ORANGE TOWNSHIP BOARD OF EDUCATION



Orange Public Schools 

[pic] 

Curriculum Guide

Physical Education and Health

Grades K-6

|ORANGE TOWNSHIP BOARD OF EDUCATION |

|Tyrone Tarver |

|President |

|Brenda Daughtry |

|Vice President |

|Members |

| Guadalupe Cabido | Derrick Henry | Sueann Gravesande |

| Cristina Mateo |Siaka Sherif |Shawneque Johnson |

| |

|Jeffrey Wingfield |

| |

| |

| |

|SUPERINTENDENT OF SCHOOLS |

|Gerald Fitzhugh, II, Ed.D. |

| |

| |BUSINESS ADMINISTRATOR/ |

| |BOARD SECRETARY |

| |Adekunle O. James |

| | |

|EXECUTIVE DIRECTOR OF HUMAN RESOURCES |

|Glasshebra Jones-Dismuke |

| |

|DIRECTORS |

|Karen Harris, English Language Arts/Testing |Tina Powell, Ed.D., Math/Science |

|Shelly Harper, Special Services |Terri Russo, D.Litt., Curriculum & Instruction |

| | |

|PRINCIPALS |

|Faith Alcantara, Heywood Avenue School Myron Hackett, Ed.D., Park Ave. School |

|Jason Belton, Orange High School |Karen Machuca, Scholars Academy |

|Jacquelyn Blanton, Orange Early Childhood Center |Dana Gaines, Orange Prep Academy |

|Debra Joseph-Charles,Ed.D., Rosa Parks Community School |Denise White, Oakwood Ave Community School |

|Yancisca Cooke, Ed.D., Forest Street Community School |Erica Stewart, Ed.D., STEM Academy |

|Cayce Cummins, Ed.D., Newcomers Academy |Robert Pettit, Cleveland Street School (OLV) |

|Frank Iannucci, Jr., Lincoln Avenue School |

| |

|ASSISTANT PRINCIPALS |

|Carrie Halstead, Orange High School |Nyree Delgado, Forest Street Community School |

|Mohammed Abdelaziz, Orange High School/Athletic Director |Devonii Reid, Ed.D.,STEM Academy |

|Oliverto Agosto, Orange Prep Academy |Joshua Chuy, Rosa Parks Community School |

|Terence Wesley, Rosa Parks Community School |Gerald J. Murphy, Heywood Ave School |

|Samantha Sica-Fossella, Orange Prep Academy |Shadin Belal, Ed.D., Orange Preparatory Academy |

|Kavita Cassimiro, Orange High School |April Stokes, Park Avenue School |

|Lyle Wallace, Twilight Program |Noel Cruz, Dean of Students, Rosa Parks Community School |

|Isabel Colon, Lincoln Avenue School |Patrick Yearwood, Lincoln Avenue School |

| | |

|SUPERVISORS |

|Olga Castellanos, Math (K-4) |Jahmel Drakeford, CTE (K-12) & Health and Physical Education (K-7) |

|Tia Burnett, Testing |Hennie Parillon, Science (K-12) |

|Meng Li Chi Liu, Math (9-12) |Rosa Lazzizera, ELA (3-7) & Media Specialist |

|Donna Sinisgalli, Visual & Performing Arts |Daniel Ramirez, Math (5-8) |

|Linda Epps, Social Studies 5-12/Technology Coordinators |Kurt Mathews, (8-12) ELA & Media Specialist |

|Janet MClouden, Ed.D.,Special Services |Caroline Onyesonwu, Bilingual/ESL & World Languages |

|Adriana Hernandez, ELA (K-2) & Media Specialist |Frank Tafur, Guidance |

|David Aytas, STEM Focus (8-12) |Amina Mateen, Special Services |

| | |

Elementary Schools:

Clevland Street School

Forest Street Community School

Heywood Avenue School

Lincoln Avenue School

Oakwood Avenue Community School

Park Avenue School

Rosa Parks Community School

Revisions edited 2019-2020 Samanthan Anzano

TABLE OF CONTENTS

Board Members and Administration……………………………………………………………...........2

Table of Contents…………………………………………………………………………………........3-4

District’s Vision & Mission Statement………………………………………………………………...5

Curriculum Unit 1 K-2…………………………………………………………………………………6

Curriculum Unit 2 K-2…………………………………………………………………………………11

Curriculum Unit 3 K-2…………………………………………………………………………………24

Curriculum Unit 4 K-2…………………………………………………………………………………31

Curriculum Unit 5 K-2………………………………………………………………………………… 37

Curriculum Unit 6 K-2………………………………………………………………………………… 43

Curriculum Unit 7 K-2………………………………………………………………………………… 50

Curriculum Unit 8 K-2………………………………………………………………………………… 57

Curriculum Unit 1 3-4.………………………………………………………………………………… 63

Curriculum Unit 2 3-4.………………………………………………………………………………… 69

Curriculum Unit 3 3-4.………………………………………………………………………………….75

Curriculum Unit 4 3-4.………………………………………………………………………………….82

Curriculum Unit 5 3-4.………………………………………………………………………………….88

Curriculum Unit 6 3-4.………………………………………………………………………………….94

Curriculum Unit 7 3-4.………………………………………………………………………………….100

Curriculum Unit 8 3-4.………………………………………………………………………………….109

Curriculum Unit 9 3-4.………………………………………………………………………………….113

Curriculum Unit 10 3-4.………………………………………………………………………………...119

Curriculum Unit 11 3-4.………………………………………………………………………………...125

Curriculum Unit 1 5-6.………………………………………………………………………………… 131

Curriculum Unit 2 5-6.………………………………………………………………………………… 137

Curriculum Unit 3 5-6.………………………………………………………………………………… 143

Curriculum Unit 4 5-6.………………………………………………………………………………… 149

Curriculum Unit 5 5-6.………………………………………………………………………………… 155

Curriculum Unit 6 5-6.………………………………………………………………………………… 161

Curriculum Unit 7 5-6.………………………………………………………………………………… 168

Curriculum Unit 8 5-6.………………………………………………………………………………… 174

Curriculum Unit 9 5-6.…………………………………………………………………………………..180

Curriculum Unit 10 5-6.…………………………………………………………………………………187

The Orange Board of Education

Vision and Mission Statement

 

Vision

"The Orange Public School District commits to provide a safe and caring environment where each student is expected to grow and succeed. We pledge to prepare all students with equitable opportunities for college and career readiness, leading to lifelong learning and responsible citizenship in a competitive global community."

  

Mission 

The Orange Public School District in collaboration with all stakeholders is responsible for promoting the academic, social, emotional and personal success of all students. With a commitment to academic excellence, the district provides teachers, families, and administrators the tools needed for all students to reach their full potential. The district serves all students in our schools, acknowledging their unique backgrounds, cultural perspectives and learning styles. The district recognizes that curiosity, discipline, integrity, responsibility and respect are necessary for success. The Orange Public School District cultivates a community of 21st century learners where students take ownership of the learning process, achieve high standards of excellence, and focus on academics. 

PE and Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |K-2 |

|Unit Plan Title: |Wellness |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

| |

|This unit focuses on the importance of keeping the body clean and being physically active. Students will learn about doctor visits and taking care of body parts. |

|Students will learn how to keep their bodies clean and fit. They will be able to explain how they feel when their bodies are at their best. |

|Standard(s) |

| |

|NJSLS2.1.2.A.1 Explain what being “well” means and identify self-care practices that support wellness. |

|NJSLS2.1.2.A.2 Use correct terminology to identify body parts, and explain how body parts work together to support wellness. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.W9. Draw evidence from literary or informational texts to support |

| |analysis, reflection, and research. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|What are the consequences (especially unforeseen) of our choices in terms of wellness? |

|Enduring Understandings |

|Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |T |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Articulate what to expect at a medical examination. |

|Discuss what is being examined during the eye, ear, and dental exam. |

|Identify ways to help protect your vision, hearing, and tee |

|Examine the impact rest and sleep has on wellness. |

|Illustrate ways to keep the body neat and clean. |

|Discuss the benefits of fitness and ways to build heart fitness. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Getting A Checkup, Eyes and Ears, Talk About Teeth, Clean and Healthy, and My Favorite Exercise |

|Summative- Unit Test |

|Other assessment measures- Project: Have children set goals to practice one grooming habit each day for one week. Have them to make charts to track their |

|progress. Have each child draw a symbol when he or she completes the task. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Read Aloud- The ability to model important areas of literacy which include fluency, expression, and interacting with |

| |text that displays the proper use of vocabulary and introduces new words the broaden their use of vocabulary. Students |

| |in Kindergarten and 1st grade will be provided this method as an adapted version of the 2nd grade expectation. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students in 2nd grade will|

| |read their chapters during class. Student will be reading and writing in their Health Masters worksheet and Exit |

| |Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| |  |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |K-1st (Adapted) Read aloud Chapter 5 |

|Activities |2nd-Read Chapter 5 on Chromebook (may use headphones for snap & read) |

| |Introduce the central idea of keeping our bodies clean and fit |

| |Group Discussion about a series of grooming related topics i.e. nail clippers, floss, and ways you can keep your body |

| |in good condition |

| |In small groups we will use a learning resource page to further investigate a specific topic of each lesson |

| |The Health Masters worksheet will evaluate students grasp of the content |

| |The conclusion of the class we will review the Health Master worksheet and students will answer an exit ticket. |

|Experiences |VR Glasses will be used and students will see how physical activity affects the human body |

| |Invite a professional fitness trainer or local collegiate/professional athlete to speak to the class about the benefits|

| |of exercise and fitness. |

| |Visit the School Health Clinic to see how a routine physical is performed. |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |4-5 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |K-2 |

|Unit Plan Title: |Nutrition |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|This unit focuses on healthful eating habits. Children will learn about MyPlate and planning healthful meals and snacks. Children will explore food labels, food |

|ads, and ways to keep germs out of food. |

|Standard(s) |

| |

|NJSLS2.1.2.B.1 Explain why some foods are healthier to eat than others. |

|NJSLS2.1.2.B.2 Explain how foods on MyPlate differ in nutritional content and value. |

|NJSLS2.1.2.B.3 Summarize information about food found on product labels. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.W9. Draw evidence from literary or informational texts to support |

| |analysis, reflection, and research. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|What makes a food healthy? |

|How do you determine appropriate portion size? |

|Enduring Understandings |

| |

|There are many short and long term health benefits and risks associated with nutritional choices. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |T |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Discuss the importance of choosing healthful foods. |

|Identify food groups. |

|Classify foods using MyPlate. |

|Summarize how to use MyPlate to plan meals and snacks. |

|Identify ways to choose healthful foods. |

|Discuss the importance of serving sizes. |

|Show how to recognize serving sizes. |

|Identify and explain the function of food labels. |

|Discuss ways ads influence food choices. |

|Identify ways to avoid food-borne illness. |

| |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, My Favorite Healthful Food, Find The Food Group, Plan A Menu, Healthful Eating Rules, Serve It Up, Food Label Facts, |

|Favorite Snacking, Healthful Habits At Lunch, Fabulous Food Ads, and Keeping Germs Away |

|Summative- Unit Test |

|Other assessment measures-Project: Have children choose at least 5 healthful snacks. They should either draw these snacks on construction paper or cut them out |

|from magazines. Help children punch a hole in each snack picture, attach a string, and then tie the strings to a hanger. Tell each child to choose a snack from |

|his or her mobile to prepare with an adult at home. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Read Aloud- The ability to model important areas of literacy which include fluency, expression, and interacting with |

| |text that displays the proper use of vocabulary and introduces new words the broaden their use of vocabulary. Students |

| |in Kindergarten and 1st grade will be provided this method as an adapted version of the 2nd grade expectation. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students in 2nd grade will|

| |read their chapters during class. Student will be reading and writing in their Health Masters worksheet and Exit |

| |Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| |  |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |K-1 (Adapted) Read Aloud Chapter 5 |

|Activities |2nd Grade read Chapter 4 on Chromebook |

| |Introduce the central idea of nutrition |

| |Group Discussion about general misconceptions. Many children do not realize that a healthful diet includes getting |

| |regular exercise, according to the USDA Dietary Guidelines |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Health Masters worksheet will evaluate students grasp of the content |

| |The conclusion of the class we will review the Health Master worksheet and students will answer an exit ticket |

|Experiences |Explain that fruits and vegetables grow from seeds. Have children plant seeds of any type, and chart their growth. |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |7-8 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |K-2 |

|Unit Plan Title: |Diseases and Health Conditions |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|This unit focuses on disease and disease prevention. Students will learn how to prevent the spread of germs, how to wash their hands properly, and how to care for |

|asthma and allergies. Children will also explore behaviors that can reduce the risk of heart disease, diabetes, and cancer. |

|Standard(s) |

| |

|NJSLS2.1.2.C.1 Summarize symptoms of common diseases and health conditions. |

|NJSLS2.1.2.C.2 Summarize strategies to prevent the spread of common diseases and health |

|conditions. |

|NJSLS 2.1.2.C.3 Determine how personal feelings can affect one’s wellness. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.W9. Draw evidence from literary or informational texts to support |

| |analysis, reflection, and research. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|To what extent can we keep ourselves disease free? |

|Enduring Understandings |

| |

|Current and emerging diagnostic, prevention and treatment strategies can help people live healthier and longer than ever before. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |A |Creativity and Innovation |

| | |Environmental Literacy | |E |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |A |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Discuss symptoms of some common infectious diseases. |

|Identify ways to prevent the spread of germs. |

|Tell ways to get well if you have an illness caused by germs. |

|Practice ways to keep germs from spreading. |

|Identify some causes of allergies and ways to manage allergies. |

|Identify some asthma triggers and ways to treat asthma. |

|Describe habits that prevent heart disease. |

|Tell how diabetes may be prevented and treated. |

|Tell ways to prevent Lyme Disease. |

|Tell some ways to prevent cancer. |

|Learn the steps for managing stress. |

| |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Symptom or Illness, Keep It Clean, Do It Right, Nothing To Sneeze At, Asthma and Your Body, Let’s Be Heart Healthy, Fat |

|Facts, Fight Facts, Manage Your Stress |

|Summative- Unit Test |

|Other assessment measures- Project: In groups, have children make posters entitled Ways to Prevent Cancer. Encourage children to draw and label ways to prevent |

|cancer. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Read Aloud- The ability to model important areas of literacy which include fluency, expression, and interacting with |

| |text that displays the proper use of vocabulary and introduces new words the broaden their use of vocabulary. Students |

| |in Kindergarten and 1st grade will be provided this method as an adapted version of the 2nd grade expectation. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students in 2nd grade will|

| |read their chapters during class. Student will be reading and writing in their Health Masters worksheet and Exit |

| |Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| |  |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |K-1 (Adapted) Read Aloud Chapter 8 |

|Activities |2nd Grade read Chapter 8 on Chromebook |

| |Introduce the central idea of diseases and health conditions |

| |Group Discussion about some diseases, such as colds or chicken pox, can be spread through the air or by contact, while |

| |other diseases, such as allergies, diabetes, or cancer cannot. |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Health Masters worksheet will evaluate students grasp of the content |

| |The conclusion of the class we will review the Health Master worksheet and students will answer an exit ticket |

|Experiences |Have school nurse come in and discuss breast cancer. |

| |Invite a doctor into the classroom to discuss the importance of healthful habits such as hand washing, exercise, and |

| |using sunscreen. Have children draw and write about what they learned. |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |7-8 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |K-2 |

|Unit Plan Title: |Safety |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|This unit explores safety rules for school and home, indoor and outdoor safety, car and bus safety, and staying safe from others. It also provides information |

|about first aid. |

|Standard(s) |

|NJSLS2.1.2.D.1 Identify ways to prevent injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention). |

|NJSLS2.1.2.D.2 Differentiate among the characteristics of strangers, acquaintances, and trusted adults and describe safe and appropriate |

|behaviors/touches. |

|NJSLS2.1.2.D.3 Identify procedures associated with pedestrian, bicycle, and traffic safety. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.W9. Draw evidence from literary or informational texts to support |

| |analysis, reflection, and research. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

