learning (e.g., reflection journals, formative assessments). Formal Assessment: Opportunities for self-monitoring learning logs, pre- and post-tests,

Transcription

1 School: Thomas Edison Charter School Curricular Tool: _Noted in the Map Grade: _K Teacher: Copyright 2012 by 1 Curriculum Framework for Health J - 1 Standards Alignment Unit Concepts Big Ideas Unit One: It s Great to be Me! (DOE Health Model Unit) Timeline : 5 hours Standard 1 Emotional Health Students will understand essential health concepts in order to transfer knowledge into healthy actions for life Everyone has special 1.1 Recognize that healthy behaviors impact personal characteristics health 1.2 Recognize that there are multiple dimensions of health. Everyone has feelings. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. 4.2 Utilize listening skills to enhance health. 4.3 Role play ways to respond when in an unwanted, threatening or dangerous situation. Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify situations when a health-related decision is needed. 5.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Show healthy practices to maintain or improve Everyone needs help and support sometimes. Identifying and responding appropriately to a wide range of emotions contributes to a healthy lifestyle. Essential Questions Student Learning Targets Essential Questions: What makes people unique? Are feelings healthy? Who can help? Learning Targets: Demonstrate their family relationships and accomplishments. Make positive choices that will make them feel better. Identify and respond appropriately to a wide range of emotions. Articulate ways to ask for help with feelings. Assessments Informal: Teacher observation Opportunities for self-monitoring learning (e.g., reflection journals, learning logs, pre- and post-tests, self-editing based on ongoing formative assessments). Formal Assessment: Students will design and make a scrapbook entitled It s Great to be ME! With a partner, students will pretend they are a grandparent telling the story of a favorite grandchild using the scrapbook as their template. Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations). A family diagram will be completed with family assistance. Students will role-play responses to a scenario about anger due to

2 Copyright 2012 by 2 Standards Alignment Unit Concepts Big Ideas Essential Questions Student Learning Targets personal health. being refused permission to J - 2 Unit Two: Foods to Help Me Grow Healthy! (DOE Health Model Unit) Timeline: 4 hours Standard 1 Nutrition Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Recognize that healthy behaviors impact personal health 1.2 Recognize that there are multiple dimensions of health. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how the family influences personal health practices. 2.2 Identify how the school can support personal health practices. 2.3 Describe how the media can influence health behaviors. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Recognize trusted adults and professionals who can help promote health. 3.2 Describe ways to locate school and community health helpers. Health is influenced by many factors People, places, and thinks compete for our health choices Food packages help me make healthy choices Essential Questions: Who is right and who is wrong? How do I choose? Learning Targets: Identify foods in the five food groups. Select foods for healthy eating. Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, puppet shows, shared letter writing, shared writing (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin board design, and presentations. Unit Three: Better Your Own Body (B.Y.O.B)! (Alcohol and Tobacco Kidfit.org) Timeline: 4 hours Standard 1 Functional knowledge of Students will understand essential health concepts in health concepts impacts Essential Questions: What is health? What prevents Informal: Teacher observation

3 Copyright 2012 by 3 J - 3 Standards Alignment Unit Concepts Big Ideas health behavior order to transfer knowledge into healthy actions for life 1.1 Recognize that healthy behaviors impact personal health 1.2 Recognize that there are multiple dimensions of health. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how the family influences personal health practices. 2.2 Identify how the school can support personal health practices. 2.3 Describe how the media can influence health behaviors Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Recognize trusted adults and professionals who can help promote health. 3.2 Describe ways to locate school and community health helpers. Health is influenced by multiple factors Utilizing valid resources facilitates health Decision making is a process that impacts health Goal setting enhances health outcomes Practicing and adopting healthy behaviors leads to a healthy lifestyle Essential Questions Student Learning Targets people from practicing healthy behaviors? Learning Targets: Identify up to five adults whom students can turn to for help with making healthy choices and solving problems Show the parts of the body that alcohol can harm Identify the negative effects of smoking on the body Assessments Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, puppet shows, shared letter writing, shared writing (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin board design, and presentations. Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify situations when a health-related decision is needed. 5.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. 6.1 Identify a short-term personal health goal and take action toward achieving the goal.

4 Copyright 2012 by Assessments 4 Standards Alignment Unit Concepts Big Ideas 6.2 Identify who can help when assistance is needed to achieve a personal health goal. Essential Questions Student Learning Targets J - 4 Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Show healthy practices to maintain or improve personal health. 7.2 Share examples of health practices to avoid reduce health risks. Unit Four: The ABC s of Diseases and Conditions (combined lessons from kidfit.org: asthma, diabetes, allergies, obesity) Timeline: 7 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Recognize that healthy behaviors impact personal health. 1.2 Recognize that there are multiple dimensions of health. 1.3 Describe ways to prevent communicable diseases. 1.4 Illustrate ways to prevent common childhood injuries. 1.5 Describe why it is important to seek health care. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how the family influences personal health practices. 2.2 Identify how the school can support personal health practices. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. Functional knowledge of health concepts impacts health behavior. Health is influenced by multiple factors Effective communication protects and enhances health Goal setting enhances health outcomes Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Explain basic parts of the respiratory system Identify symptoms and signs of asthma attacks Identify sources and reasons for flare ups of asthma Identify how Type 2 diabetes can be prevented Explain the role of glucose in the body Identify different types of food allergies. Identify go slow and Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, puppet shows, shared letter writing, shared writing (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin board design, and presentations.

5 Copyright 2012 by Assessments 5 Standards Alignment Unit Concepts Big Ideas Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify situations when a health-related decision is needed. 5.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. 6.1 Identify a short-term personal health goal and take action toward achieving the goal. Essential Questions Student Learning Targets whoa foods in making healthy food choices J - 5 Unit Five: I Help My Body, My Body Helps Me! (combined lessons from kidfit.org: hearing, sleep, five senses, vision) Timeline: 5 hours Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how the family influences personal health practices. Utilizing valid resources facilitates health Health is influenced by multiple factors Essential Questions: What is health? What prevents people from practicing healthy behaviors? Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Recognize trusted adults and professionals who can help promote health. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. 4.2 Utilize listening skills to enhance health Effective communication protects and enhances health Decision making is a process that impacts health Learning Targets: Sequence loud and soft sounds in the correct indicated order Explain how to tell if you ve had enough sleep. Explain healthy activities or routines that can help prepare them for a good night s sleep. Investigate and identify how the different senses Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, puppet shows, shared letter writing, shared writing (advertisements, speeches, children s books, brochures), projects, visual arts integration

6 Copyright 2012 by 6 Standards Alignment Unit Concepts Big Ideas Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify situations when a health-related decision is needed. Essential Questions Student Learning Targets provide us information. Explain different ways the eyes naturally protect themselves. Explain how your two eyes work together. Assessments (posers and artwork), bulletin board design, and presentations. J - 6 Unit Six: All My Parts (combined Lessons from kidfit.org: bones, muscles and joints; mouth and teeth; skin) Timeline: 4 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.4 Illustrate ways to prevent common childhood injuries. 1.5 Describe why it is important to seek health care. Functional knowledge of health concepts impacts health behavior. Essential Questions: What is health? What prevents people from practicing healthy behaviors? Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how the family influences personal health practices. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Recognize trusted adults and professionals who can help promote health. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. 4.2 Utilize listening skills to enhance health. Health is influenced by multiple factors Utilizing valid resources facilitates health Effective communication protects and enhances health Learning Targets: Explore the bones in the skeletal system. Identify muscles and joints in the body Draw a detailed picture of the teeth, tongue and gums Tell why sugary foods can be harmful Identify the foods that can cause tooth decay Identify and sequence the steps of effective hand washing Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, puppet shows, shared letter writing, shared writing (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin board design, and presentations.

