.3 Identify proper ways to reduce sun exposure (e.g., sunscreen, |Sun Safety |

| |long sleeves, hat, time of day, etc.). |2.S.3 Understand the health risks that are associated with excess sun |

|Personal/Physical Safety (Child) |Personal/Physical Safety (Child) |exposure. |

|K.S.6 Distinguish between emergency and non-emergency situations. |1.S.6 Discuss the importance of safety rules in home, school, and the | |

| |community. |Personal/Physical Safety (Child) |

|K.S.7 Distinguish between appropriate and inappropriate touching. | |2.S.6 Identify ways to reduce the risk of injuries and death from |

| |1.S.7 Report when someone is injured or ill to a responsive caregiver. |injury. |

|K.S.8 Identify ways to stay safe when crossing the street, riding a | | |

|bike, and playing. |1.S.8 Identify proper backpack carrying guidelines. |2.S.7 Discuss the meaning of basic safety-related signs, symbols, and |

| | |warning labels. |

|K.S.9 Identify threats to personal safety. |1.S.9 Recognize situations that need to be reported to a trusted adult.| |

| | |2.S.8 Identify basic weather-related emergency guidelines. |

| | | |

| | |2.S.9 Identify skills used for protection to maximize personal safety. |

|Learning Expectations |Core Content Objectives |Instructional Actions |

|Student Progress Indicators |Concepts |Skill |Activities/Strategies |Assessments/Checks |

| |What students will know |What students will do | | |

|Demonstrate appropriate actions for emergency and |Reducing the risks |Demonstrate safety strategies when in |Have students compile a list of |Teacher Observation |

|non-emergency situations; |Emergency and non-emergency situations|public places, including escaping when|personal safety threats and |Teacher Checklist/Rubric |

|Demonstrate first aid techniques. |Appropriate first aid procedures |weapons are present |appropriate actions to take |Peer Assessment |

|Identify situations that should be reported to a trusted |Personal Safety |List school procedures for school |Have students create a personal safety|Test |

|adult; |Safety equipment |crisis situations |resource card, poster, or handout |Role Play |

|Formulate a plan for self-protection skills and identify |Threatening behaviors |Discuss how to prevent fires and burns|listing telephone numbers of |Quiz |

|appropriate resources for help, before and after an offense |Assertive self-protection skills |Discuss staying safe when home alone |appropriate resources | |

|has occurred; |Abuse and appropriate resources for |Discuss preventing injuries at home |Lead a class discussion of high-risk | |

|Demonstrate techniques to assertively deal with peer |help |Discuss dangerous objects and weapons |situations seen on television, social | |

|pressure when personal safety is threatened (e.g., in car | |Discuss and demonstrates using the |media, or video games | |

|with drunk driver, pressured to take drugs, encouraged to | |Internet safely |Have the students simulate first aid | |

|participate in risky behaviors that can hurt others). | |Discuss personal safety |responses and procedures | |

| | |Discuss bullying |Review emergency response procedures | |

| | |Role play using skills to avoid being |by using written tests or verbal | |

| | |bullied |response scenarios for students | |

| | |Role Play using skills/strategies |provided by a certified instructor | |

| | |needed when someone is being bullied |Assess your school for emergency | |

| | | |preparedness (i.e. first aid kits, | |

| | | |AED, fire extinguishers, evacuation | |

| | | |plan). | |

|Fourth Nine Weeks CONPONENT: SAFTEY (DRUGS) |

|Unit Objectives/Essentials Understanding: |Connections: |

|Recognize the importance of a drug-free lifestyle |English: communication, 3- 5 sentence essays |

|Understand appropriate use and misuse of chemical substances |Math: money, charts |

|Understand school and community treatment and intervention resources for substance use and abuse |Science: chemical, chemical reactions |

|Understand the effects of drug abuse |Social Studies: drug trafficking, laws, community resources |

| |Theatre: skits, role-plays |

|Guiding Questions: | |

|What is substance abuse? |Technology: |

|What is a drug-free lifestyle? |Internet, SMART Boards, stereo sound system, multimedia resources, video streaming, podcasting |

|What is appropriate use and misuse of chemical substances? | |

|What are the effects of chemical substances on my body? |Academic Vocabulary: |

|What effect does tobacco have on my organs? |cigarettes, e-cigarettes, snuff, chewing tobacco, prescribed medications, over-the-counter- medicine, |

|What are the effects of drug use/abuse? |alcohol, tobacco, inhalants, cocaine, side effects, drug addition, drug abuse, drug, nicotine, marijuana, |

| |mucus, asthma, wheezing, second hand smoke, bronchitis, alcoholic, addicted and exposure |

|Discussion: | |

|Chemical substances, alcohol, tobacco, Drugs and their effects on the body, peer pressure, refusal skill |Unit Assessment: |

|and strategies to say “NO” to drugs |Teacher Observation; Peer Assessment; Teacher Checklist/Rubric; Quizzes; Role-Play; Tests |

| | |

|Purpose of Activity: |Notes: |

|Understand appropriate and inappropriate uses of chemical substances as well as the effects of substance |Based upon time allocated for health in each school, please adapt to make conducive for your what your |

|use and abuse to maintain a healthy lifestyle. |students can do. |

|National Standards |Suggested Activities |Resources/Connections/Assessments |

|Standard 1: Students will comprehend concepts related to health |Write an essay on the importance of a drug-free lifestyle. |

|promotion and disease prevention to enhance health. |Role-play how to say “No” when offered tobacco, alcohol, or drugs. |e_s_health_podcast_activities.html |

