Table of Contents s118

TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE

TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE FOR: Health 2nd grade

Course Description

The Second Grade Health Education Units are a cohesive set of four units that will scaffold instruction from one unit to the next. The incorporation of different standards through major, supporting and additional concepts provide a greater opportunity for comprehensive health instruction in each unit. Students will begin with a Wellness unit that blends general health skills involving topics such as hygiene, nutrition and physical activity. Units will then progress to develop decision making skills which will be applied in various situations in later units involving physical activity, alcohol, tobacco, drugs, relationships interpersonal communication, and character development.

 All student learning objectives are in accordance with the NJDOE model curriculum.

Pacing Guide

Monthly Range of Pacing Total Unit Unit Name Schedule Days

Wellness 1-4 weeks 5-12 1 Alcohol, Tobacco, and other Drugs 1-4 weeks 5-12 2 Family Life 1-4 weeks 5-12 3 Community Health Skills 1-4 weeks 5-12 4

109 TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE

Unit 1: Wellness Pacing: 1-4 weeks Content Area/Course: Health

Stage 1- Desired Results NJ Core Content Curriculum Standards Addressed in this Unit

2.1- Develop an awareness of healthy habits (use clean tissues, wash hands dress appropriately for weather etc.)

Big Idea: Optimal wellness includes many aspects of physical, mental and social health. Essential Questions Enduring Understandings

Students will understand that:  Why is it important to keep ourselves clean?  People live longer when they make healthy  -What are some safety precautions to take to choices avoid injury and disease?  -Personal hygiene is important to for health  -What are basic needs of all human beings to reasons Essential Questions Enduring Understandings survive?  -some diseases can be prevented  -What coping skills can be used to enhance  -being aware of the environment can help wellness ? reduce risk of injury  -self esteem, coping skills, resiliency and tolerance support social and mental health

What key knowledge and skills will students acquire as a result of this unit? Skills: Content: Students will be able to: Students will know:  how to keep clean and why it is important SLO 5: identify & locate body systems that are involved in  -the body changes that occur at various stages of nutrition, life disease and areas of wellness and basic function of them  -how to read the food pyramid (myplate) SLO 6: recognize how feelings and actions can effect  -which diseases can be prevented through the userelationships healthy habits and wellness  -which safety precautions will prevent injuries SLO 9: explain why some foods are healthier and how to  -what is needed for basic human survival read nutrition  -how to solve problems and express emotions labels to identify them positively SLO 10: identify diseases, symptoms of them and how to prevent them

Stage 2- Assessment

Performance Tasks & Criteria:

 -2.1.2.A.1: Explain what being well is and self care practices that support it  -2.1.2.A.2: Identify body systems using correct terminology and how they work  -2.1.2.B.1: Explain why some foods are healthier to eat then others  -2.1.2.B.2: Explain how foods in the food pyramid differ in nutritional value  -2.1.2.C.1: Summarize symptoms of common diseases and health conditions  -2.1.2.C.2: Summarize strategies to prevent injuries and common diseases and health conditions  -2.1.2.C.3: Recognize how feeling and actions can effect wellness What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence (Formative & Summative):  Rubric checklist  Formative evaluation (i.e. Teacher observation; peer guided observation; self-checks)  Proper execution and development of skills identified in the NJDOE Health & Physical Education model curriculum and documented in Unit 1 assessment.

\ Stage 3 – Learning Pan

Instructional Activities/Strategies to enable students to achieve desired results:

 Student logs of daily hygiene  Student logs of daily/weekly meals  Individual projects (ex: personal growth timeline)  Role play procedures to prevent injuries  Positive behavior reinforcement incentives

Standard- 2.1- All students will learn and apply health promotions concepts and skills to support a healthy, active lifestyle.