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

|Why do we sometimes take risks that can cause harm to ourselves or others? |

|Enduring Understandings |

| |

|Being consistently aware of the environment and taking safety precautions can reduce the risk of injury to oneself and others. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Identify rules to keep yourself and others safe. |

|Explain ways to avoid injuries at home. |

|Explain how to prevent injuries during play. |

|Discuss safety equipment used during play. |

|Identify bicycle safety rules. |

|Demonstrate how to cross the street safely. |

|Explain rules for staying safe in and around cars and buses. |

|Explain ways to stay safe from strangers. |

|Discuss what to do if lost. |

|Know the difference between appropriate and inappropriate touch. |

|Discuss ways to stay safe from bullies and gangs. |

|Discuss ways to stay safe from harmful household products. |

|Explain ways to stay safe in a fire. |

|Discuss what to do if there is a fire in a building. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Safe Things, What Should You Do, My Safe Play Place, Playing Safe Outdoors, Safety Signals, Safety Booklet, Stranger |

|Danger, Help I’m Lost, Good Touch or Bad Touch, Staying Away From Bullies, Keeping Poisons Away, Find The Fire Hazards, Be Safe With Fire, and Which First Aid |

|Summative- Unit Test |

|Other assessment measures- Creative Writing: Have children work in small groups to write and perform skits about being lost in a store and find ways to express |

|their need for help. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Read Aloud- The ability to model important areas of literacy which include fluency, expression, and interacting with |

| |text that displays the proper use of vocabulary and introduces new words the broaden their use of vocabulary. Students |

| |in Kindergarten and 1st grade will be provided this method as an adapted version of the 2nd grade expectation. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students in 2nd grade will|

| |read their chapters during class. Student will be reading and writing in their Health Masters worksheet and Exit |

| |Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| |  |

| | |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |K-1 (Adapted) Read Aloud Chapter 6 |

|Activities |2nd Grade read Chapter 6 on Chromebook |

| |Introduce the central idea of safety |

| |Group Discussion about safety rules which include home, inside, outside, car, and bus. Understanding what categorizes a|

| |stranger, inappropriate touching and bullying. Discussing fire safety, poisonous agents, and accident prevention. |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Health Masters worksheet will evaluate students grasp of the content |

| |The conclusion of the class we will review the Health Master worksheet and students will answer an exit ticket |

|Experiences |Orange Fire Department hosts an assembly about fire safety and prevention |

| |School Counselors host an assembly about Gang Violence, HIB (Harassment, Intimidation, and Bullying), and Suicide |

| |Prevention |

| |Take students on a tour of a school bus to practice bus safety which is also applicable to car safety |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |8-9 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |K-2 |

|Unit Plan Title: |Social and Emotional Health |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|This unit focuses on identifying and promoting positive health behaviors, including physical, mental, and emotional health. |

|Standard(s) |

| |

|NJSLS2.1.2.E.1 Identify basic social and emotional needs of all people. |

|NJSLS2.1.2.E.2 Determine possible causes of conflict between people and appropriate ways to |

|prevent and resolve them. |

|NJSLS2.1.2.E.3 Explain healthy ways of coping with common stressful situations experienced by |

|children. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.W9. Draw evidence from literary or informational texts to support |

| |analysis, reflection, and research. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|How can you learn to like yourself and others? |

|Enduring Understandings |

| |

|Developing self-esteem, resiliency, tolerance and coping skills support social and emotional health. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |E |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Tell ways you can have good health. |

|Identify healthful ways to share feelings. |

|Make a plan to manage stress. |

|Tell what stress can do to your body. |

|Explain what to do if a conflict arises. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Good Health, A Story About Feelings, Let’s Communicate, How to Manage Stress, Work It Out, and Resolve Conflict |

|Summative- Unit Test |

|Other assessment measures- Creative Writing: Have students individually brainstorm ways they take care of their body and mind. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Read Aloud- The ability to model important areas of literacy which include fluency, expression, and interacting with |

| |text that displays the proper use of vocabulary and introduces new words the broaden their use of vocabulary. Students |

| |in Kindergarten and 1st grade will be provided this method as an adapted version of the 2nd grade expectation. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students in 2nd grade will|

| |read their chapters during class. Student will be reading and writing in their Health Masters worksheet and Exit |

| |Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| |  |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |K-1 (adapted) Read Aloud lessons from Chapter 1 and 2 |

|Activities |2nd grade read selected lessons from Chapter 1 and 2 on Chromebook |

| |Introduce the central idea of social and emotional health |

| |Group Discussion about good health involving more than having a healthy body. |

| |Students will confer about ways to keep their minds healthy, sharing feelings, and having healthful relationships. |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Health Masters worksheet will evaluate students grasp of the content |

| |The conclusion of the class we will review the Health Master worksheet and students will answer an exit ticket |

|Experiences |Have students become “good health” detectives and look for people practicing good health. Allow students to make |

| |posters from their observations. |

| |Have students express how they feel by making stick puppets using paper plate faces on craft sticks. Students can use |

| |their puppets with partners to show healthful ways to share feelings. |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |3-4 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |K-2 |

|Unit Plan Title: |Interpersonal Skills |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this chapter, students will learn how to express their feelings in different types of situations, setting health goals to achieve optimal success, discover the |

|importance of showing good character and making wise decisions. Students will learn how to find and assess health information and recognize the role of community |

|health helpers. Students will also discuss advertisements and other factors that influence health decisions. |

|Standard(s) |

|NJSLS2.2.2.A.1 Express needs, wants, and feelings in health- and safety-related situations. |

|NJSLS2.2.2.B.1 Explain what a decision is and why it is advantageous to think before acting. |

|NJSLS2.2.2.B.2 Relate decision-making by self and others to one’s health. |

|NJSLS2.2.2.B.3 Determine ways parents, peers, technology, culture, and the media influence |

|health decisions. |

|NJSLS2.2.2.B.4 Select a personal health goal and explain why setting a goal is important. |

|NJSLS2.2.2.C.1 Explain the meaning of Character and how it is reflected in the thoughts, feelings, and actions of oneself and others. |

|NJSLS2.2.2.C.2 Identify types of disabilities and demonstrate appropriate behavior when interacting with people with disabilities. |

|NJSLS2.2.2.D.1 Determine the benefits for oneself and others of participating in a class or school service activity. |

|NJSLS2.2.2.E.1 Determine where to access home, school, and community health professionals. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.W9. Draw evidence from literary or informational texts to support |

| |analysis, reflection, and research. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

|How do you know whether or not health information is accurate? |

|How do I learn to stand for and communicate my beliefs to others without alienating them? |

|Why might educated people make poor health decisions? |

|How do I overcome negative influences when making decisions about my personal health? |

|In order to achieve lifetime wellness, what should I plan for and what should I just let happen? |

|How are character and health related? What aspects of our character can be changed? |

|To what extent do outside influences shape values? |

|How can you inspire others to address health issues? |

|Where do I go to access information about good health and fitness services? |

|Enduring Understandings |

| |

|Making good health decisions requires the ability to access and evaluate reliable resources. |

|Effective communication skills enhance a person’s ability to express and defend their beliefs. |

|Decision-making can be affected by a variety of influences that may not be in a person’s best interest. |

|Developing and implementing a plan to reach realistic well ness goals increase the likelihood of reaching those goals. |

|Character can be developed and supported through individual and group activities, the influence of positive role models and involvement in community service. |

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

|Leadership and advocacy to promote personal and community wellness can impact the immediate community and society as a whole. |

|There are numerous health and fitness programs available that provide a variety of services. Not all are created equal. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |T |Creativity and Innovation |

| | |Environmental Literacy | |E |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Identify healthful ways to share feelings. |

|Give examples of the six actions that show good character. |

|Identify ways to make a wise decision. |

|Identify healthful and unhealthful messages in media and advertising. |

|Identify the roles of various community health workers. |

|Apply the steps for setting health goals. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Picture Good Character, Showing Good Character, Show Respect, Make Wise Decisions, Name That Habit, What Would You Do, |

|and Health Helper Match Up |

|Summative- Unit Test |

|Other assessment measures- Creative Writing: Have student design paper medals for people they know who are trustworthy. Have each student draw the person and |

|write “trustworthy” on the front of the medal. The students can than write on the back reasons the person is trustworthy. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Read Aloud- The ability to model important areas of literacy which include fluency, expression, and interacting with |

| |text that displays the proper use of vocabulary and introduces new words the broaden their use of vocabulary. Students |

| |in Kindergarten and 1st grade will be provided this method as an adapted version of the 2nd grade expectation. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students in 2nd grade will|

| |read their chapters during class. Student will be reading and writing in their Health Masters worksheet and Exit |

| |Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| |  |

| | |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |K-1 (adapted) read aloud lessons from Chapter 1,2,3, and 9 |

|Activities |2nd Grade read selected lessons from Chapter 1,2,3, and 9 on Chromebook Introduce the central idea of interpersonal |

| |skills that support a healthy, active lifestyle |

| |Group Discussion about ways to express feelings, make healthy decisions, outside sources that affect our decisions, |

| |building good character, understanding different disabilities, making health goals, accessing health helpers, and |

| |service projects |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Health Masters worksheet will evaluate students grasp of the content |

| |The conclusion of the class we will review the Health Master worksheet and students will answer an exit ticket |

| | |

|Experiences |Have students volunteer at one of our school’s charitable events |

| |Field trip to local health helpers e.g. fire department, police department, crossing guards |

| |Participating in Week of Respect hosted by School Counselors |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

|TOP20 Book |

| |

| |

|Suggested Time Frame: |4-5 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |K-2 |

|Unit Plan Title: |Drugs and Medicine |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

| |

|This chapter focuses on safety rules for taking medicines and the health risks of alcohol, tobacco, and drug abuse. Students will also learn how to say “NO.” |

|Standard(s) |

| |

|2.3.2.A.1 Explain what medicines are and when some types of medicines are used. |

|2.3.2.A.2 Explain why medicines should be administered as directed. |

|2.3.2.B.1 Identify ways that drugs can be abused. |

|2.3.2.B.2 Explain effects of tobacco use on personal hygiene, health, and safety. |

|2.3.2.B.3 Explain why tobacco smoke is harmful to nonsmokers. |

|2.3.2.B.4 Identify products that contain alcohol. |

|2.3.2.B.5 List substances that should never be inhaled and explain why. |

|2.3.2.C.1 Recognize that some people may have difficulty controlling their use of alcohol, tobacco, and other drugs. |

|2.3.2.C.2 Explain that people who abuse alcohol, tobacco, and other drugs can get help. |

| |

| |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.W9. Draw evidence from literary or informational texts to support |

| |analysis, reflection, and research. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|How do I determine whether or not a medication will be effective? |

|Why do people choose to use alcohol, tobacco, and other drugs when they are aware of the detrimental effects? |

|How do I make the “right” decisions in the face of peer, media and other pressures? |

|Why does one person become an addict and another does not? |

|Enduring Understandings |

|Medicines must be used correctly in order to be safe and have the maximum benefit. |

|Research has clearly established that alcohol, tobacco and other drugs have a variety of harmful effects on the human body. |

|There are common indicators, stages and influencing factors of chemical dependency. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |T |Creativity and Innovation |

| | |Environmental Literacy | |E |Critical Thinking and Problem Solving |

| |X |Health Literacy | |T |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Identify safety rules for using medicines. |

|Tell what medicine does. |

|Identify safety rules for taking medicine. |

|Identify warning labels on medicines. |

|Explain what to do if you have side effects from taking medicines. |

|Identify the ways alcohol harms the mind and body. |

|Name people who can help someone who has a problem with alcohol. |

|Identify the harmful effects of tobacco use. |

|Identify reasons to be drug-free. |

|Learn the steps for using refusal skills. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Matching Medicines, What Should You Do, Find Safety Rules for Medicine, The Truth About Alcohol, Trusted Adults, Say |

|“NO” to Tobacco, Self-Respect, Drug-Free Me, and What Would You Do |

|Summative- Unit Test |

|Other assessment measures- Creative Writing: Make a pamphlet of reasons to stay drug- and alcohol-free. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Read Aloud- The ability to model important areas of literacy which include fluency, expression, and interacting with |

