Unit: Family Life



|Unit: Family Life |

|Grade: 3 |

|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. Growth and Development |

|Describe the structure and function of human body systems. |

|Describe each human life stage and the physical changes that occur at each stage. |

|Discuss factors that contribute to healthy physical, social, emotional, and intellectual growth and uniqueness. |

|B. Safety |

|Describe the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, |

|and community. |

|Describe the characteristics of strangers, acquaintances, and trusted adults and demonstrate safe and appropriate ways to deal with|

|each. |

|C. Social and Emotional Health |

|Describe basic human needs and how individuals and families attempt to meet those needs. |

|Discuss how culture, peers, and the media impact the way individuals communicate and express emotions, and how emotions can affect |

|communication, choices, and behaviors. |

|Discuss the causes of stress and demonstrate ways to deal with stressful situations. |

|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 and employ ways to improve listening skills. |

|B. Decision Making |

|Outline the steps to making an effective decision. |

|Discuss how parents, peers, and the media influence health decisions and behaviors. |

|Describe situations that might require a decision about health and safety. |

|C. Character Development |

|Describe character traits and core ethical values such as trustworthiness, responsibility, respect, caring, justice, fairness, |

|civic virtue, and citizenship. |

|Discuss how an individual’s character positively impacts individual and group goals and success. |

| |

|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 |

|Describe different kinds of families and discuss how families can share love, values, and traditions, provide emotional support, |

|and set boundaries and limits. |

|Compare the roles, rights, and responsibilities of various family members. |

|Discuss ways that families adjust to changes in the nature or structure of the family. |

|Discuss how culture and tradition influence personal and family development. |

|Discuss factors that support healthy relationships with friends and family. |

|Describe the characteristics of a friend. |

|Describe appropriate ways to show affection and caring. |

| |

|C. Pregnancy and Parenting |

|Discuss how the health of the birth mother impacts the development of the fetus. |

| |

|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 causes optimal growth and development? |

|health-related concepts and skills in everyday lifestyle | |

|behaviors. |What is the difference between healthy and unhealthy risks? |

| | |

|An individual’s health at different life stages is dependent on |How can you learn to like yourself and others? |

|heredity, environmental factors and lifestyle choices. | |

| |How do I learn to stand for and communicate my beliefs to others |

|Current and emerging diagnostic, prevention and treatment |without alienating them? |

|strategies can help people live healthier and longer than ever | |

|before. |In order to achieve lifetime wellness, what should I plan for and|

| |what should I just let happen? |

|Making good health decisions requires the ability to access and | |

|evaluate reliable resources. |To what extent do outside influences shape values? |

| | |

|Effective communication skills enhance a person’s ability to |How do I make the “right” decisions in the face of peer, media |

|express and defend their beliefs. |and other pressures? |

| | |

|Decision-making can be affected by a variety of influences that | |

|may not be in a person’s best interest. |How do we learn to understand and respect diversity in |

| |relationships? |

|Character can be developed and supported through individual and | |

|group activities, the influence of positive role models and |How do we know when a relationship is not worth saving? |

|involvement in community service. | |

| | |

|Character is who you are when no one is looking. | |

| | |

|Research has clearly established that alcohol, tobacco and other | |

|drugs have a variety of harmful effects on the human body. | |

| | |

|Tolerance, appreciation and understanding of individual | |

|differences are necessary in order to establish healthy | |

|relationships. | |

|Content Knowledge: |Content Understandings: |

|Students will know… |Students will understand that. |

|Explain how people change as they grow older. |With age and maturity come reasoning and good decision making |

|There are many different types of healthy families. |skills. |

|Identify and discuss different family roles, responsibilities, |The characteristics of a healthy vs. unhealthy friendship. |

|traditions, including those that relate to health promotion and |The difference between good touch and bad touch. |

|disease prevention. |The importance of family rules and those boundaries are meant to |

|How the roles if different family members change as you grow up. |keep you safe. |

| |As you grow your body will change, and you will continue to |

| |develop as a special person. |

| |Different cultures and different families have different |

| |traditions. |

|Content Skills: |Misconceptions: |

|Students will be able to… |Predictable misconceptions to address are… |

|Identify three health habits that can influence growth and |You have to be best friends with everyone. |

|development. |Everyone grows at the same rate and at the same time |

|Define cells, tissue, organ, body system and traits. |Everyone has the same relationships with their family. |

| |All families are nuclear. |

|Stage 2- Assessment Evidence |

|Summative Assessments |Summative Evidence |

|Traditional Tasks |Performance Tasks: |

|Vocabulary Quiz |Role playing |

|Short paragraphs |Oral presentation |

|Unit tests |Note taking – fill in |

|Worksheets |Poster |

|Formative Assessments |

|Tests and quizzes |

|Homework |

|Group interaction (fro review research and brainstorm ideas) |

|Class discussion |

|Stage 3- Learning Plan |

|Activities: |Strategies: |

|Define the different types of families. |Team work |

|Look at pictures of different types of families, and identify |Group discussion |

|their similarities and differences. |Active listening |

|Make a list of 5 things that would affect the dynamics of a |Group participation |

|family. |Active reading |

|Make a poster showing what you give to members of your family. |Visualize |

|Ex: love, patience, talent, art, etc. |Predict |

|Cut out pictures from a magazine of older people, and write |Summarize |

|captions of what you hope to be doing at that point in your life.|Connect |

|List five traits that were passed down from family members. | |

|Select a personal family tradition, and write a short story |Making charts, graphs and posters. |

|explaining why it is unique and special to your family. | |

|Interdisciplinary Connections: |

| |

|x__ Art- pictures, posters |

|___ Music – |

|_x__ Physical Education – what you can do as a family for health and fitness |

|___ World Language – |

|___ Health – |

|_x__ Science – Body systems |

|_x__ Social Studies – Culture, environment, heredity |

|___ Mathematics – |

|_x__ Language Arts – writing, discussions |

|Technology Connections: : Character Education videos: 6 Pillars, Head-to-toe videos, Disney Educational Videos, & Internet |

| |

|Resources: - Your Health Text, Assessment pages, & Activity workbook pages. Weekly Reader- Current Health Magazine #1 , Weekly |

|Reader Skills Book: Robbie Says No to Drugs, Guest Speakers, WOW- World of Wellness Workbooks, Assemblies regarding Health, |

|Conflict Resolution, & Recycling. |

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