7 Copyright 2012 by 7 J - 7 Standards Alignment Unit Concepts Big Ideas Unit Seven: Yuck! Germs! (kidfit.org) Timeline: 1 hour Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Recognize that healthy behaviors impact personal health. 1.3 Describe ways to prevent communicable diseases. Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify situations when a health-related decision is needed. 5.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Show healthy practices to maintain or improve personal health. 7.2 Share examples of health practices to avoid and reduce health risks Functional knowledge of health concepts impacts health behavior. Decision making is a process that impacts health Practicing and adopting healthy behaviors leads to a healthy lifestyle Essential Questions Student Learning Targets Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Define germs and tell how they can make people sick. Illustrate and describe how skin protects the body. Assessments Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, puppet shows, shared letter writing, shared writing (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin board design, and presentations. Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Make requests to promote personal health. 8.2 Encourages peers to make positive health choices.

8 School: Thomas Edison Charter School Curricular Tool: _Noted in the Map Grade: _1 Teacher: _ Curriculum Framework for Health J - 8 Standards Alignment Unit Concept Big Ideas Unit One: Risk Watch: Safety Detectives (DOE Model Unit) Timeline : 8 Hours Standard 1 It is important to grow up safe Students will understand essential health concepts in and healthy. order to transfer knowledge into healthy actions for life 1.1 Recognize that healthy behaviors impact personal Lesson One: health Fire and Burn Protection 1.2 Recognize that there are multiple dimensions of health. Lesson Two: 1.4 Illustrate ways to prevent common childhood injuries. Choking, Suffocation, and 1.5 Describe why it is important to seek health care. Strangulation Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Recognize trusted adults and professionals who can help promote health. 3.2 Describe ways to locate school and community health helpers. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. 4.2 Utilize listening skills to enhance health. 4.3 Role play ways to respond when in an unwanted, threatening or dangerous situation. Standard 5 Students will demonstrate the ability to use decision- Lesson Three: Poisoning Prevention Lesson Four: Falls Prevention Essential Questions Student Learning Targets Essential Questions: What is Health? What prevents people from practicing healthy behavior? Why choose safety? Why does safety matter? Learning Targets: Stop, drop, and roll if clothes catch on fire Practice an escape plan Conduct a home safety assessment Demonstrate proper rules on the playground for safe play Identify possible poisons throughout their home with their parents and explain the definition of Assessments Informal: Teacher Observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Transfer task As safety detectives, you discovered that your dad removed the battery from the smoke alarm because he needed it for your baby brother s new toy car. How would you convince your dad that this is a safety violation? OR, could you do a skit that would show your dad how important smoke alarms are? You can also do a skit that shows what to do when the smoke alarm goes off and how to safely exit the building you are in? As safety detectives, you see poisons in your home. What should you do if you find a poison? What is a poison? Have the students close their

9 2 J - 9 Standards Alignment Unit Concept Big Ideas making skills to enhance health. 5.1 Identify situations when a health-related decision is needed. 5.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Show healthy practices to maintain or improve personal health. Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Make requests to promote personal health. 8.2 Encourages peers to make positive health choices. Unit Two: CATCH Me Having Fun! (DOE Model Unit) Timeline: 6 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Recognize that healthy behaviors impact personal health 1.2 Recognize that there are multiple dimensions of health. 1.4 Illustrate ways to prevent common childhood injuries. 1.5 Describe why it is important to seek health care. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. 4.2 Utilize listening skills to enhance health. It is important to grow up healthy. Good nutrition and active play contribute to heart health. Essential Questions Student Learning Targets a poison Practice how to call and give the proper information to the operator using the simulator available from the Delaware State Fire School Essential Questions: Are all feelings healthy? Who can help? Learning Targets: What is health? What prevents people from practicing healthy behaviors? How may I practice healthy eating and activity? Assessments eyes, picture themselves in a room in their home, and have them tell you some of the things they see that could be a poison. Have the students cut out pictures in magazines and turn in a page showing different things that could be a poison. Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, puppet shows, shared letter writing, shared Copyright 2012 by 1

10 3 1 Standards Alignment Unit Concept Big Ideas 4.3 Role play ways to respond when in an unwanted, threatening or dangerous situation. Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify situations when a health-related decision is needed. 5.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Essential Questions Student Learning Targets Assessments writing (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin board design, and presentations. J - 10 Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. 6.1 Identify a short-term personal health goal and take action toward achieving the goal. 6.2 Identify who can help when assistance is needed to achieve a personal health goal. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Show healthy practices to maintain or improve personal health. 7.2 Share examples of health practices to avoid or reduce health risks Unit Three: Who Can You Trust? Timeline: 11 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Recognize that healthy behaviors impact personal health 1.2 Recognize that there are multiple dimensions of health. 1.4 Illustrate ways to prevent common childhood injuries. Substances may be safe or dangerous, depending on use. Healthy behaviors need to be practiced to stay healthy. It s OK to say No to your Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Copyright 2012 by

11 4 1 J - 11 Standards Alignment Unit Concept Big Ideas 1.5 Describe why it is important to seek health care. friends. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how the family influences personal health practices. 2.2 Identify how the school can support personal health practices. 2.3 Describe how the media can influence health behaviors Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. 4.2 Utilize listening skills to enhance health. 4.3 Role play ways to respond when in an unwanted, threatening or dangerous situation. Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. 6.1 Identify a short-term personal health goal and take action toward achieving the goal. 6.2 Identify who can help when assistance is needed to achieve a personal health goal. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Show healthy practices to maintain or improve personal health. 7.2 Share examples of health practices to avoid or reduce health risks Combined lessons from: kidshealth.org Drugs Smoking Healthteacher.com Resolving conflict Positive Self-Image NC Dept. of Public Instruction Benefits of Medicine Do Not Touch! Refusal Skills: Green Eggs and Ham lessonplans/ Essential Questions Student Learning Targets Drugs and Alcohol Evaluate the benefits of medicine when used correctly Identify trusted adults to whom they can turn for help with problems Identify safety procedures for handling situations where medicines or drugs are involved Role-play and discuss situations where they would need to make a decision about medicines or drugs Demonstrate how to identify a harmful medicine or substance and how to respond when offered or discovering one of these substances Demonstrate how to report and not touch needles/syringes or containers for alcohol, tobacco, or other drugs Smoking Identify the negative Assessments Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, puppet shows, shared letter writing, shared writing (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin board design, and presentations. Create a postcard to persuade someone you know to stop smoking. Copyright 2012 by