| |text that displays the proper use of vocabulary and introduces new words the broaden their use of vocabulary. Students |

| |in Kindergarten and 1st grade will be provided this method as an adapted version of the 2nd grade expectation. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students in 2nd grade will|

| |read their chapters during class. Student will be reading and writing in their Health Masters worksheet and Exit |

| |Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| |  |

| | |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |K-1 (adapted) read aloud chapter 7 |

|Activities |2nd grade read selected lessons from Chapter 7 on Chromebook |

| |Introduce the central idea of Drugs and Medicines |

| |Group Discussion about safe medicine use, alcohol, tobacco, other drugs, and staying drug-free |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Health Masters worksheet will evaluate students grasp of the content |

| |The conclusion of the class we will review the Health Master worksheet and students will answer an exit ticket |

|Experiences |Invite a member of a community drug or alcohol awareness group (such as Students Against Destructive Decisions) to |

| |speak to class. |

| |VR Glasses to seem harmful effects alcohol, tobacco, and other drugs has on the body |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |4-5 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |K-2 |

|Unit Plan Title: |Relationships |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|This unit focuses on families; how they are different and alike, how they may change, and how family |

|members can help you stay healthy and safe. Students will analyze the genders from a physical standpoint and be able to describe how a mother can have a healthy |

|baby. |

|Standard(s) |

| |

|NJSLS 2.4.2.A.1 Compare and contrast different kinds of families locally and globally. |

|NJSLS 2.4.2.A.2 Distinguish the roles and responsibilities of different family members. |

|NJSLS 2.4.2.A.3 Determine the factors that contribute to healthy relationships. |

|NJSLS 2.4.2.B.1 Compare and contrast the physical differences and similarities of the genders. |

|NJSLS 2.4.2.C.1 Explain the factors that contribute to a mother having a healthy baby. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.W9. Draw evidence from literary or informational texts to support |

| |analysis, reflection, and research. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|How do we learn to understand and respect diversity in relationships? |

|How do we know when a relationship is not worth saving? |

|How do you know when the time is right for you to become sexually active? |

|Why does the United States have such a high incidence of unintended pregnancies and sexually transmitted infections? |

|What determines a person’s sexual orientation? |

|How do you know when you are ready to have a child? |

|Enduring Understandings |

| |

|Tolerance, appreciation and understanding of individual differences are necessary in order to establish healthy relationships. |

|Reliable personal and professional resources are available to assist with relationship problems. |

|Technological advances continue to provide increased opportunities to develop relationships anytime and anyplace with a worldwide audience. |

|External pressures and opportunities that present themselves may influence a person to become sexually active. |

|Learning about sexuality and discussing sexual issues is critical for sexual health, but is a sensitive and challenging process. |

|There are many additional challenges that confront those who are not heterosexual. |

|Raising a child requires physical, economic, emotional, social and intellectual commitment. |

|Prenatal care has a direct impact on the delivery and long-term health of the child. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |E |Critical Thinking and Problem Solving |

| |x |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Identify ways families are alike and different. |

|Discuss the function and importance of family. |

|Identify various ways a family can change. |

|Discuss various ways to show respect. |

|Identify was females and males are alike and different. |

|Discuss ways a mother can have a healthful pregnancy. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, A Family, Tracking Chores, Dealing With Family Changes and Grow A Friend |

|Summative- Unit Test |

|Other assessment measures- Creative Writing: Have each student write about a special time spent with a family member. He or she might write about a trip, a |

|game, or a visit with a relative. Encourage the student to write what it was about the event that was special to him or her. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Read Aloud- The ability to model important areas of literacy which include fluency, expression, and interacting with |

| |text that displays the proper use of vocabulary and introduces new words the broaden their use of vocabulary. Students |

| |in Kindergarten and 1st grade will be provided this method as an adapted version of the 2nd grade expectation. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students in 2nd grade will|

| |read their chapters during class. Student will be reading and writing in their Health Masters worksheet and Exit |

| |Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| |  |

| | |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |K-1 (adapted) read aloud lessons from Chapter 2 |

|Activities |2nd grade read selected lessons from Chapter 2 on Chromebook |

| |Introduce the central idea of families and genders. |

| |Group Discussion about the purpose of a family, different types of families, similarities and differences between |

| |genders, and healthful pregnancy. |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Health Masters worksheet will evaluate students grasp of the content |

| |The conclusion of the class we will review the Health Master worksheet and students will answer an exit ticket |

|Experiences |Invite grandparents or other extended family members to come to the classroom to talk about cultural traditions in |

| |their families. |

| |Have students compete in a series of physical events that are either male or female dominant. Have them discuss their |

| |findings. |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |3-4 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |K-2 |

|Unit Plan Title: |Skills, Games, and Sports |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn and engage in the fundamental concepts related to effective execution of actions which builds the foundation for participation in |

|games, sports, dance, and recreational activities. Students will learn that teamwork consists of effective communication and other interactions between team |

|members. Students will learn and practice appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events. |

| |

|Standard(s) |

|NJSLS 2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings |

|(i.e., games, sports, dance, and recreational activities). |

|NJSLS 2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways. |

|NJSLS 2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style. |

|NJSLS 2.5.2.A.4 Correct movement errors in response to feedback. |

|NJSLS 2.5.2.B.1 Differentiate when to use competitive and cooperative strategies in games, sports, and other movement activities. |

|NJSLS 2.5.2.B.2 Explain the difference between offense and defense. |

|NJSLS 2.5.2.B.3 Determine how attitude impacts physical performance. |

|NJSLS 2.5.2.B.4 Demonstrate strategies that enable team and group members to achieve goals. |

|NJSLS 2.5.2.C.1 Explain what it means to demonstrate good sportsmanship. |

|NJSLS 2.5.2.C.2 Demonstrate appropriate behaviors and safety rules and explain how they contribute to moving safely during basic activities. |

| |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.W9. Draw evidence from literary or informational texts to support |

| |analysis, reflection, and research. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|How does effective and appropriate movement affect wellness? |

|Why do I have to understand concepts of movement when I can already perform the movement? |

|To what extent does strategy influence performance in competitive games and activities? |

|Why do I have to show good sportsmanship and follow the rules when others do not? |

|How can I become more mentally prepared for competition and sports performance? |

|Enduring Understandings |

| |

|Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical |

|activity. |

|Knowing and understanding concepts of movement will improve performance in a specific skill and provide the foundation for transfer of skills in a variety of |

|sports and activities. |

|Implementing effective offensive, defensive and cooperative strategies is necessary for all players to be successful in game situations. |

|In order for all participants and spectators to experience the maximum benefit from games and sports, everyone must demonstrate knowledge and commitment to |

|sportsmanship, rules and safety guidelines. |

|Sport psychology techniques prepare athletes to compete at the optimum level. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |T |Creativity and Innovation |

| | |Environmental Literacy | |E |Critical Thinking and Problem Solving |

| |X |Health Literacy | |A |Communication |

| | |Civic Literacy | |A |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Explain the difference between locomotor and non-locomotor skills. |

|Discuss how body management is important while moving in in different pathways and levels. |

|Identify when to use cooperative and competitive strategies. |

|Explain the difference between offense and defense. |

|Identify ways to demonstrate good sportsmanship. |

|Discuss the importance of safety rules and how they benefit game play. |

|Assessments |

|Pre and Formative- Do Now, Station Question, Exit Ticket |

|Summative- Unit Test |

|Other assessment measures- Journal: Students will keep a journal that will document their overall experience in each of the skills learned. |

| |

| |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will engage in an activity that will incorporate a variety of different|

| |skills; like teamwork and strategizing. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Modeling- Teacher or students will demonstrate a task while the remainder of the class observes. |

| | |

| |Learning Centers-Specific areas where a student can learn through an activity or play. The gymnasium will have several |

| |learning centers spread out where students will rotate and perform the designated activity that has correlation to the |

| |lesson focus. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Student will be reading |

| |and writing in their journals, Do Now and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| |  |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Do-Now task which can be physical or a writing task |

|Activities |Student led warm-ups and endurance run |

|MP1 |Introduction of skill being learned e.g. locomotor, game, or sport |

|Locomotor Movement 4-6 classess |Group Discussion about the types of strategies that can be used to become successful, sportsmanship and its effect on |

|Soccer 6-8 classes |game play, safety procedures while engaging in activities, and differentiating rules based on the activity being |

|Flag Football 6-8 classes |learned |

|Scooter Hockey 6-8classes |In small groups or mixed-ability partners there will be stations that correlate to the skill and help reinforce |

| |mechanics |

|MP2 |In the culminating activity all skills being learned that class will be demonstrated in a lead-up game |

|Volleyball 8-10 classes |The conclusion of the class we will review the skills learned and overall perception of the activity. Students will |

|Basketball 8-10 classes |answer a written exit ticket. |

|Fitness 8-10 classes | |

| | |

|MP3 | |

|Kickball 10-12 classes | |

|Whiffle Ball 10-12 classes | |

| | |

|MP4 | |

|Track and Field 10-12 classes | |

|Cooperative Games 10-12 classes | |

| | |

|Experiences |Hoops For Heart- This is a fun and exciting event where your student learns about their heart while helping others and |

| |raising money for the American Heart Association. |

| |Fuel Up To Play 60- Fuel Up to Play 60 is an in-school nutrition and physical activity program launched by National |

| |Dairy Council and NFL, in collaboration with the USDA, to help encourage today's youth to lead healthier lives. |

| |Jump Rope For Heart- This is a fun and exciting event where your student learns about their heart while helping others |

| |and raising money for the American Heart Association. |

| |Red Bulls Guest Speaker |

| |Field Trip to Bowling Alley |

| |Field Day |

| |Global National Play Day- Restoring unstructured play to a generation of kids. |

|Resources |

| |

| |

| |

| |

|Suggested Time Frame: |65-75 class periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |K-2 |

|Unit Plan Title: |Fitness |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn and engage in the appropriate types and amounts of physical activity to enhance personal health. |

|Standard(s) |

|NJSLS 2.6.2.A.1 Explain the role of regular physical activity in relation to personal health. |

|NJSLS 2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate activities that promote fitness. |

|NJSLS 2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.W9. Draw evidence from literary or informational texts to support |

| |analysis, reflection, and research. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|What is the minimum amount of exercise I can do to stay physically fit? |

|How do I develop an appropriate personal fitness program and find the motivation to commit to it? |

|How do you realize age-appropriate fitness? |

|Enduring Understandings |

| |

|Understanding fitness concepts and skills and integrating them into your everyday routine supports wellness. |

|Physical fitness is the ability of your whole body to work together efficiently to be able to do the most work with the lease amount of effort. |

|Developing and implementing a program that utilizes appropriate training principles is necessary for lifetime fitness. |

|Achieving and maintaining fitness requires age-appropriate intensity, duration and frequency of exercise. |

|Ongoing feedback and assessment is necessary in determining the effectiveness of a personal fitness program. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |A |Creativity and Innovation |

| | |Environmental Literacy | |E |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|What is exercise and how does it benefit our overall health? |

|What exercises increase strength, flexibility, and endurance? |

|How can you improve muscular strength, flexibility and endurance? |

|What is a fitness goal? |

|How can you achieve a fitness goal? |

|Assessments |

|Pre and Formative- Do Now, Station Question, Exit Ticket |

|Summative- Unit Test |

|Other assessment measures-Creative Writing: Create a poem that either is about exercise or fitness. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will engage in an activity that will incorporate a variety of different|

| |skills; like teamwork and strategizing. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Modeling- Teacher or students will demonstrate a task while the remainder of the class observes. |

| | |

| |Learning Centers-Specific areas where a student can learn through an activity or play. The gymnasium will have several |

| |learning centers spread out where students will rotate and perform the designated activity that has correlation to the |

| |lesson focus. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Student will be reading |

| |and writing in their journals, Do Now and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| |  |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Do-Now task which can be physical or a writing task |

|Activities |Student led warm-ups and endurance run |

| |Introduction of exercise and how fitness contributes to overall health and well-being |

| |Group Discussion about what it takes to be physically fit and types of activities that have promote this. Students will|

| |discuss how to develop and achieve a fitness goal. |

| |In small groups or mixed-ability partners there will be stations that correlate to either strength, flexibility, or |

| |endurance |

| |In the culminating activity all skills being learned that class will be demonstrated in a lead-up game |

| |The conclusion of the class we will review the skills learned and overall perception of the activity. Students will |

| |answer a written exit ticket. |

|Experiences |VR glasses to see how exercise impacts the human body |

| |Xbox Kinect “Your Shape” students can mimic exercise routines |

| |LA Fitness Gym Owner to discuss the benefits of fitness |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |8-10 class periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |3-4 |

|Unit Plan Title: |Personal Growth and Development |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn dimensions of wellness are interrelated and impact overall personal well-being. |

|Standard(s) |

|NJSLS 2.1.4.A.1 Explain the physical, social, emotional, and mental dimensions of personal wellness and how they interact. |

|NJSLS 2.1.4.A.2 Determine the relationship of personal health practices and behaviors on an individual’s body systems. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R2. Determine central ideas or themes of a text and analyze their |

| |development; summarize the key supporting details and ideas. |

| |NJSLSA.R4. Interpret words and phrases as they are used in a text, including |

| |determining technical, connotative, and figurative meanings, and analyze how |

| |specific word choices shape meaning or tone. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of standard English |

| |capitalization, punctuation, and spelling when writing. |

| | |

|Essential Question(s) |

| |

|What are the consequences (especially unforeseen) of our choices in terms of wellness? |

|Enduring Understandings |

|Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |A |Creativity and Innovation |

| | |Environmental Literacy | |E |Critical Thinking and Problem Solving |

| |X |Health Literacy | |T |Communication |

| | |Civic Literacy | |A |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Explain how body systems work together. |

|Describe the structure and function of the skeletal system and how to keep bones strong. |

|Describe the structure and function of the muscular system and how to keep muscles strong and flexible. |