Accommodations for ELL and Special Education Students :

 Use verbal and visual cues  Student pairing  Allow extra time  Equipment modification  Seek information of any existing IEP’s

Technology Integration Unit Resources

www.pecentral.org Computers

www.njdoe.com Televisions

http://www.nhahperd.org/resources/cool_cues.pdf DVD players

www.kidshealth.org Cameras

www.brainpop.com / www.brainpopjr.com Music player www.kids.nationalgeographic.com

www.gonoodle.com

Professional development (Danielson FFT Domain 4)

Unit 2: Alcohol, Tobacco, and other drugs Pacing: 1-4 weeks Content Area/Course: Health

2.2 – All students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle.

2.3 - All students will learn and apply information about alcohol, tobacco, other drugs and medicines to make decisions that support a healthy, active, lifestyle.

Big Idea: Students will walk away from the unit with the knowledge and skills needed to resist peer pressure, drug curiosity and unhealthy behaviors and the ability to make decisions that will contribute to their own well-being.

Essential Questions Enduring Understandings

 What are the steps to making effective Students will understand that:  There is a process to effective decisions? decision making.  How does making good choices impact  Decisions we make about health can future health? last a lifetime. Essential Questions  Medicines Enduring must beUnderstandings given by a trusted  What are the rules for taking medicine? adult.  How do I determine whether or not a  The chemicals in alcohol, tobacco medication will be effective? and inhalants can damage the mind and body, particularly in children.

What key knowledge and skills will students acquire as a result of this unit?

Content: Skills: Students will know: Students will be able to:  That there are questions to ask yourself to ensure  SLO 3 – Describe why using decision-making that you are making a good decision. skills is advantageous to prevent the use of  A trusted adult should administer over the counter alcohol, tobacco and other drugs. and prescription medication for safety and security  SLO 6 – Describe why medicines should be reasons. administered by a trusted adult.  There is no safe usage of alcohol and tobacco for  SLO 9 – Demonstrate an understanding of how children, and these drugs can be abused by adults alcohol, tobacco and other drugs can be abused. as well.  SLO 11 - Determine what substances should  Substances that might seem harmless can be never be inhaled and explain why. extremely toxic or lethal when inhaled.  SLO 13- Understand that some people may have  Alcohol and tobacco use by children is illegal. difficulty controlling their use of alcohol, tobacco, and other drugs and determine where/how community health professionals can be accessed.

Stage 2- Assessment

Performance Tasks & Criteria: 2.2.2.B.1,2 - Explain what a decision is, and how it relates to one's health 2.2.2..E..1 - Determine where to access home, school, and community health professionals. 2.3.2..A.2 - Explain why medicines should be administered as directed. 2.3.2.B.2 - Identify the effects of tobacco on personal hygiene, health, and safety. 2.3.2.B.3- Describe how tobacco smoke is harmful to smokers and non-smokers. 2.3.2.B.5 - Identify products that contain alcohol, and describe the effects of alcohol on the body.

Other Evidence (Formative & Summative):

 Student participation  Chapter quizzes  Unit Assessment rubrics  Health journal/writing prompts  Unit exams  Work book completion

Stage 3 – Learning Pan

 Peer reading groups for discussions, and fact gathering activities  KWL charts  Role play on how to make good decisions  Create posters showing why tobacco and alcohol are not healthy choices  Use of read alouds and health texts  Incorporate movement games and hands on activities into health lessons  End of unit assessment projects (reports, presentations, creations)  Using feedback from students to construct and create new unit assessments, culminating projects, and scoring rubrics.  Use reflective writing as part of unit assessment

2.2 – All students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle.

2.3 - All students will learn and apply information about alcohol, tobacco, other drugs and medicines to make decisions that support a healthy, active, lifestyle. 114 TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE

www.gonoodle.com

Unit 3: Family Life Pacing: 1-4 weeks Content Area/Course: Health

2.4- All students will learn the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle.

Big Idea: There are varied physical, emotional and social aspects of human relationships.

Essential Questions Enduring Understandings Students will understand that:  How can we get along with others?  Students will understand that decisions can influence personal and family health.  Students will understand there are many different types of families and all are equally Essential Questions Enduring Understandings important.  How are families different in today's society?  Students will know how boys and girls are  What are some differences between boys physically different. and girls?  Pregnant women must have healthy habits  What are some factors that contribute to a in order to have a healthy baby. mother having a healthy baby?