12 Assessments 5 1 Standards Alignment Unit Concept Big Ideas Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Make requests to promote personal health. 8.2 Encourages peers to make positive health choices. Essential Questions Student Learning Targets effects of smoking on the body Use this knowledge to create a postcard that could be used to persuade someone to stop smoking Positive Self-Image and Conflict Resolution Identify conflicts Demonstrate conflict resolution techniques J - 12 Explain the importance of appreciating yourself Identify trusted adults as resources Copyright 2012 by

13 School: Thomas Edison Charter School Curricular Tool: _Noted in the Map Grade: _2 Teacher: 1 Curriculum Framework for Health Standards Alignment Unit Concept Big Ideas Unit One: Risk Watch Street Smarts (DOE Model Unit) Timeline : 8 hours Standard 1 It is important to grow up Students will understand essential health concepts in safe and healthy. order to transfer knowledge into healthy actions for life 1.1 Recognize that healthy behaviors impact personal health Lesson One: Motor 1.2 Recognize that there are multiple dimensions of Vehicle Safety health. 1.4 Illustrate ways to prevent common childhood injuries. Lesson Six: Firearms 1.5 Describe why it is important to seek health care. Injury Prevention Essential Questions Student Learning Targets Essential Questions: What is Health? What prevents people from practicing healthy behavior? Why choose safety? Why does safety matter? Assessments Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Self Assessments Pre-Post Tests J - 13 Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Recognize trusted adults and professionals who can help promote health. 3.2 Describe ways to locate school and community health helpers. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. 4.2 Utilize listening skills to enhance health. 4.3 Role play ways to respond when in an unwanted, threatening or dangerous situation. Lesson Seven: Bike and Pedestrian Safety Lesson Eight: Water Safety Learning Targets: Share stories of safe and unsafe behavior around walking and riding a bike Practice the correct use of protective safety gear (helmet, pads, personal flotation devices (PFDs), correct clothing and shoes, safety belts, child safety seats, etc.) Demonstrate the danger zone around a bus Demonstrate how to follow safety directions using the Safety Town scenario Formal: Students will demonstrate many aspects of safety guided by community experts and high school student mentors using "Safety Town" available through the University of Delaware. Using the prompt what area of safety is most difficult for me?, students will write, draw, or discuss how they can better practice safety. Standard 5 Copyright 2012 by

14 Assessments 2 Standards Alignment Unit Concept Big Ideas Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify situations when a health-related decision is needed. 5.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Show healthy practices to maintain or improve personal health. Essential Questions Student Learning Targets J - 14 Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Make requests to promote personal health. 8.2 Encourage peers to make positive health choices. Unit Two: Drug Safety Timeline: 6 hours Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. 4.2 Utilize listening skills to enhance health. 4.3 Role play ways to respond when in an unwanted, threatening or dangerous situation. Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify situations when a health-related decision is Some but not all adults are reliable sources of information and can be trusted. It s important to make smart choices and grow up healthy. Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Who Do You Trust? (also Identify trusted adults to whom they can turn for help with problems Create a class book of all the trusted adults in their lives Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, letters, written documents Copyright 2012 by

15 3 J - 15 Standards Alignment Unit Concept Big Ideas needed. 5.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Show healthy practices to maintain or improve personal health Essential Questions Student Learning Targets Looking at Medicine Labels (Healthteacher.com) Explain the importance of following label directions when taking medicines Identify people from whom they can accept medicine What Should You Do? Identify safety procedures for handling situations where medicines or drugs are involved Role-play and discuss situations where they would need to make a decision about medicines or drugs Assessments (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Unit Three: Smoking Stinks! (kidshealth.org) Timeline: 5 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life My goal of staying healthy depends on my behavior and the choices I I d Rather Be Drug Free! Learn reasons why people use substances or gamble Learn about healthy alternatives to alcohol, tobacco, and other drugs Understand the benefits of making healthy choices Identify healthy activities to become involved in Essential Questions: What is health? Informal: Teacher observation Copyright 2012 by

16 4 J - 16 Standards Alignment Unit Concept Big Ideas 1.3 Recognize that healthy behaviors impact personal make. health 1.4 Recognize that there are multiple dimensions of health. 1.4 Illustrate ways to prevent common childhood injuries. 1.5 Describe why it is important to seek health care. Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. 6.1 Identify a short-term personal health goal and take action toward achieving the goal. 6.2 Identify who can help when assistance is needed to achieve a personal health goal. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Show healthy practices to maintain or improve personal health. Essential Questions Student Learning Targets What prevents people from practicing healthy behaviors? Learning Targets: Take a Breath! Understand why we need to breathe Demonstrate what happens inside our lungs when we inhale and exhale Mr. Sadlungs Identify activities that exercise the respiratory system Explain ways to keep the breathing system healthy Assessments Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, letters, written documents (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Make requests to promote personal health. 8.2 Encourage peers to make positive health choices. Pollution In and Out of Your Lungs Students will identify some of the harmful effects of smoking cigarettes Students will improve decision-making ability Students will clarify personal values and attitudes Persuasive Postcard Identify the negative effects of smoking on the body Copyright 2012 by

17 5 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Use this knowledge to create a postcard that could be used to persuade someone to stop smoking Assessments J - 17 Unit Four: Changing and Growing Up (Healthteacher.com) Timeline: 2 hours Standard 1 It is important to grow up Students will understand essential health concepts in healthy at all ages. order to transfer knowledge into healthy actions for life 1.1 Recognize that healthy behaviors impact personal health 1.2 Recognize that there are multiple dimensions of health. 1.4 Illustrate ways to prevent common childhood injuries. 1.5 Describe why it is important to seek health care. Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify situations when a health-related decision is needed. 5.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Show healthy practices to maintain or improve personal health. Unit Five: Me and You (Healthteacher.com) Timeline: 5 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Recognize that healthy behaviors impact personal My family and community help me to grow up healthy. Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Growth and Development Identify types of changes Describe how growth and development influence behavior Responsibility Students will define responsibility Students will identify things they do that demonstrate responsibility Essential Questions: What is health? What prevents people from Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, letters, written documents (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Informal: Teacher observation Varied evidence that checks for Copyright 2012 by

18 6 J - 18 Standards Alignment Unit Concept Big Ideas health 1.2 Recognize that there are multiple dimensions of health. 1.4 Illustrate ways to prevent common childhood injuries. 1.5 Describe why it is important to seek health care. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how the family influences personal health practices. 2.2 Identify how the school can support personal health practices. 2.3 Describe how the media can influence health behaviors. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. 4.2 Utilize listening skills to enhance health. 4.3 Role play ways to respond when in an unwanted, threatening or dangerous situation. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Show healthy practices to maintain Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Make requests to promote personal health. 8.2 Encourage peers to make positive health choices. Everyone is different, and that s OK. Essential Questions Student Learning Targets practicing healthy behaviors? Learning Targets: I Am Unique Describe ways they are unique Demonstrate ways to respect the uniqueness of other Feelings Explain why feelings are important Identify ways to express feelings Family Connections Identify themselves as a member of a family Identify a family member as a source for help Friends Explain why it is important to have friends Describe things that friends do for each other People I Admire Identify admirable traits Identify people they admire as positive role models Assessments understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, letters, written documents (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Copyright 2012 by