|Describe the structure and function of the skin and behaviors that protect it. |

|Describe the structure and function of the digestive, circulatory, respiratory, and nervous system and behaviors that will protect it. |

|List the factors that affect growth. |

|Describe changes that will occur in adolescence and adulthood. |

|List habits to practice for healthful growth and aging. |

|Identify the final stage of the life cycle. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Your Body Systems, Bones, Muscles, and Skin, More Body Systems, The Stages of the Life Cycle, Your Future Growth, |

|Lesson Quizzes, Critical Thinking Questions |

|Summative- Unit Test |

|Other assessment measures- Creative Writing: Choose one of the body systems. Then write a brochure that tells how to take care of that body system. Write the |

|brochure for readers who are between six and seven years old. The brochure should give specific habits that improve and protect the body system and should |

|describe the benefits of each habit. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quizzes, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| |  |

| | |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read Chapter 3 on Chromebook dise |

|Activities |Introduce the central idea of learning about human anatomy, as well as the stages of growth and development over the |

| |life cycle. |

| |Group Discussion about the body systems, stages of the life cycle, and future growth. |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |Invite a local high school student to the class to discuss teenage life: how it is different from childhood, what new |

| |responsibilities and opportunities it may have, what it is like preparing for college or a career. |

| |Show students how to locate their pulse in their wrist or neck, and ask them to count how many beats they felt over a |

| |ten-second period. Then have them multiply that number by six to find their pulse rates for one minute. Then ask |

| |students to calculate how many times their heart would beat at that rate for 10 minutes, an hour, a day, a week, and |

| |one year. |

| |Organize the class into small groups and assign each a different body system. Instruct each group to write and then |

| |perform a short play featuring different organs or tissues from that system as characters. Plots could include a body |

| |system that is feeling the harmful effects of an unhealthful behavior such as smoking. |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |5-6 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |3-4 |

|Unit Plan Title: |Nutrition |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn how to choose a balanced variety of nutritious foods that contributes to wellness. Students will learn about nutrients, MyPlate, |

|and food labels, and use them to make responsible and healthful food choices. They will also learn about food allergies, foodborne illnesses, and how to achieve |

|and maintain a healthful weight. |

| |

|Standard(s) |

|NJSLS 2.1.4.B.1 Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning |

|effectively. |

|NJSLS 2.1.4.B.2 Differentiate between healthy and unhealthy eating practices. |

|NJSLS 2.1.4.B.3 Create a healthy meal based on nutritional content, value, calories, and cost. |

|NJSLS 2.1.4.B.4 Interpret food product labels based on nutritional content. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R2. Determine central ideas or themes of a text and analyze their |

| |development; summarize the key supporting details and ideas. |

| |NJSLSA.R4. Interpret words and phrases as they are used in a text, including |

| |determining technical, connotative, and figurative meanings, and analyze how |

| |specific word choices shape meaning or tone. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

| | |

|Essential Question(s) |

| |

|What makes a food healthy? |

|How do you determine appropriate portion size? |

|Enduring Understandings |

| |

|There are many short and long term health benefits and risks associated with nutritional choices. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |A |Creativity and Innovation |

| | |Environmental Literacy | |E |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |A |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|List the important nutrients. |

|List the groups in MyPlate and their recommended amounts. |

|Explain the importance of reading food labels. |

|Describe a balanced diet. |

|Identify ways people may adversely react to foods. |

|Identify ways to maintain a healthful weight. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Getting the Nutrients Your Body Needs, Making Healthful Food Choices, Food Labels and Food Ads, Eating Healthful Meals |

|and Snacks, Preventing Foodborne Illness, A Healthful Weight, Lesson Quizzes, Critical Thinking Questions, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Creative Writing: Make an advertisement that promotes a healthful food such as oatmeal. Think about what information should be in |

|your ad. What might your ad say or show that would make people want to eat oatmeal? |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson Quiz|

| |and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| | |

|Activities |Read Chapter 4 on Chromebook |

| |Introduce the central idea of nutrition. |

| |Group Discussion about nutrients, making healthful food choices, food labels, food ads, eating healthful meals, |

| |preventing foodborne illness, and healthful weight. |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

|Experiences |Invite the local ShopRite’s dietician in to discuss nutrition and healthy food choices students can make |

| |Have students work in pairs to test various foods for fats. Ask students to write the name of the food they will test |

| |on a piece of brown paper. Then have students rub a small amount of the food over the paper and set the paper aside for|

| |a few minutes. Explain that fatty foods will leave behind a greasy spot on the paper that is very visible when held up |

| |to light. Have students test at least five different foods and report on their findings. |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |5-6 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |3-4 |

|Unit Plan Title: |Diseases and Health Conditions |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit Students learn about communicable and non-communicable diseases, as well as the difference between acute and chronic diseases. Topics include |

|pathogens; the immune system; disease symptoms and treatments; diabetes; allergies; asthma; heart disease; and cancer. |

|Standard(s) |

|NJSLS 2.1.4.C.1 Explain how most diseases and health conditions are preventable. |

|NJSLS 2.1.4.C.2 Justify how the use of universal precautions, sanitation and waste disposal, proper food handling and storage, and environmental controls prevent |

|diseases and health conditions. |

|NJSLS 2.1.4.C.3 Explain how mental health impacts one’s wellness. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R2. Determine central ideas or themes of a text and analyze their |

| |development; summarize the key supporting details and ideas. |

| |NJSLSA.R4. Interpret words and phrases as they are used in a text, including |

| |determining technical, connotative, and figurative meanings, and analyze how |

| |specific word choices shape meaning or tone. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|To what extent can we keep ourselves disease free? |

|Enduring Understandings |

| |

|Current and emerging diagnostic, prevention and treatment strategies can help people live healthier and longer than ever before. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |T |Critical Thinking and Problem Solving |

| |x |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|List kinds of pathogens that cause disease. |

|Explain how the body’s defenses work. |

|List symptoms of communicable diseases. |

|List treatments for communicable diseases. |

|Describe ways to control diabetes and reduce the risk of type 2 diabetes. |

|List causes of chronic diseases. |

|Describe ways to reduce triggers for asthma. |

|Explain what causes a heart attack. |

|List ways to reduce the risk of different types of cancer. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Diseases That Spread, The Body’s Defense, Treating Disease, Chronic Disease, Heart Disease, Cancer, Critical Thinking |

|Questions, Lesson Quizzes, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Research Paper: Research the history of a disease such as smallpox, malaria, yellow fever, or cholera. Find out where the disease has|

|occurred in different parts of the world and how it is treated. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| |  |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read Chapter 8 on Chromebook |

|Activities |Introduce the central idea of communicable and chronic diseases |

| |Group Discussion about diseases that spread, your body’s defense, treatment, chronic diseases, heart disease, and |

| |cancer |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |Nurse will discuss lyme disease, breast cancer and self-examinations. |

| | |

| |Ask students to choose one type of pathogen that they have learned about in this lesson, such as bacteria, fungi, |

| |viruses, or protists, and research more about what the pathogen looks like. Have students to make large-scale models of|

| |the pathogens using papier-mâché, clay, or cardboard. |

| | |

| |VR Glasses to see how cancer cell develop inside the human body. |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |5-6 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |3-4 |

|Unit Plan Title: |Safety |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will be able to Identify unsafe situations and choose appropriate ways to reduce or eliminate risks contributes to the safety of self and |

|others. Students will also learn how applying first-aid procedures can minimize injury and save lives. |

|Standard(s) |

|NJSLS 2.1.4.D.1 Determine the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and in the |

|community (e.g., fire safety, poison safety, accident prevention). |

|NJSLS 2.1.4.D.2 Summarize the various forms of abuse and ways to get help. |

|NJSLS 2.1.4.D.3 Examine the impact of unsafe behaviors when traveling in vehicles, as a pedestrian, and when using other modes of transportation. |

|NJSLS 2.1.4.D.4 Demonstrate simple first-aid procedures for choking, bleeding, burns, and poisoning. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R2. Determine central ideas or themes of a text and analyze their |

| |development; summarize the key supporting details and ideas. |

| |NJSLSA.R4. Interpret words and phrases as they are used in a text, including |

| |determining technical, connotative, and figurative meanings, and analyze how |

| |specific word choices shape meaning or tone. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

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

|Why do we sometimes take risks that can cause harm to ourselves or others? |

|Enduring Understandings |

| |

|Being consistently aware of the environment and taking safety precautions can reduce the risk of injury to oneself and others. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |x |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Describe the elements of a family fire escape plan. |

|List ways to prevent poisoning. |

|List safety rules in case of an earthquake. |

|List safety rules to follow for walking. |

|List safety rules for riding a bike or a scooter. |

|Identify the meaning of different safety signs that are posted on roads. |

|List safety rules for riding in a car and a bus. |

|List ways to stay safe from strangers at home and in the community. |

|Describe what to do if you get an unsafe touch and ways to recover from violence. |

|List safety rules to protect yourself from violence. |

|List reasons to stay away from gangs. |

|Describe how to put together a first aid kit with a parent or guardian. |

|Describe what an emergency alert is. |

|Explain when and how to call for emergency help. |

|Describe how to administer first aid for small cuts, deep cuts, scrapes, and nosebleeds. |

|Describe first aid for sprains, burns, and choking. |

|Describe first aid for rashes from plants and insects. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Safety at Home and School, Being Safe Outdoors, Ride Safely, Being Safe from Violence, Being Safe from Gangs, How to |

|Handle and Emergency, First Aid Skills, Lesson Quiz, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Research Paper: Have students research some of the most common health problems (illnesses or injuries) affecting children in the U.S.|

|Then have them graph the information they find, using the form of their choice, such as a pie chart or bar graph. Then ask students to write a few sentences |

|explaining how each health problem might be prevented or treated |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read Chapter 6 on Chromebook |

|Activities |Introduce the central idea of violence and injury prevention |

| |Group Discussion about safety at home and school, being safe outdoors, riding safely, safety from violence/gangs, |

| |handling emergencies, and first aid skills |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences | Invite a local police officer to speak about gangs and violence, as well as what police officers do to keep people |

| |safe. |

| |Have the local EMT come in and demonstrate how to properly administer first aid and how to help someone choking |

| |Go to Orange Fire Department for demonstrations of fire safety |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |6-7 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |3-4 |

|Unit Plan Title: |Social and Emotional Health |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn the factors at home, school, and in the community impact social and emotional health. They will also learn about the stress |

|management skills that impact an individual’s ability to cope with different types of emotional situations. |

|Standard(s) |

|2.1.4.E.1 Compare and contrast how individuals and families attempt to address basic human needs. |

|2.1.4.E.2 Distinguish among violence, harassment, gang violence, discrimination, and bullying and demonstrate strategies to prevent and resolve these types of |

|conflicts. |

|2.1.4.E.3 Determine ways to cope with rejection, loss, and separation. |

|2.1.4.E.4 Summarize the causes of stress and explain ways to deal with stressful situations. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R2. Determine central ideas or themes of a text and analyze their |

| |development; summarize the key supporting details and ideas. |

| |NJSLSA.R4. Interpret words and phrases as they are used in a text, including |

| |determining technical, connotative, and figurative meanings, and analyze how |

| |specific word choices shape meaning or tone. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|How can you learn to like yourself and others? |

|Enduring Understandings |

| |

|Developing self-esteem, resiliency, tolerance and coping skills support social and emotional health. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |T |Critical Thinking and Problem Solving |

| |x |Health Literacy | |E |Communication |

| | |Civic Literacy | |T |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Identify different kinds of emotions. |

|Describe healthful ways to express emotions |

|Describe how the body responds to stress. |

|Explain ways to manage stress. |

|List strategies for controlling angry feelings. |

|Describe ways to stay away from fights. |

|Explain the importance of being close to family members. |

|Describe how family affects health. |

|Explain how a family adjusts to change. |

|Describe ways to adjust if parents separate or divorce. |

|Describe how families adjust to new family members. |

|List safety rules to protect yourself from violence. |

|List reasons to stay away from gangs. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Being Safe From Gangs, Managing Your Emotions, How A Healthy Family Functions, How Families Change, Expressing Emotion,|

|Reducing Stress, Lesson Quiz, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Project: Help students focus on their feelings by having them track them daily using a calendar page for the month. Students should |

|use five symbols representing five main emotions and mark the calendar with the appropriate symbol. After a month, have students analyze their calendars for |

|trends and have them consider its cause. |

| |

| |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read selected lessons from Chapter 1,2, and 6 on Chromebook |

|Activities |Introduce the central idea of social and emotional health. |

| |Group Discussion about behaviors that will protect their mental and emotional health, managing stress, dealing with |

| |family changes, violence and gangs. |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |Invite a mental health clinician to speak with students about mental and emotional health. |

| | |

| |School Counselors host assemble on harassment, intimidation, and bullying (HIB); they also discuss gangs and violence |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |6-7 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |3-4 |

|Unit Plan Title: |Interpersonal Communication |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn that effective communication may be a determining factor in the outcome of health- and safety-related situations. Students will |

|learn about character building and how it is influenced by many factors both positive and negative. They will also learn about the role of the community in |

|promoting and protecting health. |

|Standard(s) |

|2.2.4.A.1 Demonstrate effective interpersonal communication in health- and safety-related situations. |

|2.2.4.A.2 Demonstrate effective interpersonal communication when responding to disagreements or conflicts with others. |

|2.2.4.B.1 Use the decision-making process when addressing health-related issues. |

|2.2.4.B.2 Differentiate between situations when a health-related decision should be made independently or with the help of others. |

|2.2.4.B.3 Determine how family, peers, technology, culture, and the media influence thoughts, feelings, health decisions, and behaviors. |

|2.2.4.B.4 Develop a personal health goal and track progress. |

|2.2.4.C.1 Determine how an individual’s character develops over time and impacts personal health. |

|2.2.4.C.2 Explain why core ethical values (such as respect, empathy, civic mindedness, and good citizenship) are important in the local and world community. |

| |

|2.2.4.C.3 Determine how attitudes and assumptions toward individuals with disabilities may negatively or positively impact them. |

|2.2.4.D.1 Explain the impact of participation in different kinds of service projects on community wellness. |

|2.2.4.E.1 Identify health services and resources provided in the school and community and determine how each assists in addressing health needs and |

|emergencies. |

|2.2.4.E.2 Explain when and how to seek help when experiencing a health problem. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R2. Determine central ideas or themes of a text and analyze their |

| |development; summarize the key supporting details and ideas. |

| |NJSLSA.R4. Interpret words and phrases as they are used in a text, including |

| |determining technical, connotative, and figurative meanings, and analyze how |

| |specific word choices shape meaning or tone. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

|How do you know whether or not health information is accurate? |

|How do I learn to stand for and communicate my beliefs to others without alienating them? |

|Why might educated people make poor health decisions? |

|How do I overcome negative influences when making decisions about my personal health? |

|In order to achieve lifetime wellness, what should I plan for and what should I just let happen? |

|How are character and health related? What aspects of our character can be changed? |

|To what extent do outside influences shape values? |

|How can you inspire others to address health issues? |

|Where do I go to access information about good health and fitness services? |

|Enduring Understandings |

| |

|Making good health decisions requires the ability to access and evaluate reliable resources. |

|Effective communication skills enhance a person’s ability to express and defend their beliefs. |

|Decision-making can be affected by a variety of influences that may not be in a person’s best interest. |

|Developing and implementing a plan to reach realistic well ness goals increase the likelihood of reaching those goals. |

|Character can be developed and supported through individual and group activities, the influence of positive role models and involvement in community service. |