What key knowledge and skills will students acquire as a result of this unit?

Content: Skills: Students will know: Students will be able to:

 that families are different locally and globally  SLO 3-determine what decisions influence the  family members have different roles and relationship of family members responsibilities  SLO 6-identify different types of families and  factors that lead to healthy family roles/responsibilities of members relationships  SLO 10-describe differences and similarities  gender specific differences and similarities of boys and girls between boys and girls  SLO 12-determine how being healthy during  how mothers can have healthy babies pregnancy can impact an unborn baby

Stage 2- Assessment

Performance Tasks & Criteria:  2.4.2.A.1-Student will compare and contrast different kinds of families locally and globally  2.4.2.A.2-Student will distinguish the roles and responsibilities of different family members  2.4.2.A.3-Student will determine factors that contribute to healthy family relationships  2.4.2.B.1-Student will compare and contrast the physical differences and similarities of genders  2.4.2.C.1-Student will explain the factors that contribute to a mother having a healthy baby

 Make a Family Tree  Role Playing  Show Development stages of unborn babies  Positive behavior reinforcement incentives  Keep a personal growth timeline (self)

Standard- 2.4- All students will learn the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle

www.gonoodle.com

Unit 4: Community Health Skills Pacing: 1-4 weeks Content Area/Course: Health

2.1 - All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle. 2.2 – All students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle. . Big Idea: Students will recognize that developing and demonstrating good character traits and habits can lead to a lifetime of health and wellness.

Essential Questions Enduring Understandings

 What are the basic needs that all human Students will understand that: beings have in order to survive?  A need is something all humans have  How does making good choices impact the such as food, water, sleep, love. health of you and others?  Making good decisions keeps you, Essential Questions and those Enduring around Understandings you safe.  Identify ways of keeping safe at home,  Following safety rules and making school or in the community. good choices will lead to safe living.  Describe some healthy ways of dealing with stress.

What key knowledge and skills will students acquire as a result of this unit? Skills: Content: Students will be able to: Students will know:  SLO 2 – Express needs, wants, and feelings in health and safety related situations  That there is a difference between a need and a  SLO 5 – Explain why it is advantageous to think want, and all humans share some basic needs before acting and how those decisions impact the  How to differentiate between safe and healthy health of you and others.

choices and dangerous and harmful ones.  SLO 8 – Describe how certain character traits impact  The pillars of character (respect, responsibility , the way one thinks acts and feels towards oneself and trustworthiness etc.) others.  How service to others builds good character  SLO 9 - Explain how character may be enhanced by participating in school service activities.

 SLO 11- Define appropriate behavior when interacting with people disabilities.  SLO 15 - Identify ways to keep safe and prevent

injury at home, school, and in the community.  SLO 20 - Explain healthy ways of coping with common stressful situations. 119 TRENTON PUBLIC SCHOOLS: CURRICULUM GUIDE

Stage 2- Assessment

Performance Tasks & Criteria:  2.2.2.A.1,2 - Express age appropriate needs, wants, and feelings in health and safety related situations.  2.2.2..B.1,2,4 - Explain why it is advantageous to think before acting and how those decisions impact the health of you and others.  2.2.2..C.1 - Explain how certain character traits ( respect responsibility, trustworthiness, kindness) impact the way one feels, thinks and acts towards themselves and others.  2.3.2.C..2 - Demonstrate appropriate behavior when interacting with people with disabilities.  2.1.2.E.1,2 - Identify ways to keep safe at home, school, and in the community (fire safety, poison safety, accident prevention, bike and traffic safety etc.)  2.1.2.E.3,4 -Differentiate among characteristics of strangers, acquaintances, and trusted adults and describe safe and appropriate touches and behaviors.

 Student participation  Chapter quizzes  Unit Assessment rubrics  Health journal/writing prompts  Unit exams  Work book completion  Group assignments: posters, role playing, discussions

Standards-

2.1- Wellness: safety, social and emotional health

2.2- Integrated Skills: interpersonal communication, decision making, character development, and health services information.

www.gonoodle.com