19 7 J - 19 Standards Alignment Unit Concept Big Ideas Unit Six: Getting Sick, Staying Well (Kidshealth.org) Timeline: 4 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Recognize that healthy behaviors impact personal health 1.2 Recognize that there are multiple dimensions of health. 1.4 Illustrate ways to prevent common childhood injuries. 1.5 Describe why it is important to seek health care. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Recognize trusted adults and professionals who can help promote health. 3.2 Describe ways to locate school and community health helpers. Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify situations when a health-related decision is needed. 5.2 Differentiate between situations when a health-related decision can be made individually or when assistance is needed. Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. 6.1 Identify a short-term personal health goal and take action toward achieving the goal. 6.2 Identify who can help when assistance is needed to achieve a personal health goal. Understanding how my body works can help me make healthy choices. It is important to grow up healthy. Essential Questions Student Learning Targets Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Keeping Our Systems Healthy! Cardiovascular System Feel their pulse, at rest and after exercise. Count and compare heart rates Understand how exercising is one way to keep their heart healthy Understand how the heart circulates blood in the body and the role of arteries and veins Digestive System Learn that fiber keeps the digestive system healthy Discover which foods are good sources of fiber Explore the path food takes through the digestive system Learn about the parts of the digestive system Assessments Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, letters, written documents (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Copyright 2012 by

20 Assessments 8 J - 20 Standards Alignment Unit Concept Big Ideas Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Show healthy practices to maintain or improve personal health. Essential Questions Student Learning Targets Germs Demonstrate knowledge of germs and how germs can make people sick Illustrate and describe how skin protects the body from germs Demonstrate knowledge of germs and what they can do to the body Observe what happens to their hands when they play Demonstrate proper hand washing techniques and explain the importance of washing hands Sleep Explain how to tell if they re getting enough sleep Explain healthy activities or routines that can help them prepare for a good night s sleep Copyright 2012 by

21 School: Thomas Edison Charter School Curricular Tool: _Noted in the Map Grade: _3 Teacher: 1 Curriculum Framework for Health J - 21 Standards Alignment Unit Concept Big Ideas Unit One: Risk Watch: Household Hazards Reporter (DOE Model Unit) Timeline : 8 Hours Standard 1 It is important to grow up safe Students will understand and healthy. essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Describe the relationship between healthy behaviors Lesson Two: Fire and Burn and personal health. Protection 1.2 Identify indicators of intellectual, emotional, social, and physical health. Lesson Three: Choking, 1.3 Describe ways in which a safe and healthy school and Suffocation, and Strangulation community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries Lesson Four: Poisoning and health problems. Prevention 1.5 Describe when it is important to seek health care. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Compare and contrast characteristics of valid health information, products and services. 3.2 Locate resources from home, school and community that provide valid health information. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Demonstrate effective verbal and non-verbal communication skills to enhance health. 4.2 Demonstrate refusal skills to avoid or reduce health risks. Lesson Five: Falls Prevention Essential Questions Student Learning Targets Essential Questions: What is Health? What prevents people from practicing healthy behavior? Why choose safety? Why does safety matter? Learning Targets: Draw and practice a home escape plan. Explain and assist their parents in testing the smoke alarm and show where the alarms need to be placed inside their home. Correctly identify household items that could be a potential poison and how to properly secure them from younger siblings and relatives. Assessments Informal: Teacher Observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Students will draw a home escape plan with their parents practice writing their Emergency Contact information identify potential choking, suffocation, and strangulation risks and explain why they are considered a risk write 5 safety tips on one of the risk areas As a county home inspector, you will take all of the risk areas in this unit and choose one room in your home to investigate for safety violations. Identify potential hazards in the

22 2 J - 22 Standards Alignment Unit Concept Big Ideas 4.3 Recognize the benefits of non-violent strategies to manage or resolve conflict. 4.4 Demonstrate how to ask for assistance to enhance personal health. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making healthrelated decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Express opinions and give accurate information about health issues. 8.2 Encourage others in making positive health choices. Essential Questions Student Learning Targets Demonstrate stop, drop, roll, cool, and call as the correct procedure to extinguish a clothing fire. Practice how to call and give the proper information to the operator using the simulator available from the Delaware State Fire School. Assessments home, unsafe items, fire hazards, and items that should be locked up or out of reach of children. Present a PowerPoint presentation to the class explaining what hazards were found and how each hazard should be eliminated to make the room safe. Copyright 2012 by 1

23 3 1 J - 23 Standards Alignment Unit Concept Big Ideas Unit Two: CATCH a Healthy Heart (DOE Model Unit) Timeline: 5 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Describe the relationship between healthy behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making healthrelated decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. 6.1 Set a personal health goal and track progress toward its achievement. 6.2 Identify resources to assist in achieving a personal health goal. Standard 7 It is important to grow up healthy. Essential Questions Student Learning Targets Essential Questions: What is health? What prevents people from practicing healthy behaviors? Why is it important to eat well and exercise regularly? Learning Targets: Choose heart healthy foods from a clues poster. Compare labels for salt and fat content. Distinguish between Everyday foods and Sometimes foods. Set a goal for physical activity. Assessments Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations and supplements the evidence provided by the task). Formal Assessment: Students will choose their favorite vending machine snack food. Using the food label on the back, they will analyze for fat, salt, and sugar and compare to the recommended daily amount indicated on the label. Using that information as an after-school caregiver, they will write a letter to their supervisor asking him/her to include/exclude that item from the after-school snacks offered to the children in the aftercare program. At the end of lesson five, students will write a paragraph describing how they feel about what they have learned about everyday foods and many snack foods. They will describe how they plan to choose foods when they are permitted to choose for Copyright 2012 by

24 4 Standards Alignment Unit Concept Big Ideas Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. Essential Questions Student Learning Targets themselves. Assessments J - 24 Unit Three: Free to be You and Me (healthteacher.com) Timeline: 7 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Describe the relationship between healthy behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how a person s family and culture influence personal health practices. 2.2 Express how peers can influence healthy and unhealthy behaviors. 2.3 Describe how the school and community support personal health practices. 2.4 Explain how media influences thoughts, feelings, and health behaviors. 2.5 Describe ways technology can influence personal health. Everyone has some quality that makes him/her special and different from everyone else; being different is OK. The world I live in teaches me to be healthy or not. I need to develop my communication skills, including non-violent strategies and refusal skills to help me stay healthy. Essential Questions: What is health? What prevents people from practicing healthy behaviors? How do I show respect for people who are different from me. Learning Targets: I'm Unique Students will describe ways they are unique. Students will demonstrate ways to respect the uniqueness of others. Family Connections Students will identify themselves as a member of a family. Students will identify a family member as a source for help. Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, written documents (advertisements, letters, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Copyright 2012 by 1