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

|Leadership and advocacy to promote personal and community wellness can impact the immediate community and society as a whole. |

|There are numerous health and fitness programs available that provide a variety of services. Not all are created equal. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |A |Creativity and Innovation |

| | |Environmental Literacy | |E |Critical Thinking and Problem Solving |

| |x |Health Literacy | |T |Communication |

| | |Civic Literacy | |T |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Identify the six parts of good character. |

|Describe ways to resolve conflict |

|Describe how to put together a first aid kit with a parent or guardian. |

|Describe the difference between a responsible decision and a wrong decision. |

|Identify factors that influence decisions. |

|List and apply the steps to making responsible decisions. |

|Describe what an emergency alert is. |

|Explain when and how to call for emergency help. |

|Explain the purpose of advertisements and commercials. |

|Identify how to check out media messages. |

|Describe how to make responsible choices about health-care products and services. |

|List places where health helpers work in the community. |

|List health careers that benefit the community. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Good Character and Your Health, Responsible Decisions, Resolving Conflict, How To Handle and Emergency, Fire Escape |

|Plan, Consumers and Advertising, Community Health Care Lesson Quiz, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Creative Writing: Have students write a song describing the jobs health-care workers perform in your community. Students can write |

|their own words and tunes, or they can write words and set them to a familiar tune. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read selected lessons from Chapter 1,2, 6, and 9 on Chromebook |

|Activities |Introduce the central idea of interpersonal skills that help support and active and healthy lifestyle |

| |Group Discussion about health services provided within our community, emergency situations, character, decision-making,|

| |and handling conflict. |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |Invite a representative from the local TV station to talk to the class about entertainment choices, advertising, and |

| |government regulations and guidelines that influence programming, especially programming and commercials directed at |

| |children. |

| | |

| |Visit Orange Fire Department to discuss how to handle emergency situations. |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

|TOP 20 |

| |

| |

|Suggested Time Frame: |6-7 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |3-4 |

|Unit Plan Title: |Drugs and Medicine |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn health implications of alcohol, tobacco, and other drugs. The difference between safe use of medicinal drugs and drug misuse and |

|abuse is discussed. |

|Standard(s) |

|2.3.4.A.1 Distinguish between over-the-counter and prescription medicines. |

|2.3.4.A.2 Determine possible side effects of common types of medicines. |

|2.3.4.B.1 Explain why it is illegal to use or possess certain drugs/substances and the possible consequences. |

|2.3.4.B.2 Compare the short- and long-term physical effects of all types of tobacco use. |

|2.3.4.B.3 Identify specific environments where second-hand/passive smoke may impact the wellness of nonsmokers. |

|2.3.4.B.4 Summarize the short- and long-term physical and behavioral effects of alcohol use and abuse. |

|2.3.4.B.5 Identify the short- and long- term physical effects of inhaling certain substances. |

|2.3.4.C.1 Identify signs that a person might have an alcohol, tobacco, and/or drug use problem. |

|2.3.4.C.2 Differentiate between drug use, abuse, and misuse. |

|2.3.4.C.3 Determine how advertising, peer pressure, and home environment influence children and teenagers to experiment with alcohol, tobacco, and other drugs. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R2. Determine central ideas or themes of a text and analyze their |

| |development; summarize the key supporting details and ideas. |

| |NJSLSA.R4. Interpret words and phrases as they are used in a text, including |

| |determining technical, connotative, and figurative meanings, and analyze how |

| |specific word choices shape meaning or tone. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|How do I determine whether or not a medication will be effective? |

|Why do people choose to use alcohol, tobacco, and other drugs when they are aware of the detrimental effects? |

|How do I make the “right” decisions in the face of peer, media and other pressures? |

|Why does one person become an addict and another does not? |

|Enduring Understandings |

|Medicines must be used correctly in order to be safe and have the maximum benefit. |

|Research has clearly established that alcohol, tobacco and other drugs have a variety of harmful effects on the human body. |

|There are common indicators, stages and influencing factors of chemical dependency. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|List safety rules for taking prescription drugs. |

|Name safety rules for taking over-the-counter drugs. |

|Identify ways to prevent drug misuse. |

|Identify ways to prevent drug abuse. |

|Describe ways that alcohol harms physical health, mental and emotional health, and family and social health. |

|List ten reasons to say “no” to drinking alcohol. |

|Describe types of help available to someone who has a drinking problem. |

|List ways smoking tobacco harms health. |

|Explain ways secondhand smoke harms health. |

|List five reasons to say “no” to tobacco use. |

|Describe how to quit tobacco use. |

|Describe ways marijuana harms health. |

|Identify ways that the misuse or abuse of stimulants and depressants harms health. |

|Explain why it is harmful to abuse inhalants and steroids. List ten reasons to say “no” to drug abuse. |

|Name protective factors that help you say “no” to abusing drugs. |

|Describe ways to get help for people who abuse drugs. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Safe Drug Use, Alcohol and Health, Tobacco and Health, Drug Abuse, Staying Drug Free, Lesson Quiz, Vocabulary |

|Definitions |

|Summative- Unit Test |

|Other assessment measures- Research Paper: Have students research facts about the connection between |

|children’s aspirin and the chances of developing Reye’s Syndrome, a rare but serious disease. Have students report on what Reye’s Syndrome is, when it occurs, |

|what the symptoms are, what the chances of recovery are, and the best ways to prevent a misuse of OTC drugs that could lead to Reye’s Syndrome. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read Chapter 7 on Chromebook |

|Activities |Introduce the central idea of drugs and disease prevention |

| |Group Discussion about safe drug use, alcohol, tobacco, drug abuse and staying drug free |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |Invite a smoking cessation counselor to speak about the help that is available for smokers who want to quit and how |

| |difficult it is to quit smoking once a person starts. |

| | |

| |VR Glasses to see how alcohol, tobacco, and other drugs effect our body systems. |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |6-7 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |3-4 |

|Unit Plan Title: |Human Relationships and Sexuality |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn how families affect your health and the stages of growth and development over the life cycle. Students will also get to understand|

|how a baby develops throughout pregnancy and ways to ensure a healthy fetus. |

|Standard(s) |

|2.4.4.A.1 Explain how families typically share common values, provide love and emotional support, and set boundaries and limits. |

|2.4.4.A.2 Explain why healthy relationships are fostered in some families and not in others. |

|2.4.4.B.1 Differentiate the physical, social, and emotional changes occurring at puberty and explain why puberty begins and ends at different ages. |

|2.4.4.C.1 Explain the process of fertilization and how cells divide to create an embryo/fetus that grows and develops during pregnancy. |

|2.4.4.C.2 Relate the health of the birth mother to the development of a healthy fetus. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R2. Determine central ideas or themes of a text and analyze their |

| |development; summarize the key supporting details and ideas. |

| |NJSLSA.R4. Interpret words and phrases as they are used in a text, including |

| |determining technical, connotative, and figurative meanings, and analyze how |

| |specific word choices shape meaning or tone. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|How do we learn to understand and respect diversity in relationships? |

|How do we know when a relationship is not worth saving? |

|How do you know when the time is right for you to become sexually active? |

|Why does the United States have such a high incidence of unintended pregnancies and sexually transmitted infections? |

|What determines a person’s sexual orientation? |

|How do you know when you are ready to have a child? |

|Enduring Understandings |

| |

|Tolerance, appreciation and understanding of individual differences are necessary in order to establish healthy relationships. |

|Reliable personal and professional resources are available to assist with relationship problems. |

|Technological advances continue to provide increased opportunities to develop relationships anytime and anyplace with a worldwide audience. |

|External pressures and opportunities that present themselves may influence a person to become sexually active. |

|Learning about sexuality and discussing sexual issues is critical for sexual health, but is a sensitive and challenging process. |

|There are many additional challenges that confront those who are not heterosexual. |

|Raising a child requires physical, economic, emotional, social and intellectual commitment. |

|Prenatal care has a direct impact on the delivery and long-term health of the child. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |T |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|List the factors that affect growth. |

|Describe ways that you have changed since birth and how you are changing during childhood. |

|Describe changes that will occur in adolescence. |

|Describe changes that will occur in adulthood. |

|List habits to practice for healthful growth and aging. |

|Identify the final stage of the life cycle. |

|Describe how family affects health. |

|Describe the fertilization process of an egg. |

| |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, How A Healthy Family Functions, How Families Change, The Stages of the Life Cycle, The Life Cycle, Your Future Growth, |

|Lesson Quiz, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read selected lessons from Chapter 2 and 3 on Chromebook |

|Activities |Introduce the central idea of relationships and sexuality |

| |Group Discussion about family relationships and how they affect our health, when does puberty happen and what occurs |

| |during this stage, and pregnancy. |

| |In small groups or mixed-ability partners we will use a learning resource page to further investigate a specific topic |

| |of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |VR Glasses to see the development stages of pregnancy from fertilization of egg to baby |

| | |

| |Nurse conducts assembly on puberty and what occurs during this time period |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |6-7 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |3-4 |

|Unit Plan Title: |Motor Skill Development |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn and engage in the fundamental concepts related to effective execution of actions which builds the foundation for participation in |

|games, sports, dance, and recreational activities. Students will receive ongoing feedback that will improve the effectiveness of movement actions. Students will |

|learn offensive, defensive, and cooperative strategies that are applied in most games, sports, and other activity situations. Students will also be practicing |

|appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event. |

|Standard(s) |

|2.5.4.A.1 Explain and perform essential elements of movement skills in both isolated settings (i.e., skill practice) and applied settings (i.e., games, |

|sports, dance, and recreational activities). |

|2.5.4.A.2 Use body management skills and demonstrate control when moving in relation to others, objects, and boundaries in personal and general space. |

|2.5.4.A.3 Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles. |

|2.5.4.A.4 Correct movement errors in response to feedback and explain how the change improves performance. |

|2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning, faking, dodging, creating open areas, and |

|defending space). |

|2.5.4.B.2 Acknowledge the contributions of team members and choose appropriate ways to motivate and celebrate accomplishments. |

|2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer. |

|2.5.4.C.2 Apply specific rules and procedures during physical activity and explain how they contribute to a safe active environment. |

| |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R2. Determine central ideas or themes of a text and analyze their |

| |development; summarize the key supporting details and ideas. |

| |NJSLSA.R4. Interpret words and phrases as they are used in a text, including |

| |determining technical, connotative, and figurative meanings, and analyze how |

| |specific word choices shape meaning or tone. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|How does effective and appropriate movement affect wellness? |

|Why do I have to understand concepts of movement when I can already perform the movement? |

|To what extent does strategy influence performance in competitive games and activities? |

|Why do I have to show good sportsmanship and follow the rules when others do not? |

|How can I become more mentally prepared for competition and sports performance? |

|Enduring Understandings |

| |

|Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical |

|activity. |

|Knowing and understanding concepts of movement will improve performance in a specific skill and provide the foundation for transfer of skills in a variety of |

|sports and activities. |

|Implementing effective offensive, defensive and cooperative strategies is necessary for all players to be successful in game situations. |

|In order for all participants and spectators to experience the maximum benefit from games and sports, everyone must demonstrate knowledge and commitment to |

|sportsmanship, rules and safety guidelines. |

|Sport psychology techniques prepare athletes to compete at the optimum level. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |x |Health Literacy | |A |Communication |

| | |Civic Literacy | |A |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Explain the difference between isolated and applied settings. |

|Discuss how body management is important while moving in relation to objects in general space. |

|Identify when to use offensive and defensive strategies. |

|Explain the difference between offense and defense. |

|Summarize good characteristics of sportsmanship. |

|Discuss the importance of safety rules and how they benefit game play. |

|Assessments |

|Pre and Formative- Do Now, Station Question, Exit Ticket |

|Summative- Unit Test |

|Other assessment measures- Journal: Students will keep a journal that will document their overall experience in each of the skills learned. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will engage in an activity that will incorporate a variety of different|

| |skills; like teamwork and strategizing. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Modeling- Teacher or students will demonstrate a task while the remainder of the class observes. |

| | |

| |Learning Centers-Specific areas where a student can learn through an activity or play. The gymnasium will have several |

| |learning centers spread out where students will rotate and perform the designated activity that has correlation to the |

| |lesson focus. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Student will be reading |

| |and writing in their journals, Do Now and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Do-Now task which can be physical or a writing task |

|Activities |Student led warm-ups and endurance run |

|MP1 |Introduction of skill being learned e.g. locomotor, game, or sport |

|Soccer 8-10 classes |Group Discussion about the types of strategies that can be used to become successful, sportsmanship and its effect on |