|Standard 5: Students will demonstrate the ability to use | |

|decision-making skills to enhance health. | |_plans.html |

| | |

| | |ic_vocabulary.html |

| | | |

| | | |

|Kindergarten |Grade 1 | Grade2 |

|Subcomponent : Hazardous Substances |Subcomponent: Hazardous Substances |Subcomponent: Hazardous Substances |

|K.S.4 Explain why medicines are used. |1.S.4 Describe the appropriate and inappropriate roles of medicine in |2.S.4 Identify trusted adults at home and beyond who can distribute |

|K.S.5 Explain that medicine can be helpful or harmful. |keeping people healthy. |medication for its intended use. |

| | | |

| |1.S.5 Recognize |2.S.5 Identify the consequences of smoking, second hand smoking, and |

| |the proper use of common household products (e.g., over- the- counter |environmental tobacco smoke. |

| |meds, cleaners, gas, and markers). | |

|Learning Expectations |Core Content Objectives |Instructional Actions |

|Student Progress Indicators |Concepts |Skill |Activities/Strategies |Assessments/Checks |

| |What students will know |What students will do | | |

|Distinguish between appropriate use and misuse of chemical |Chemical Substances |Demonstrate persuasion skills for |Assist students with an Internet |Teacher Observation |

|substances for healthy living |Appropriate use and misuse |encouraging others to stay drug free |search on drug use and abuse and their|Teacher Checklist/Rubric |

|Assess the influences of family, peers, and community on |Influences of family, peers, and |Demonstrate refusal skills in risky |physical, social and emotional |Peer Assessment |

|chemical substance use and abuse |community on substance abuse |situations |consequences and create a presentation|Test |

|Identify how substance (e.g. tobacco, alcohol, and drugs) |Drug-free lifestyle |Discuss valid resources for drug |for the class |Role Play |

|use and abuse affects people physically, emotionally, |Effects on unborn child |problems |Have students compile alcohol and |Quiz |

|socially, financially, and legally |Advertising |Analyze, compare and contrast drug use|tobacco magazine advertisements to | |

|Explain how choices relate to consequences |Effects of tobacco |data |identify media influences | |

|Recognize treatment programs and support groups for those |Harmful effects of smokeless tobacco |Discuss possible reasons people use or|Have students write an essay entitled | |

|dealing with addiction |and passive smoking |don’t use drugs |"Why I Should Choose to be Drug Free" | |

|Recognize certain behaviors can lead to drug abuse and |Reasons for teenage drinking |Negative health effects of drug use |Have students create scenarios in | |

|addiction (e.g. huffing, inhalant abuse, smoking, alcohol |Treatment and intervention resources |ways to avoid riding with a driver who|which refusal skills are needed to | |

|consumption, over the counter and prescription medication) | |has been drinking and what to do if it|refrain from substance use; | |

| | |can’t be avoided |Have students interview two tobacco | |

| | |Benefits of remaining drug free and |users to assess why they started using| |

| | |making a drug-free commitment |tobacco and why they continue to use | |

| | |Comprehend the physical effects of |tobacco products | |

| | |secondhand smoke |Provide students warning labels from | |

| | |Analyze the influence of family, peers|tobacco and alcohol products for | |

| | |and media on use of alcohol, tobacco |evaluation and discussion | |

| | |and other drugs |Have students write an essay entitled | |

| | |Discuss the influence of family, |"What If I Got Caught" | |

| | |society and peers on drug use |Invite guest speakers from law | |

| | |Discuss the impact of drug use on |enforcement, substance support groups | |

| | |short and long term goals |or medical profession to discuss the | |

| | |Discuss school rules, policies and |consequences of substance abuse | |

| | |laws related to tobacco use | | |

| | |Comprehend the positive outcomes of | | |

| | |not using alcohol | | |

| | |Comprehend reasons people choose to | | |

| | |drink or not to drink and the impact | | |

| | |of their decisions on others | | |

Cross-Content Connections:

English: communication, following directions, listening skills

Health: body systems, first aid, problem solving, decision-making, peer pressure, wellness, health, fitness, nutrition, drugs and alcohol, mental, emotional, social and family health, disease prevention, community, consumer and environmental health issues

Social Studies: laws, rules, cooperation/conflict, cooperation/conflict, community

Dance: alignment, axial movement, elevation, body propulsion, initiation, rhythmic acuity

Science: movement, space, speed, gravity, friction, energy, force, muscles, skeletal system

Math: speed, time, patterns, sequence, grouping, levels, counting, estimation, scoring in games and activities.

Music: beats, rhythms, syncopation, timing

Character Education: cooperation, self esteem, values, personal accountability, personal responsibility, respect, conflict resolution

|RESOURCE LIST |

|Professional Organizations: |Resources Available Throughout the District: |

| (Society of Health and Physical Educators) |Online : |

|tahperd.us (TN Association for Health, Physical Education, Recreation, & Dance) | |

| | |

|National Health Standards & Performance Outcomes: | |

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|TN State Health Standards: | |

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|Helpful Websites: | (build your own webpage to be placed on school’s homepage as a link.) |

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| |classroomteacher/ |

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|.aspx |DVD’s, Videos, and Apps: |

| | |

|Related KidsHealth Links: Articles for Students: | |

|Professional Development: | |

|TAHPERD -Annual Physical Education Conference (Fall of each year)-state |Books |

|SHAPE Annual Health and Physical Education Conference (Spring of each year)- national | |

| | |

| |Music: |

| | |

| | |

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