25 Assessments 5 J - 25 Standards Alignment Unit Concept Big Ideas Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Compare and contrast characteristics of valid health information, products and services. 3.2 Locate resources from home, school and community that provide valid health information. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Demonstrate effective verbal and non-verbal communication skills to enhance health. 4.2 Demonstrate refusal skills to avoid or reduce health risks. 4.3 Recognize the benefits of non-violent strategies to manage or resolve conflict. 4.4 Demonstrate how to ask for assistance to enhance personal health. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. Essential Questions Student Learning Targets People We Admire Students will identify admirable traits. Students will identify people they admire as positive role models. Feelings Students will explain why feelings are important. Students will identify ways to express feelings. Friends Students will explain why it is important to have friends. Students will describe things that friends do for each other. How to Listen Students will identify components of being a good listener. Students will demonstrate good listening skills. Conflict Resolution Students will explain the importance of learning to resolve conflicts Copyright 2012 by 1

26 6 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets peacefully. Students will demonstrate ways to resolve conflicts without hurting others. Assessments J - 26 Unit Four: Some Drugs Help Some Drugs Hurt (healthteacher.com) Timeline: 8 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Describe the relationship between healthy behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Compare and contrast characteristics of valid health information, products and services. 3.2 Locate resources from home, school and community that provide valid health information. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. My knowledge and attitudes about health help me act in healthy ways. The world I live in teaches me to be healthy or not. Using a decision making process will enhance my health outcomes. Essential Questions: What is health? What prevents people from practicing healthy behaviors? How do my knowledge and attitudes about health help me make smart choices? Learning Targets: You Can t Tell by Looking Students will explain why you cannot tell what a drug is by looking at it. Students will explain why medicines have safety caps. Drugs and Goals Don t Mix Students will identify elements of decision making. Students will define the concept of risk. Over the Counter and Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, written documents (advertisements, letters, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Copyright 2012 by 1

27 Assessments 7 J - 27 Standards Alignment Unit Concept Big Ideas 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making healthrelated decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. 6.1 Set a personal health goal and track progress toward its achievement. 6.2 Identify resources to assist in achieving a personal health goal. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. Essential Questions Student Learning Targets Prescription Medicines Students will explain why all medicines must be used correctly. Students will identify reliable sources of drug information. Looking at Medicine Labels Students will explain the importance of following label directions when taking medicines. Students will identify people from whom they can accept medicine. My Incredible Machine Students will identify substances that are good for their bodies. Students will identify things to do to stay healthy. Hazardous to My Health Students will describe how using alcohol. and other drugs affect the body and mind. Students will illustrate decision-making steps to use in problem solving. Copyright 2012 by 1

28 8 J - 28 Standards Alignment Unit Concept Big Ideas Unit Five: Be Smart, Don t Start! (healthteacher.com) Timeline: 3 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Describe the relationship between healthy behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how the family influences personal health practices. 2.2 Identify how the school can support personal health practices. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Recognize trusted adults and professionals who can help promote health. 3.2 Describe ways to locate school and community health helpers. My knowledge and attitudes about health help me act in healthy ways. The world I live in teaches me to be healthy or not. Essential Questions Student Learning Targets Essential Questions: What is health? What prevents people from practicing healthy behaviors? How can I help my friends make healthy choices? Learning Targets: Be Smart, Don t Start Students will describe effects of cigarette smoking on breathing. Students will identify credible sources of health information. Real Friends Protect Us Students will identify characteristics of friends. Students will support their friends in not using tobacco. Assessments Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, written documents (advertisements, letters, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and Copyright 2012 by 1

29 9 1 Standards Alignment Unit Concept Big Ideas feelings. 4.2 Utilize listening skills to enhance health. 4.3 Role play ways to respond when in an unwanted, threatening or dangerous situation. Essential Questions Student Learning Targets Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Make requests to promote personal health. 8.2 Encourages peers to make positive health choices. J - 29 Unit Six: Look at Me I m Healthy! (healthteacher.com) Timeline: 6 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Recognize that healthy behaviors impact personal health 1.2 Recognize that there are multiple dimensions of health. 1.4 Illustrate ways to prevent common childhood injuries. 1.5 Describe why it is important to seek health care. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how a person s family and culture influence personal health practices. 2.2 Express how peers can influence healthy and unhealthy behaviors. 2.3 Describe how the school and community support personal health practices. 2.4 Explain how media influences thoughts, feelings, and health behaviors. 2.5 Describe ways technology can influence personal health Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. What I know about my body can help me be healthy. Sometimes the dangers to my body are invisible or hard to see; that doesn t mean the dangers aren t real. Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Yikes, Lice! Students will explain that lice are insects that can spread easily. Students will demonstrate methods to avoid spreading lice. Safe in the Sun Students will describe how sun exposure can damage the skin. Students will identify ways to protect their skin from sun exposure. Assessments Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, letters, written documents (advertisements, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Copyright 2012 by

30 Assessments 10 J - 30 Standards Alignment Unit Concept Big Ideas 3.1 Compare and contrast characteristics of valid health information, products and services. 3.2 Locate resources from home, school and community that provide valid health information. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making healthrelated decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. Essential Questions Student Learning Targets Care of Eyes and Ears Students will explain why it is important to take care of the eyes and ears. Students will identify ways to take care of the eyes and ears. Well-care Visits Students will identify people who can provide well-care exams. Students will identify what happens during well-care exams. Copyright 2012 by 1

31 School: Thomas Edison Charter School Curricular Tool: _Noted in the Map Grade: _4 Teacher: 1 Curriculum Framework for Health J - 31 Standards Alignment Unit Concept Big Ideas Unit One: Risk Watch Reporting Street Safety (DOE Model Unit) Timeline: 8 hours Standard 1 It is important to grow up Students will understand safe and healthy. essential health concepts in order to transfer knowledge into healthy actions for life Lesson One: Motor Vehicle 1.1 Describe the relationship between healthy behaviors Safety and personal health. 1.2 Identify indicators of intellectual, emotional, social, Lesson Six: Firearms Injury and physical health. Prevention 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. Lesson Seven: Bike and 1.4 Describe ways to prevent common childhood injuries Pedestrian Safety and health problems. 1.5 Describe when it is important to seek health care. Lesson Eight: Water Safety Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Compare and contrast characteristics of valid health information, products and services. 3.2 Locate resources from home, school and community that provide valid health information. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Demonstrate effective verbal and non-verbal communication skills to enhance health. 4.2 Demonstrate refusal skills to avoid or reduce health risks. Essential Questions Student Learning Targets Essential Questions: What is Health? What prevents people from practicing healthy behavior? Why choose safety? Why does safety matter? Learning Targets: Demonstrate the danger zone around the bus. Practice the correct use of protective safety gear (helmet, pads, personal flotation devices (PFDs), correct clothing and shoes, safety belts, and booster seats, etc.). Assess various unsafe scenarios and explain how to make it safe. Assessments Informal: Teacher observation Workbook activity pages Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Students will create a water safety awareness flyer or brochure demonstrate the different skills of riding a bicycle and correctly putting on a bicycle helmet write a story about riding their bicycle and include safety rules complete the attached log sheet for time spent walking or riding a bicycle present a skit to the class as a bus driver with a group of students going on a field trip You are a news reporter for the Copyright 2012 by