|Flag Football 8-10 classes |game play, safety procedures while engaging in activities, and differentiating rules based on the activity being |

|Floor Hockey 8-10 classes |learned |

| |In small groups or mixed-ability partners there will be stations that correlate to the skill and help reinforce |

|MP2 |mechanics |

|Volleyball 8-10 classes |In the culminating activity all skills being learned that class will be demonstrated in a lead-up game |

|Basketball 8-10 classes |The conclusion of the class we will review the skills learned and overall perception of the activity. Students will |

|Fitness 8-10 classes |answer a written exit ticket. |

| | |

|MP3 | |

|Kickball 10-12 classes | |

|Whiffle Ball 10-12 classes | |

| | |

|MP4 | |

|Track and Field 10-12 classes | |

|Cooperative Games 10-12 classes | |

| | |

|Experiences |Hoops For Heart- This is a fun and exciting event where your student learns about their heart while helping others and |

| |raising money for the American Heart Association. |

| |Fuel Up To Play 60- Fuel Up to Play 60 is an in-school nutrition and physical activity program launched by National |

| |Dairy Council and NFL, in collaboration with the USDA, to help encourage today's youth to lead healthier lives. |

| |Jump Rope For Heart- This is a fun and exciting event where your student learns about their heart while helping others |

| |and raising money for the American Heart Association. |

| |Red Bulls Guest Speaker |

| |Field Trip to Bowling Alley |

| |Field Day |

| |Global National Play Day- Restoring unstructured play to a generation of kids. |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |65-75 class periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |3-4 |

|Unit Plan Title: |Fitness and Physical Activity |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn each component of fitness that contributes to personal health as well as motor skill performance. |

|Standard(s) |

|2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular physical activity. |

|2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each component of health-related and skill-related fitness. |

| |

|2.6.4.A.3 Develop a health-related fitness goal and track progress using health/fitness indicators. |

|2.6.4.A.4 Determine the extent to which different factors influence personal fitness, such as heredity, training, diet, and technology. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R2. Determine central ideas or themes of a text and analyze their |

| |development; summarize the key supporting details and ideas. |

| |NJSLSA.R4. Interpret words and phrases as they are used in a text, including |

| |determining technical, connotative, and figurative meanings, and analyze how |

| |specific word choices shape meaning or tone. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.W4. Produce clear and coherent writing in which the development, |

| |organization, and style are appropriate to task, purpose, and audience. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|What is the minimum amount of exercise I can do to stay physically fit? |

|How do I develop an appropriate personal fitness program and find the motivation to commit to it? |

|How do you realize age-appropriate fitness? |

|Enduring Understandings |

| |

|Understanding fitness concepts and skills and integrating them into your everyday routine supports wellness. |

|Physical fitness is the ability of your whole body to work together efficiently to be able to do the most work with the lease amount of effort. |

|Developing and implementing a program that utilizes appropriate training principles is necessary for lifetime fitness. |

|Achieving and maintaining fitness requires age-appropriate intensity, duration and frequency of exercise. |

|Ongoing feedback and assessment is necessary in determining the effectiveness of a personal fitness program. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |A |Creativity and Innovation |

| | |Environmental Literacy | |E |Critical Thinking and Problem Solving |

| |x |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|What is exercise and how does it benefit our overall health? |

|What exercises increase strength, flexibility, and endurance? |

|How can you improve muscular strength, flexibility and endurance? |

|What is a fitness goal? |

|How can you achieve a fitness goal? |

|Assessments |

|Pre and Formative- Do Now, Station Question, Exit Ticket |

|Summative- Unit Test |

|Other assessment measures-Creative Writing: Create a poem that either is about exercise or fitness. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will engage in an activity that will incorporate a variety of different|

| |skills; like teamwork and strategizing. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Modeling- Teacher or students will demonstrate a task while the remainder of the class observes. |

| | |

| |Learning Centers-Specific areas where a student can learn through an activity or play. The gymnasium will have several |

| |learning centers spread out where students will rotate and perform the designated activity that has correlation to the |

| |lesson focus. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Student will be reading |

| |and writing in their journals, Do Now and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Do-Now task which can be physical or a writing task |

|Activities |Student led warm-ups and endurance run |

| |Introduction of exercise and how fitness contributes to overall health and well-being |

| |Group Discussion about what it takes to be physically fit and types of activities that have promote this. Students will|

| |discuss how to develop and achieve a fitness goal. |

| |In small groups or mixed-ability partners there will be stations that correlate to either strength, flexibility, or |

| |endurance |

| |In the culminating activity all skills being learned that class will be demonstrated in a lead-up game |

| |The conclusion of the class we will review the skills learned and overall perception of the activity. Students will |

| |answer a written exit ticket. |

|Experiences |VR glasses to see how exercise impacts the human body |

| |Xbox Kinect “Your Shape” students can mimic exercise routines |

| |LA Fitness Gym Owner to discuss the benefits of fitness |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |8-10 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |5-6 |

|Unit Plan Title: |Personal Growth and Development |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn how staying healthy is a lifelong process that includes all dimensions of wellness. |

|Standard(s) |

|2.1.6.A.1 Explain how health data can be used to assess and improve each dimension of personal wellness. |

|2.1.6.A.2 Relate how personal lifestyle habits, environment, and heredity influence growth and development in each life stage. |

|2.1.6.A.3 Determine factors that influence the purchase of healthcare products and use of personal hygiene practices. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats,|

| |including visually and quantitatively, as well as in words. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics|

| |or texts, using valid reasoning and relevant and sufficient evidence. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|What are the consequences (especially unforeseen) of our choices in terms of wellness? |

|Enduring Understandings |

|Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|What does hygiene mean? |

|How does good hygiene affect all parts of the health triangle? |

|Name the three functions of the skin? |

|What are the functions of the teeth? |

|List three habits that you would recommend to promote eye health and protect vision? |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Concept Mapping, Guided Reading, Enrichment Activity, Lesson Quiz, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Research: Have students research why skin cancer has increased over the past few decades. Then have them use the information in the |

|text to make a poster showing ways to protect skin from the sun. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read Chapter 12 in textbook |

|Activities |Introduce the central idea of personal health care |

| |Group Discussion about why it might be important for your physical, social, mental/emotional health to practice good |

| |hygiene. |

| |In small groups or mixed-ability partners we will use a concept mapping and enrichment activities to further |

| |investigate a specific topic of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |Have students visit the Health Clinic to learn about ways to protect our body. |

| |School nurse hosts an assembly about hygiene |

|Resources |

|Glencoe Teen Health Textbook |

| |

| |

|Suggested Time Frame: |6-7 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |5-6 |

|Unit Plan Title: |Nutrition |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn how each nutrient provides energy and help your body function properly. Students will learn to make healthful food choices will |

|help you maintain good health throughout your life |

|Standard(s) |

|2.1.6.B.1 Determine factors that influence food choices and eating patterns. |

|2.1.6.B.2 Summarize the benefits and risks associated with nutritional choices, based on eating patterns. |

|2.1.6.B.3 Create a daily balanced nutritional meal plan based on nutritional content, value, calories, and cost. |

|2.1.6.B.4 Compare and contrast nutritional information on similar food products in order to make informed choices. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats,|

| |including visually and quantitatively, as well as in words. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics|

| |or texts, using valid reasoning and relevant and sufficient evidence. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|What makes a food healthy? |

|How do you determine appropriate portion size? |

|Enduring Understandings |

| |

|There are many short and long term health benefits and risks associated with nutritional choices. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Name the six categories of nutrients. |

|Name three factors that can influence your food choices. |

|What are two health risks associated with anorexia nervosa? |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Concept Mapping, Guided Reading, Enrichment Activity, Lesson Quiz, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Project: Have students choose one of the following: create a song, board game, or piece of art work that could be used to teach |

|younger students about the MyPlate system. Have students explain how their own understanding of the material improved as they planned ways to teach younger |

|students. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read Chapter 9 in textbook |

|Activities |Introduce the central idea of nutrition |

| |Group Discussion about nutrients your body needs, creating a healthful eating plan, managing your weight, body image, |

| |and eating disorders. |

| |In small groups or mixed-ability partners we will use a concept mapping and enrichment activities to further |

| |investigate a specific topic of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |Have local Shop Rite dietician discuss with students the benefits of nutrition and how they should properly use MyPlate|

| |in their daily lives |

|Resources |

|Glencoe Teen Health Textbook |

| |

| |

|Suggested Time Frame: |6-7 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |5-6 |

|Unit Plan Title: |Diseases and Health Conditions |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn the early detection and treatment of diseases and health conditions impact one’s health. |

|Standard(s) |

|2.1.6.C.1 Summarize means of detecting and treating diseases and health conditions that are prevalent in adolescents. |

|2.1.6.C.2 Determine the impact of public health strategies in preventing diseases and health conditions. |

|2.1.6.C.3 Compare and contrast common mental illnesses (such as depression, anxiety and panic disorders, and phobias) and ways to detect and treat them. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats,|

| |including visually and quantitatively, as well as in words. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics|

| |or texts, using valid reasoning and relevant and sufficient evidence. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|To what extent can we keep ourselves disease free? |

|Enduring Understandings |

| |

|Current and emerging diagnostic, prevention and treatment strategies can help people live healthier and longer than ever before. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|What is a communicable disease? |

|What is an antigen? |

|What is the contagious period of a disease? |

|What are two examples of congenital disorders? |

|Name three tools for diagnosing cancer? |

|What practice can people with type 2 diabetes use to manage their disease without medication? |

|Name four common types of allergens. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Concept Mapping, Guided Reading, Enrichment Activity, Lesson Quiz, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Creative Writing: Have students write and illustrate a picture book that could be used to teach younger students about germs, |

|disease, and the body’s defenses. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read Chapter 18 and 19 in textbook |

|Activities |Introduce the central idea of Communicable and Non-Communicable diseases |

| |Group Discussion about preventing the spread of disease, defense against infection, communicable diseases, causes of |

| |Non-communicable diseases, cancer, heart and circulatory problems, diabetes, arthritis, allergies, and asthma |

| |In small groups or mixed-ability partners we will use a concept mapping and enrichment activities to further |

| |investigate a specific topic of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |VR Glasses to see how communicable diseases develop in the body. |

|Resources |

|Glencoe Teen Health Textbook |

| |

| |

|Suggested Time Frame: |8-9 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |5-6 |

|Unit Plan Title: |Safety |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn to identify unsafe situations and choose appropriate ways to reduce or eliminate risks contributes to the safety of self and |

|others. Students will also learn about applying first-aid procedures that can minimize injury and save lives. |

|Standard(s) |

|2.1.6.D.1 Summarize the common causes of intentional and unintentional injuries in adolescents and related prevention strategies. |

|2.1.6.D.2 Explain what to do if abuse is suspected or occurs. |

|2.1.6.D.3 Summarize the components of the traffic safety system and explain how people contribute to making the system effective. |

|2.1.6.D.4 Assess when to use basic first-aid procedures. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats,|

| |including visually and quantitatively, as well as in words. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics|

| |or texts, using valid reasoning and relevant and sufficient evidence. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

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

|Why do we sometimes take risks that can cause harm to ourselves or others? |

|Enduring Understandings |

| |

|Being consistently aware of the environment and taking safety precautions can reduce the risk of injury to oneself and others. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|What are the five links in the accident chain? |

|List three strategies for preventing poisoning. |

|What is a pedestrian? |

|Define personal safety. |

|Name four universal precautions to take when administering first aid. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Concept Mapping, Guided Reading, Enrichment Activity, Lesson Quiz, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Research: Clotting is an important process to stop severe bleeding. Have students use print or online resources to research the |

|process by which blood clots form. Have students prepare an illustrated report in storyboard format that can be used to explain the process of clotting to the |

|entire class. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read Chapter 20 in textbook |

|Activities |Introduce the central idea of Communicable and non-Communicable diseases |

| |Group Discussion about preventing the spread of disease, defense against infection, communicable diseases, causes of |

| |non-communicable diseases, cancer, heart and circulatory problems, diabetes, arthritis, allergies, and asthma |

| |In small groups or mixed-ability partners we will use a concept mapping and enrichment activities to further |

| |investigate a specific topic of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |VR Glasses to see how communicable diseases develop in the body. |

|Resources |

|Glencoe Teen Health Textbook |

| |

| |

|Suggested Time Frame: |8-9 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |5-6 |

|Unit Plan Title: |Social and Emotional Health |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn how social and emotional development impacts all components of wellness. |

|They will learn how to respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, |

|and/or culture provide a foundation for the prevention and resolution of conflict. Students will learn about stress management skills that impact an individual’s |

|ability to cope with different types of emotional situations. |

|Standard(s) |

|2.1.6.E.1 Examine how personal assets and protective factors support healthy social and emotional development. |

|2.1.6.E.2 Make recommendations to resolve incidences of school and community conflict, violence, harassment, gang violence, discrimination, and bullying. |

|2.1.6.E.3 Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats,|

| |including visually and quantitatively, as well as in words. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics|

| |or texts, using valid reasoning and relevant and sufficient evidence. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|How can you learn to like yourself and others? |

| |

|Enduring Understandings |

| |

|Developing self-esteem, resiliency, tolerance and coping skills support social and emotional health. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|What are three steps you can take to build positive self-esteem and resilience? |

|Explain how the words stress and stressor are related. |

|Name five stages that many people experience while grieving. |

|Name three kinds of anxiety disorders. |

|What are two symptoms of major depression? |

|Name two warning signs of a mental disorder that requires treatment. |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Concept Mapping, Guided Reading, Enrichment Activity, Lesson Quiz, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Creative Writing: Have students generate a poem that describes an emotion. Remind them that not all poetry has to rhyme. Have |

|students carefully choose words to express the emotion they have chosen |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read Chapters 5 and 6 in textbook |

|Activities |Introduce the central idea of Mental and Emotional Health and associated disorders. |

| |Group Discussion about mental and emotional health, emotions, managing stress, coping with loss, disorders, suicide |

| |prevention, and treatment. |

| |In small groups or mixed-ability partners we will use a concept mapping and enrichment activities to further |

| |investigate a specific topic of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |School counselors host an assembly on mental health and ways to manage stress. |

| |Invite someone from National Institute of Mental Health to speak to students. |

|Resources |

|Glencoe Teen Health Textbook |

| |

| |

|Suggested Time Frame: |6-7 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |5-6 |

|Unit Plan Title: |Interpersonal Communication |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn how effective communication may be a determining factor in the outcome of health- and safety-related situations and a basis for |

|strengthening interpersonal interactions and relationships and resolving conflicts. They will learn that every health-related decision has short- and long-term |

|consequences and affects the ability to reach health goals. Students will learn how character building is influenced by many factors both positive and negative, |

|such as acceptance, discrimination, bullying, abuse, sportsmanship, support, disrespect, and violence. Students will understand how communicating health needs to |

|trusted adults and professionals assists in the prevention, early detection, and treatment of health problems. |

|Standard(s) |

|2.2.6.A.1 Demonstrate verbal and nonverbal interpersonal communication in various settings that impact the health of oneself and others. |

|2.2.6.A.2 Demonstrate use of refusal, negotiation, and assertiveness skills in different situations. |

|2.2.6.B.1 Use effective decision-making strategies. |

|2.2.6.B.2 Predict how the outcome(s) of a health-related decision may differ if an alternative decision is made by self or others. |

|2.2.6.B.3 Determine how conflicting interests may influence one’s decisions. |

|2.2.6.B.4 Apply personal health data and information to support achievement of one’s short- and long-term health goals. |

|2.2.6.C.1 Explain how character and core ethical values can be useful in addressing challenging situations. |

|2.2.6.C.2 Predict situations that may challenge an individual’s core ethical values. |

|2.2.6.C.3 Develop ways to proactively include peers with disabilities at home, at school, and in community activities. |

|2.2.6.D.1 Appraise the goals of various community or service-organization initiatives to determine opportunities for volunteer service. |

|2.2.6.D.2 Develop a position about a health issue in order to inform peers. |

|2.2.6.E.1 Determine the validity and reliability of different types of health resources. |

|2.2.6.E.2 Distinguish health issues that warrant support from trusted adults or health professionals. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats,|

| |including visually and quantitatively, as well as in words. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics|

| |or texts, using valid reasoning and relevant and sufficient evidence. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

| | |

|Essential Question(s) |

|How do you know whether or not health information is accurate? |

|How do I learn to stand for and communicate my beliefs to others without alienating them? |

|Why might educated people make poor health decisions? |

|How do I overcome negative influences when making decisions about my personal health? |

|In order to achieve lifetime wellness, what should I plan for and what should I just let happen? |

|How are character and health related? What aspects of our character can be changed? |

|To what extent do outside influences shape values? |

|How can you inspire others to address health issues? |

|Where do I go to access information about good health and fitness services? |

|Enduring Understandings |

| |

|Making good health decisions requires the ability to access and evaluate reliable resources. |

|Effective communication skills enhance a person’s ability to express and defend their beliefs. |

|Decision-making can be affected by a variety of influences that may not be in a person’s best interest. |

|Developing and implementing a plan to reach realistic well ness goals increase the likelihood of reaching those goals. |

|Character can be developed and supported through individual and group activities, the influence of positive role models and involvement in community service. |

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

|Leadership and advocacy to promote personal and community wellness can impact the immediate community and society as a whole. |

|There are numerous health and fitness programs available that provide a variety of services. Not all are created equal. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|What does communication mean? |

|Tell how good character contributes to physical, mental/emotional, and social health. |

|Name three traits of trustworthiness. |

|Describe ways a teen can be responsible for his or her physical and mental health. |

|Explain what it means to advocate. |

|List three places to develop your goof character. |

|What is a conflict? |

|What factors cause a conflict to escalate? |

|What is conflict resolution? |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Concept Mapping, Guided Reading, Enrichment Activity, Lesson Quiz, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Journal: Encourage students to start a private journal in which they record their thoughts, feelings, and experiences. Suggest they |

|evaluate their journals after several weeks to see if they have become better at communicating their thoughts. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read selected lessons from Chapters 1, 3, and 7in textbook |

|Activities |Introduce the central idea of building relationships, building character, and conflict resolution |

| |Group Discussion about communication skills, character, being a good citizen, making a difference, conflicts, and |

| |conflict resolution |

| |In small groups or mixed-ability partners we will use a concept mapping and enrichment activities to further |

| |investigate a specific topic of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |School counselors host an assembly on character counts |

| | |

|Resources |

|Glencoe Teen Health Textbook |

| |

|TOP20 |

| |

|Suggested Time Frame: |6-7 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |5-6 |

|Unit Plan Title: |Drugs and Medicine |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn that medicines come in a variety of forms (prescription medicines, over-the-counter medicines, medicinal supplements), are used |

|for numerous reasons, and should be taken as directed in order to be safe and effective. There is a strong relationship between individuals who abuse drugs and |

|increased intentional and unintentional health-risk behaviors. Students will learn that substance abuse is caused by a variety of factors and there are many ways |

|to obtain help for treatment of alcohol, tobacco, and other substance abuse problems. |

| |

|Standard(s) |

|2.3.6.A.1 Compare and contrast short- and long-term effects and the potential for abuse of commonly used over-the-counter and prescription medicines and herbal and|

|medicinal supplements. |

|2.3.6.A.2 Compare information found on over-the-counter and prescription medicines. |

|2.3.6.B.1 Explain the system of drug classification and why it is useful in preventing substance abuse. |

|2.3.6.B.2 Relate tobacco use and the incidence of disease. |

|2.3.6.B.3 Compare the effect of laws, policies, and procedures on smokers and nonsmokers. |

|2.3.6.B.4 Determine the impact of the use and abuse of alcohol on the incidence of illness, injuries, and disease, the increase of risky health behaviors, and the |

|likelihood of harm to one’s health. |

|2.3.6.B.5 Determine situations where the use of alcohol and other drugs influence decision-making and can place one at risk. |

|2.3.6.B.6 Summarize the signs and symptoms of inhalant abuse. |

|2.3.6.B.7 Analyze the relationship between injected drug use and diseases such as HIV/AIDS and hepatitis. |

|2.3.6.C.1 Summarize the signs and symptoms of a substance abuse problem and the stages that lead to dependency/addiction. |

|2.3.6.C.2 Explain how wellness is affected during the stages of drug dependency/addiction. |

|2.3.6.C.3 Determine the extent to which various factors contribute to the use and abuse of alcohol, tobacco, and other drugs by adolescents, such as peer pressure,|

|low self-esteem, genetics, and poor role models. |

|2.3.6.C.4 Determine effective strategies to stop using alcohol, tobacco and other drugs, and that support the ability to remain drug-free. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats,|

| |including visually and quantitatively, as well as in words. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics|

| |or texts, using valid reasoning and relevant and sufficient evidence. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|How do I determine whether or not a medication will be effective? |

|Why do people choose to use alcohol, tobacco, and other drugs when they are aware of the detrimental effects? |

|How do I make the “right” decisions in the face of peer, media and other pressures? |

|Why does one person become an addict and another does not? |

|Enduring Understandings |

|Medicines must be used correctly in order to be safe and have the maximum benefit. |

|Research has clearly established that alcohol, tobacco and other drugs have a variety of harmful effects on the human body. |

|There are common indicators, stages and influencing factors of chemical dependency. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|What does the term addictive mean? |

|Describe the ways in which smoking harms the systems in the body. |

|What is the substance in tobacco that causes addiction? |

|What are two reasons teens often give for using alcohol? |

|Describe how alcohol affects the mind. |

|What is the difference between alcoholism and alcohol abuse? |

|Name three physical effects drugs can have on a person’s body? |

|What is the biggest long-term risk for marijuana users? |

|What are two reasons why some teens might choose to use drugs? |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Concept Mapping, Guided Reading, Enrichment Activity, Lesson Quiz, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Creative Writing: Have students review the ways in which alcohol affects the body and the list of factors that influence the effects |

|of alcohol. Then have students write a descriptive paragraph from the point of view of a specific tissue, organ, or organ system describing the negative effects|

|alcohol has on its functioning. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read selected lessons from Chapters 14, 15, and 16 in textbook |

|Activities |Introduce the central idea of tobacco, alcohol, and drugs |

| |Group Discussion about facts about tobacco, effects of alcohol use, and drug use and abuse |

| |In small groups or mixed-ability partners we will use a concept mapping and enrichment activities to further |

| |investigate a specific topic of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |VR Glasses to show how tobacco effects the lungs and hearts |

| |VR Glasses to show how alcohol effects the liver |

|Resources |

|Glencoe Teen Health Textbook |

| |

| |

|Suggested Time Frame: |8-10 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |5-6 |

|Unit Plan Title: |Relationships and Human Sexuality |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

| In this unit students will learn that healthy relationships require a mutual commitment. Most significant physical, emotional, and mental growth changes occur |

|during adolescence, but not necessarily at the same rates. Students will learn that there must be responsible actions regarding sexual behavior impact the health|

|of oneself and others. Students will learn the physiological process of how pregnancy occurs as well as development of the fetus leading to child birth contribute|

|to a greater understanding of how and why a healthy environment should be provided for the pregnant mother. |

|Standard(s) |

|2.4.6.A.1 Compare and contrast how families may change over time. |

|2.4.6.A.2 Analyze the characteristics of healthy friendships and other relationships. |

|2.4.6.A.3 Examine the types of relationships adolescents may experience. |

|2.4.6.A.4 Demonstrate successful resolution of a problem(s) among friends and in other relationships. |

|2.4.6.A.5 Compare and contrast the role of dating and dating behaviors in adolescence. |

|2.4.6.B.1 Compare growth patterns of males and females during adolescence. |

|2.4.6.B.2 Summarize strategies to remain abstinent and resist pressures to become sexually active. |

|2.4.6.B.3 Determine behaviors that place one at risk for HIV/AIDS, STIs, HPV, or unintended pregnancy. |

|2.4.6.B.4 Predict the possible physical, social, and emotional impacts of adolescent decisions regarding sexual behavior. |

|2.4.6.C.1 Summarize the sequence of fertilization, embryonic growth, and fetal development during pregnancy. |

|2.4.6.C.2 Identify the signs and symptoms of pregnancy. |

|2.4.6.C.3 Identify prenatal practices that support a healthy pregnancy. |

|2.4.6.C.4 Predict challenges that may be faced by adolescent parents and their families. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats,|

| |including visually and quantitatively, as well as in words. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics|

| |or texts, using valid reasoning and relevant and sufficient evidence. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|How do we learn to understand and respect diversity in relationships? |

|How do we know when a relationship is not worth saving? |

|How do you know when the time is right for you to become sexually active? |

|Why does the United States have such a high incidence of unintended pregnancies and sexually transmitted infections? |

|What determines a person’s sexual orientation? |

|How do you know when you are ready to have a child? |

|Enduring Understandings |

| |

|Tolerance, appreciation and understanding of individual differences are necessary in order to establish healthy relationships. |

|Reliable personal and professional resources are available to assist with relationship problems. |

|Technological advances continue to provide increased opportunities to develop relationships anytime and anyplace with a worldwide audience. |

|External pressures and opportunities that present themselves may influence a person to become sexually active. |

|Learning about sexuality and discussing sexual issues is critical for sexual health, but is a sensitive and challenging process. |

|There are many additional challenges that confront those who are not heterosexual. |

|Raising a child requires physical, economic, emotional, social and intellectual commitment. |

|Prenatal care has a direct impact on the delivery and long-term health of the child. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |X |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|What does the term relationship mean? |

|Name the types of consequences that can result from engaging in sexual activity. |

|List four ways to help keep a commitment to abstinence. |

|What are the eight stages of life? |

|Assessments |

|Pre and Formative- Do Now, Exit Ticket, Concept Mapping, Guided Reading, Enrichment Activity, Lesson Quiz, Vocabulary Definitions |

|Summative- Unit Test |

|Other assessment measures- Creative Writing: Have students create posters, brochures, or computer presentations that describe the benefits of abstaining from |

|risk behaviors. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will complete a lesson specific learning resource pages that helps |

| |further investigation. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Students will read the |

| |designated lesson from each chapter. Student will be reading and writing in their Health Masters worksheet, Lesson |

| |Quiz, and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Read selected lessons from Chapters 2 and 11 in textbook |

|Activities |Introduce the central idea of dating relationships, abstinence, and pregnancy. |

| |Group Discussion about dating, healthy relationships, abstinence, female reproductive system, infant and child |

| |development. |

| |In small groups or mixed-ability partners we will use a concept mapping and enrichment activities to further |

| |investigate a specific topic of each lesson |

| |The Lesson Quiz will evaluate students grasp of the content |

| |The conclusion of the class we will review the Lesson Quiz and students will answer an exit ticket |

| | |

|Experiences |VR Glasses to shows the growth of a fertilized egg. |

| |Invite an OBYN in to discuss pregnancy and when a person realizes they are ready for a family. |

|Resources |

|Glencoe Teen Health Textbook |

| |

| |

|Suggested Time Frame: |6-8 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |5-6 |

|Unit Plan Title: |Motor Skill Development |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn and engage in the fundamental concepts related to effective execution of actions which builds the foundation for participation in |

|games, sports, dance, and recreational activities. Students will receive ongoing feedback that will improve the effectiveness of movement actions. Students will |

|learn the relationship between applying effective tactical strategies and achieving individual and team goals when competing in games, sports, and other activity |

|situations. Students will practice appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to |

|enjoyment of the event. |

|Standard(s) |

|2.5.6.A.1 Explain and perform movement skills that combine mechanically correct movement in smooth flowing sequences in isolated settings (i.e., skill practice) |

|and applied settings (i.e., games, sports, dance, and recreational activities). |

|2.5.6.A.2 Explain concepts of force and motion and demonstrate control while modifying force, flow, time, space, and relationships in interactive dynamic |

|environments. |

|2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and|

|fitness dance). |

|2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance. |

|2.5.6.B.1 Demonstrate the use of offensive, defensive, and cooperative strategies in individual, dual, team and group activities. |