32 2 J - 32 Standards Alignment Unit Concept Big Ideas 4.3 Recognize the benefits of non-violent strategies to manage or resolve conflict. 4.4 Demonstrate how to ask for assistance to enhance personal health. Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making healthrelated decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. Essential Questions Student Learning Targets Assessments local radio station. You will apply your knowledge of the motor vehicle laws in Delaware to present a news report for your classmates using a current events article or a story. As a reporter, you will show a risky situation and then describe the unsafe practice using Delaware laws to explain how to make it safe. Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Express opinions and give accurate information about health issues. 8.2 Encourage others in making positive health choices. Copyright 2012 by

33 3 J - 33 Standards Alignment Unit Concept Big Ideas Unit Two: CATCH Onto Healthy Lifestyles (DOE Model Unit) Timeline: 8 hours Standard 1 Physical activity and healthy Students will understand eating contribute to a essential health concepts in healthy lifestyle. order to transfer knowledge into healthy actions for life 1.1 Describe the relationship between healthy behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making healthrelated decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health Essential Questions Student Learning Targets Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Choose among healthy, less healthy and nonnutritious foods. Demonstrate social skills of party planning. Plan a party menu using a variety of foods. Seek active play in social situations. Assessments Informal: Teacher observation Handout 2: Up Close and Personal Handout 5: Check It Out Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Pretend you and your friend are planning a party. You two will need to plan where to have the party, your activities, and your snacks. Using the go-slow-whoa plan, make a list of all the food and beverage items you will have, the location of the party, and your time frame and activities. Once you have the plans in order, make a poster or presentation to invite all your classmates that showcases your HEALTHY party plans. Students will write a selfassessment paragraph on the last day of the unit presentation entitled: What did I learn about party planning? This will be ungraded and personal. The teacher may add comments, if desired. This is intended, Copyright 2012 by

34 4 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets risks. however, for student selfmonitoring. J - 34 Unit Three: Kids, Alcohol, Drugs and Danger Timeline: 10 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Describe the relationship between healthy behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Compare and contrast characteristics of valid health information, products and services. 3.2 Locate resources from home, school and community that provide valid health information. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. 4.2 Utilize listening skills to enhance health. 4.3 Role play ways to respond when in an unwanted, threatening or dangerous situation. What I know and understand about health can help me make healthy choices. I can choose to be healthy by not using alcohol and drugs. Essential Questions: What is health? Learning Targets: Inhalants ( Students will identify the effects of inhalants upon body systems. Students will describe how decisions about inhalant use could affect their favorite activities or cause serious health problems, or death. Surveying Over-The-Counter- Medicines ( Students will explain the importance of reading and following label directions for OTC medicines. Students will explain that OTC medicines are serious medicines with side effects. Alcohol ( Research how alcohol moves through the body and how various organs Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, written documents (advertisements, letters, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Copyright 2012 by

35 5 J - 35 Standards Alignment Unit Concept Big Ideas Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making healthrelated decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. Unit Four: Smoking Not Worth the Cost ( Timeline: 2 hours Standard 1 I can choose to be healthy Students will understand or not. essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Describe the relationship between healthy behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. Essential Questions Student Learning Targets are affected. Complete a flowchart that shows how alcohol moves through the body. Determine who influences them and who they influence. Participate in small group discussion. Practice how to respond to peer pressure. Drugs Don t Solve Problems ( The student will be able to identify reasons young people use/abuse alcohol and other drugs. Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Identify health risks of smoking. Use math skills to Assessments Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Copyright 2012 by

36 6 Standards Alignment Unit Concept Big Ideas 1.5 Describe when it is important to seek health care. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. 4.2 Utilize listening skills to enhance health. 4.3 Role play ways to respond when in an unwanted, threatening or dangerous situation. Essential Questions Student Learning Targets calculate the cost of smoking. Identify alternate ways to use money spent on smoking. Assessments Examples of fully developed assessments include: Role plays, dramas, written documents (advertisements, letters, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. J - 36 Standard 5 Students will demonstrate the ability to use decisionmaking skills to enhance health. 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making healthrelated decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. Copyright 2012 by

37 7 J - 37 Standards Alignment Unit Concept Big Ideas Unit Five: Changes in the Family, Changes in Myself Timeline: 8 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Describe the relationship between healthy behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how a person s family and culture influence personal health practices. 2.2 Express how peers can influence healthy and unhealthy behaviors. 2.3 Describe how the school and community support personal health practices. 2.4 Explain how media influences thoughts, feelings, and health behaviors. 2.5 Describe ways technology can influence personal health. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Compare and contrast characteristics of valid health information, products and services. 3.2 Locate resources from home, school and community People change, and change is normal part of life as an individual, as a family, and as a circle of friends. What I know and understand about how I will change as I grow older can help me make smart health choices. Essential Questions Student Learning Targets Essential Questions: What is health? What prevents people from practicing healthy behaviors? How can I cope and adapt to change in myself, my family, or my friends? Learning Targets: All in the Family Students will demonstrate diversity within families. Students will identify family responsibilities. Students will describe influences on responsibility. Caring for Self and Others Students explore similarities and differences in small group work and by drawing Venn diagrams of their families. Students work in groups to create a creature that is a compilation of each member's best trait. Changing Families Students will identify changes that occur as a Assessments Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, written documents (advertisements, letters, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Copyright 2012 by

38 Assessments 8 J - 38 Standards Alignment Unit Concept Big Ideas that provide valid health information. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Demonstrate effective verbal and non-verbal communication skills to enhance health. 4.2 Demonstrate refusal skills to avoid or reduce health risks. 4.3 Recognize the benefits of non-violent strategies to manage or resolve conflict. 4.4 Demonstrate how to ask for assistance to enhance personal health. Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. Essential Questions Student Learning Targets result of growth and aging. Students will describe influences that create change in families. Students will identify resources for individuals and families. The Passage into Puberty Students will explain the physical, emotional, and social changes of adolescence. Students will identify sources of information about adolescence. Respecting Myself and Others Students will identify actions that show respect. Students will analyze reasons people show respect. Learning about HIV/AIDS Students will discuss the cause and transmission of HIV infection. Students will identify valid sources for information about HIV infection. Copyright 2012 by

39 School: Thomas Edison Charter School Curricular Tool: _Noted in the Map Grade: _5 Teacher: 1 Curriculum Framework for Health J - 39 Standards Alignment Unit Concept Big Ideas Unit One: Risk Watch: Safe Body Timeline : 8 Hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Describe the relationship between healthy behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Compare and contrast characteristics of valid health information, products and services. 3.2 Locate resources from home, school and community that provide valid health information. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. It is important to grow up safe and healthy. Essential Questions Student Learning Targets Essential Questions: What is Health? What prevents people from practicing healthy behavior? Why choose safety? Why does safety matter? Learning Targets: Fire and Burn Prevention Name four elements of a home escape plan. Identify three outdoor fire safety hazards and ways to prevent them. State a minimum of three cooking safety rules. Choking, Suffocation, and Strangulation Identify three choking, suffocation, or strangulation hazards. Demonstrate the Heimlich maneuver/abdominal thrust. Poisoning Prevention Name two poisons found in the Assessments Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, written documents (advertisements, letters, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Copyright 2012 by

40 2 J Demonstrate effective verbal and non-verbal communication skills to enhance health. 4.2 Demonstrate refusal skills to avoid or reduce health risks. 4.3 Recognize the benefits of non-violent strategies to manage or resolve conflict. 4.4 Demonstrate how to ask for assistance to enhance personal health. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making health-related decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Express opinions and give accurate home. Identify the Poison Control Center as the agency to call in case of poisoning. State at least one reason for taking medication only from a grown-up you trust. Falls Prevention Identify four fall hazards and ways to prevent falls. Copyright 2012 by

41 3 information about health issues. 8.2 Encourage others in making positive health choices. J - 41 Unit Two: CATCHing and Keeping Good Health = No Tobacco Use! (DOE Model Unit) Timeline: 5 hours Standard 1 There is a relationship between Students will understand understanding health concepts essential health concepts in and personal health. order to transfer knowledge into healthy actions for life Communication skills are 1.1 Describe the relationship between healthy necessary to enhance personal behaviors and personal health. health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy Sometimes family members and school and community environment can friends need an advocate. promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how a person s family and culture influence personal health practices. 2.2 Express how peers can influence healthy and unhealthy behaviors. 2.3 Describe how the school and community support personal health practices. 2.4 Explain how media influences thoughts, Essential Questions: What is health? What prevents people from practicing healthy behaviors? How can I be healthy? Why be tobacco free? Learning Targets: Practice ways to say no to tobacco use. Identify ways tobacco companies promote their product to non-users. Decide not to be a user. Persuade others not to use tobacco. Informal: Teacher observation Handout 7: Me? I choose tobacco-free! (pages 77 78) Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: A report has been published about the high cost of tobacco use to society in dollars, productivity, and quality of life. Your class has reviewed this report and discussed how they could affect tobacco use by their peers. The class has decided to begin a marketing program for tobacco use prevention at the school. Students will work in pairs to write and perform a rap, poem, story, or song about tobacco use prevention. The product will advocate abstinence Copyright 2012 by

42 4 J - 42 feelings, and health behaviors. 2.5 Describe ways technology can influence personal health. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Model healthy ways to express needs, wants and feelings. 4.2 Utilize listening skills to enhance health. 4.3 Role play ways to respond when in an unwanted, threatening or dangerous situation. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making health-related decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. from tobacco products and indicate health risks associated with tobacco use. Students will think of responses to offers of tobacco products. They will list ways to refuse without losing friends or getting angry. Teachers will collect and redistribute papers to pairs of students who will discuss the responses. Then each student will write a paragraph that describes how one new-to-them refusal idea could be used in a scenario from their life. Copyright 2012 by

43 5 Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Express opinions and give accurate information about health issues. 8.2 Encourage others in making positive health choices. J - 43 Unit Three: Choose to CATCH Health (DOE Model Unit) Timeline: 4 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Describe the relationship between healthy behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how a person s family and culture influence personal health practices. 2.2 Express how peers can influence healthy and unhealthy behaviors. 2.3 Describe how the school and community support personal health practices. Standard 5 Students will demonstrate the ability to use Decision making impacts health. Goal setting enhances health. A healthy lifestyle improves the quality of life. Essential Questions: What is health? What prevents people from practicing healthy behaviors? Why does it matter what I eat and do? Learning Targets: Go for health eating options (Choose-Change-Plan Ahead- Decide on a Little). Set goals for Go breakfasts. Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Go breakfast assignment in Lesson Three will demonstrate student grasp of Go foods and goal setting for health. In Lesson Four, after presentation of role-plays, students will help the teacher break down the barriers to good health by removing obstacles in their way and offering specific suggestions for options. Formal Assessment: Students will role-play one of two options about healthy decision making: It s a rainy Saturday again so you decide to get together for the afternoon (page 144). OR Copyright 2012 by

44 6 J - 44 decision-making skills to enhance health. 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making health-related decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. Standard 6 Students will demonstrate the ability to use goalsetting skills to enhance health. 6.1 Set a personal health goal and track progress toward its achievement. 6.2 Identify resources to assist in achieving a personal health goal. Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. You are visiting at Grandma and Grandpa s house all weekend (page 145). Students will plan and present the role-play in groups of five with a team leader. Following presentations of the transfer task role-plays, students will choose another role play scenarios to plan for another situation. Students will write a threeparagraph essay describing how they would handle the scenario using the Go for Health options. Students will be expected to use good grammar and spelling, include a description of the Go for Health options and offer sound suggestions for healthy choices. Unit Four: Resisting Pressure to Do Drugs! (heatlhteacher.com) Timeline: 10 hours Standard 1 What I know and understand Students will understand about doing drugs can help me essential health concepts in make healthy decisions. order to transfer knowledge into healthy actions for life The world I live in teaches me Essential Questions: What is health? What prevents people from practicing healthy behaviors? Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, Copyright 2012 by

45 7 J Describe the relationship between healthy behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how a person s family and culture influence personal health practices. 2.2 Express how peers can influence healthy and unhealthy behaviors. 2.3 Describe how the school and community support personal health practices. to be healthy or not. Communication skills, including non-violent strategies and refusal skills, are needed to enhance personal health. Learning Targets: Drugs in the News Students will identify consequences of unhealthful decisions about drug use. Students will describe how healthful decisions about drug use prevent problems. Refuse to Use Students will describe incidents of negative peer pressure. Students will demonstrate refusal strategies. Choosing Friends Students will describe influences on alcohol and other drug use. Students will explain reasons to avoid alcohol and other drug use. quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, written documents (advertisements, letters, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.1 Demonstrate effective verbal and non-verbal communication skills to enhance health. 4.2 Demonstrate refusal skills to avoid or reduce health risks. 4.3 Recognize the benefits of non-violent strategies to manage or resolve conflict. 4.4 Demonstrate how to ask for assistance to enhance personal health. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. Copyright 2012 by

46 8 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making health-related decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. J - 46 Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Express opinions and give accurate information about health issues. 8.2 Encourage others in making positive health choices. Unit Five: Healthy Community (healthteacher.com) Timeline: 6 hours Standard 1 The actions of the people who Students will understand live in our community affect essential health concepts in my health and the health of order to transfer knowledge others. into healthy actions for life 1.1 Describe the relationship between healthy The decisions that I make Essential Questions: What is health? What prevents people from practicing healthy behaviors? Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work Copyright 2012 by