|2.5.6.B.2 Compare and contrast strategies used to impact individual, team and group effectiveness and make modifications for improvement. |

|2.5.6.C.1 Compare the roles and responsibilities of players and observers and recommend strategies to enhance sportsmanship-like behavior. |

|2.5.6.C.2 Apply rules and procedures for specific games, sports, and other competitive activities and describe how they enhance participation and safety. |

|2.5.6.C.3 Relate the origin and rules associated with certain games, sports, and dances to different cultures. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats,|

| |including visually and quantitatively, as well as in words. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics|

| |or texts, using valid reasoning and relevant and sufficient evidence. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of Standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of Standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|How does effective and appropriate movement affect wellness? |

|Why do I have to understand concepts of movement when I can already perform the movement? |

|To what extent does strategy influence performance in competitive games and activities? |

|Why do I have to show good sportsmanship and follow the rules when others do not? |

|How can I become more mentally prepared for competition and sports performance? |

|Enduring Understandings |

| |

|Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical |

|activity. |

|Knowing and understanding concepts of movement will improve performance in a specific skill and provide the foundation for transfer of skills in a variety of |

|sports and activities. |

|Implementing effective offensive, defensive and cooperative strategies is necessary for all players to be successful in game situations. |

|In order for all participants and spectators to experience the maximum benefit from games and sports, everyone must demonstrate knowledge and commitment to |

|sportsmanship, rules and safety guidelines. |

|Sport psychology techniques prepare athletes to compete at the optimum level. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |E |Creativity and Innovation |

| | |Environmental Literacy | |A |Critical Thinking and Problem Solving |

| |x |Health Literacy | |A |Communication |

| | |Civic Literacy | |A |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|Explain the difference between isolated and applied settings. |

|Discuss how body management is important while moving in relation to objects in general space. |

|Identify when to use offensive and defensive strategies. |

|Explain the difference between offense and defense. |

|Summarize good characteristics of sportsmanship. |

|Discuss the importance of safety rules and how they benefit game play. |

|Assessments |

|Pre and Formative- Do Now, Station Question, Exit Ticket |

|Summative- Unit Test |

|Other assessment measures- Journal: Students will keep a journal that will document their overall experience in each of the skills learned. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will engage in an activity that will incorporate a variety of different|

| |skills; like teamwork and strategizing. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Modeling- Teacher or students will demonstrate a task while the remainder of the class observes. |

| | |

| |Learning Centers-Specific areas where a student can learn through an activity or play. The gymnasium will have several |

| |learning centers spread out where students will rotate and perform the designated activity that has correlation to the |

| |lesson focus. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Student will be reading |

| |and writing in their journals, Do Now and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Do-Now task which can be physical or a writing task |

|Activities |Student led warm-ups and endurance run |

|MP1 |Introduction of skill being learned e.g. locomotor, game, or sport |

|Soccer 8-10 classes |Group Discussion about the types of strategies that can be used to become successful, sportsmanship and its effect on |

|Flag Football 8-10 classes |game play, safety procedures while engaging in activities, and differentiating rules based on the activity being |

|Floor Hockey 8-10 classes |learned |

| |In small groups or mixed-ability partners there will be stations that correlate to the skill and help reinforce |

|MP2 |mechanics |

|Volleyball 8-10 classes |In the culminating activity all skills being learned that class will be demonstrated in a lead-up game |

|Basketball 8-10 classes |The conclusion of the class we will review the skills learned and overall perception of the activity. Students will |

|Fitness 8-10 classes |answer a written exit ticket. |

| | |

|MP3 | |

|Kickball 10-12 classes | |

|Whiffle Ball 10-12 classes | |

| | |

|MP4 | |

|Track and Field 10-12 classes | |

|Cooperative Games 10-12 classes | |

| | |

|Experiences |Hoops For Heart- This is a fun and exciting event where your student learns about their heart while helping others and |

| |raising money for the American Heart Association. |

| |Fuel Up To Play 60- Fuel Up to Play 60 is an in-school nutrition and physical activity program launched by National |

| |Dairy Council and NFL, in collaboration with the USDA, to help encourage today's youth to lead healthier lives. |

| |Jump Rope For Heart- This is a fun and exciting event where your student learns about their heart while helping others |

| |and raising money for the American Heart Association. |

| |Red Bulls Guest Speaker |

| |Field Trip to Bowling Alley |

| |Field Day |

| |Global National Play Day- Restoring unstructured play to a generation of kids. |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |65-75 class periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

Health Curriculum Guide

|Content Area: |Comprehensive Health and Physical Education |Grade(s) |5-6 |

|Unit Plan Title: |Fitness and Physical Activity |

|Career Readiness Practices |

|CRP2. Apply appropriate academic and technical skills. |

|CRP3. Attend to personal health and financial well-being. |

|CRP4. Communicate clearly and effectively and with reason. |

|CRP5. Consider the environmental, social and economic impacts of decisions. |

|CRP6. Demonstrate creativity and innovation. |

|CRP7. Employ valid and reliable research strategies. |

|CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. |

|CRP11. Use technology to enhance productivity. |

|Overview/Rationale |

|In this unit students will learn to apply a variety of effective fitness principles over time enhances personal fitness level, performance, and health status. |

|Standard(s) |

|2.6.6.A.1 Analyze the social, emotional, and health benefits of selected physical experiences. |

|2.6.6.A.2 Determine to what extent various activities improve skill-related fitness versus health-related fitness. |

|2.6.6.A.3 Develop and implement a fitness plan based on the assessment of one’s personal fitness level, and monitor health/fitness indicators before, during, and |

|after the program. |

|2.6.6.A.4 Predict how factors such as health status, interests, environmental conditions, and available time may impact personal fitness. |

|2.6.6.A.5 Relate physical activity, healthy eating, and body composition to personal fitness and health. |

|2.6.6.A.6 Explain and apply the training principles of frequency, intensity, time, and type (FITT) to improve personal fitness. |

|2.6.6.A.7 Evaluate the short- and long-term effects of anabolic steroids and other performance-enhancing substances on personal health. |

|Technology Standard(s) |Interdisciplinary Anchor Standard(s) |

|NJSLS8.1.2.A.1 Identify the basic features of a digital device and explain its |NJSLSA.R1. Read closely to determine what the text says explicitly and to make |

|purpose. |logical inferences and relevant connections from it; cite specific textual |

|NJSLS8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in |evidence when writing or speaking to support conclusions drawn from the text. |

|virtual environments (i.e. games, museums). |NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats,|

| |including visually and quantitatively, as well as in words. |

| |NJSLSA.R10. Read and comprehend complex literary and informational texts |

| |independently and proficiently with scaffolding as needed. |

| |NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics|

| |or texts, using valid reasoning and relevant and sufficient evidence. |

| |NJSLSA.W2. Write informative/explanatory texts to examine and convey complex |

| |ideas and information clearly and accurately through the effective selection, |

| |organization, and analysis of content. |

| |NJSLSA.SL1. Prepare for and participate effectively in a range of conversations |

| |and collaborations with diverse partners, building on others’ ideas and |

| |expressing their own clearly and persuasively. |

| |NJSLSA.SL2. Integrate and evaluate information presented in diverse media and |

| |formats, including visually, quantitatively, and orally. |

| |NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and|

| |usage when writing or speaking. |

| |NJSLSA.L2. Demonstrate command of the conventions of standard English |

| |capitalization, punctuation, and spelling when writing. |

|Essential Question(s) |

| |

|What is the minimum amount of exercise I can do to stay physically fit? |

|How do I develop an appropriate personal fitness program and find the motivation to commit to it? |

|How do you realize age-appropriate fitness? |

|Enduring Understandings |

| |

|Understanding fitness concepts and skills and integrating them into your everyday routine supports wellness. |

|Physical fitness is the ability of your whole body to work together efficiently to be able to do the most work with the lease amount of effort. |

|Developing and implementing a program that utilizes appropriate training principles is necessary for lifetime fitness. |

|Achieving and maintaining fitness requires age-appropriate intensity, duration and frequency of exercise. |

|Ongoing feedback and assessment is necessary in determining the effectiveness of a personal fitness program. |

|In this unit plan, the following 21st Century themes and skills are addressed. |

| |Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit |

|Check all that apply. |by marking E, T, A on the line before the appropriate skill. |

|21st Century Themes |21st Century Skills |

| | |Global Awareness | |A |Creativity and Innovation |

| | |Environmental Literacy | |E |Critical Thinking and Problem Solving |

| |x |Health Literacy | |E |Communication |

| | |Civic Literacy | |E |Collaboration |

| | |Financial, Economic, Business, and Entrepreneurial | | | |

| | |Literacy | | | |

|Student Learning Targets/Objectives |

|What is exercise and how does it benefit our overall health? |

|What exercises increase strength, flexibility, and endurance? |

|How can you improve muscular strength, flexibility and endurance? |

|What is a fitness goal? |

|How can you achieve a fitness goal? |

|Assessments |

|Pre and Formative- Do Now, Station Question, Exit Ticket |

|Summative- Unit Test |

|Other assessment measures-Creative Writing: Create a poem that either is about exercise or fitness. |

|Teaching and Learning Actions |

|Instructional Strategies |Academic vocabulary and language- Vocabulary and language are important in all content areas especially when used |

| |during articulation of directional cues and for instructional purposes. Students will learn vocabulary words from each |

| |lesson which will including proper spelling, definition, and applying it in a sentence. |

| | |

| |Cooperative Learning-Students will be place in small mixed-ability groups that will allow for the exchanging of |

| |information and task responsibilities. Students will engage in an activity that will incorporate a variety of different|

| |skills; like teamwork and strategizing. |

| | |

| |Direct Instruction- The presentation of content through the teacher that provides structure and sequence to the |

| |objectives for the day. The teacher will introduce the topic of the day and then proceed into a group discussion about |

| |each of the areas. |

| | |

| |Modeling- Teacher or students will demonstrate a task while the remainder of the class observes. |

| | |

| |Learning Centers-Specific areas where a student can learn through an activity or play. The gymnasium will have several |

| |learning centers spread out where students will rotate and perform the designated activity that has correlation to the |

| |lesson focus. |

| | |

| |Reading and writing across the curriculum- The integration of literacy in all content areas. Student will be reading |

| |and writing in their journals, Do Now and Exit Ticket. |

| | |

| |Targeted feedback-Improves student performance and decreases the negative setback of no feedback. All assignments will |

| |have targeted feedback either written or a conversation with student will take place. |

| | |

| |Word Wall- A collection of word for each lesson that is put on display in the classroom. As the students learning new |

| |words will be added to help building and strengthen their use of vocabulary. This tool will be on display for students |

| |to reinforce the vocabulary that is being used in each lesson. |

| | |

| |Instructional Strategies |

| |D |

| | |

| |Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one instruction, class website (Google Classroom), |

| |Handouts, Definition List, Syllabus. |

| | |

| |MTSS: |

| |Special education students modifications: |

| |-Adhere to all modifications and health concerns stated in each IEP. |

| |-Give students a MENU options allowing students to pick assignments from different levels based on difficulty. Students|

| |have the option of learning the curriculum in their comfort level and challenge themselves for growth. |

| | -Use the NEWELA software, which can revise the reading lexile level to meet students at current reading level.  |

| |-Accommodating Instructional Strategies  Reading Aloud, Graphic Organizers, Reading Study Guides, one-on-one |

| |instruction, class website (Google Classroom), Handouts, Definition List, Syllabus, Large Print, Outlines  |

| |-Utilize Snap-n-Read and Co-Writer |

| |English Language Learners (ELL) students: |

| |-Use the Britannica launch pack software; give students the option to change the language of the article to the |

| |student’s native language for most articles. |

| |- Snap and read Google extension addition. Will read to the student in the language selected. |

| |-Vocabulary Spelling City word banks |

| |- Use visuals whenever possible to support classroom instruction and classroom activities. |

| |-Teacher modeling and written instructions for every assignment |

| |At risk of failure students: |

| |-Give students a MENU options allowing students to pick activities based on interest that address the objectives and |

| |standards of the unit. |

| |-Modified Instructional Strategies D Reading Aloud, Graphic Organizers, Reading Study Guides, small learning group |

| |instruction, class website (Google Classroom), Syllabus, inclusion of more visuals and Films, Field Trips, Google |

| |Expeditions, Peer Support, one on one instruction |

| |-Constant parental contact along with mandatory tutoring appointments. |

| |- Academic Contracts |

| |Gifted and talented students: |

| |-Modified instructional strategies Socratic Seminar, Group Discussion, Think-Pair-Share, Individual Assignments graded |

| |on a more rigorous rubric, Multimedia Projects, working with more primary source documents and completing Case Studies.|

| | |

| |-Student led classroom instruction also Project Based Learning. |

| |Students with a 504: |

| |Adhere to all modifications and health concerns stated in504 plan.  Then assess the academics of the student to |

| |implement the necessary modifications as described in this document |

| | |

| |Do-Now task which can be physical or a writing task |

|Activities |Student led warm-ups and endurance run |

| |Introduction of exercise and how fitness contributes to overall health and well-being |

| |Group Discussion about what it takes to be physically fit and types of activities that have promote this. Students will|

| |discuss how to develop and achieve a fitness goal. |

| |In small groups or mixed-ability partners there will be stations that correlate to either strength, flexibility, or |

| |endurance |

| |In the culminating activity all skills being learned that class will be demonstrated in a lead-up game |

| |The conclusion of the class we will review the skills learned and overall perception of the activity. Students will |

| |answer a written exit ticket. |

|Experiences |VR glasses to see how exercise impacts the human body |

| |Xbox Kinect “Your Shape” students can mimic exercise routines |

| |LA Fitness Gym Owner to discuss the benefits of fitness |

|Resources |

|McGraw-Hill Health & Wellness 2014 Textbook |

| |

| |

|Suggested Time Frame: |8-10 Class Periods |

D- Indicates differentiation at the Lesson Level.

NJASCD, 12 Centre Drive Monroe Township, NJ 08831 njascd.

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