47 9 J - 47 behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how a person s family and culture influence personal health practices. 2.2 Express how peers can influence healthy and unhealthy behaviors. 2.3 Describe how the school and community support personal health practices. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. 3.1 Compare and contrast characteristics of valid health information, products and services. 3.2 Locate resources from home, school and community that provide valid health information. Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. 8.1 Express opinions and give accurate information about health issues. 8.2 Encourage others in making positive health choices. everyday impact the health of others in my community; we are connected through our community. What can I do to be advocate to keep my community healthy? Learning Targets: No Noise Students will explain health issues related to noise pollution. Students will identify ways communities and individuals can prevent noise pollution. Students will advocate the prevention of noise pollution in their communities. Clean Water Students will explain the importance of clean water. Students will identify community and individual actions to keep water clean and safe. Students will advocate for clean and safe water. Reduce, Reuse, Recycle Students will identify the importance of reducing use, reusing items, and recycling. Students will advocate "Reduce, Reuse, and Recycle." Reducing Pollution and Conserving Resources Students will identify the importance of conserving resources and reducing pollution to personal and community health. samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, written documents (advertisements, letters, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Copyright 2012 by

48 10 Students will identify and demonstrate ways to conserve resources and reduce pollution. Students will advocate the reduction of pollution and conservation of resources. J - 48 Unit Six: Keeping Me Healthy (heathteacher.com) Timeline: 6 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life 1.1 Describe the relationship between healthy behaviors and personal health. 1.2 Identify indicators of intellectual, emotional, social, and physical health. 1.3 Describe ways in which a safe and healthy school and community environment can promote personal health. 1.4 Describe ways to prevent common childhood injuries and health problems. 1.5 Describe when it is important to seek health care. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. 2.1 Describe how a person s family and culture influence personal health practices. 2.2 Express how peers can influence healthy and unhealthy behaviors. 2.3 Describe how the school and community support personal health practices. Standard 3 Students will demonstrate the ability to access information, products and services to enhance What I know about my body can help me be healthy. Even things that are invisible or too small to see can hurt me. To stay healthy I have to protect myself and take steps to stay healthy. Essential Questions: What is health? What prevents people from practicing healthy behaviors? How can I protect myself from dangers that are too small to see? Learning Targets: Sun Safe Students will identify safe sun practices that will protect their bodies and contribute to future health. Students will identify the social influences that encourage or discourage a person to protect against the harmful effects of the sun. Dental Hygiene Students will identify responsible health behaviors. Preventing Infectious Illnesses Students will explain how germs are spread. Students will identify personal health behaviors that help Informal: Teacher observation Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Formal Assessment: Contextualized experiences that allow student to apply their knowledge of health to real life. Examples of fully developed assessments include: Role plays, dramas, written documents (advertisements, letters, speeches, children s books, brochures), projects, visual arts integration (posers and artwork), bulletin boards, and presentations. Copyright 2012 by

49 11 J - 49 health. 3.1 Compare and contrast characteristics of valid health information, products and services. 3.2 Locate resources from home, school and community that provide valid health information. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. 5.1 Identify health-related situations that might require a thoughtful decision. 5.2 Analyze when assistance is needed when making a health-related decision. 5.3 List healthy options to health-related issues or problems. 5.4 Predict outcomes of each option when making health-related decision. 5.5 Choose a health option when making decisions. 5.6 Describe the outcome(s) of a health-related decision. Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 7.1 Identify responsible personal health behaviors. 7.2 Consider a variety of healthy practices to maintain or improve personal health. 7.3 Explore a variety of practices to avoid or reduce health risks. prevent the spread of disease. Managing Diabetes, Asthma, and Allergies Students will identify symptoms of asthma, allergies, and diabetes. Students will identify ways to care for asthma, allergies, and diabetes. Using Medications Appropriately Students will identify guidelines for use of medicines and vitamins. Students will identify characteristics of valid information, products and services. Timeline: 4 hours Standard 1 Health is personal power Essential Questions: Transfer task Students will understand essential health concepts What is Health? Rubrics in order to transfer knowledge into actions for Knowledge of essential health Worksheets Copyright 2012 by

50 12 life. Specify core concepts to be addressed: Tobacco prevention (Alcohol, Tobacco, or Other Drugs ATOD) Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Standards 3 Students will demonstrate the ability to access information, products and services to enhance health.* Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health information impacts the adoption of healthy behaviors The actions of our community affect my health and the health of others. There are many addictions and all have the same brain consequences. What prevents people from practicing healthy behavior? What is addiction? Can everyone become addicted? Learning Targets: Students will know: Addiction is a brain disease. Some, not all, eighth graders report high risk behavior for addiction. Stories of the impact of addiction and risky behavior frequently are in the news. Addictions impact society. Quizzes Fishbone worksheet Exit ticket from lesson two J - 50 Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. Students will be able to: Graph data relevant to addiction risk behaviors. Compare, through social norming, the risk behaviors of local students with Delaware data. Map places to seek help with problems related to high risk behaviors or addictions. Demonstrate the impact of gambling and other addictions on society. Write a sound and accurate news story for the school population about some aspect of addiction. Copyright 2012 by

51 13 J - 51 Copyright 2012 by

52 1 Curriculum Framework Health School: Thomas Edison Charter School Curricular Tool: Embedded into units Grade: 6 Teacher: Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments J - 52 Unit One: Project Alert (DOE Model Unit) Timeline: 11 sessions Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life. Standard 2 Students will analyze the influence of family, peers, culture media, technology and other factors on health behavior.* Health is affected by personal decisions and outside forces. Understanding pressures can help in making decisions. Individuals can make decisions that protect their health. People can help others resist healthrisky behaviors. Essential Questions: What is Health? What prevents people from practicing healthy behavior? Why choose safety? Why does safety matter? Why use tobacco, alcohol, and marijuana? Suggested Formative Assessments: Observation of student collaboration Journal Exit tickets Suggested Summative Assessments: Performance task Rubrics quizzes Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Why avoid tobacco, alcohol, and marijuana? Do I control my choices? Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. How can I help others? Learning Targets: Students will know: Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. Reasons that people use alcohol, tobacco, and marijuana. Reasons not to use alcohol, tobacco, and marijuana (benefits of nonuse). Social and physical consequences of

53 2 1 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments J - 53 Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (selfmanagement) Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. using alcohol, tobacco, and marijuana. Where pressures come from. Alternatives to drug use. Students will be able to: Resist pressures to use tobacco, alcohol and other drugs. Analyze advertising messages. Support others in resisting pressures to use drugs. Model DM by providing alternatives to ATOD use. Accept personal responsibility for choices about ATOD. Deal with peer pressure. Encourage others not to use ATOD. Get help. Unit Two: Fitness and Nutrition 1 Timeline: 10 sessions Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. Health is influenced by multiple factors. Utilizing valid resources facilitates the decision making process and impacts health. Practicing and adopting healthy behaviors leads to a healthy lifestyle. Essential Questions: What is health? What prevents people from practicing healthy behaviors? Why is advocacy critical to personal, family, and community health? Suggested Formative Assessments: Observation of student collaboration Journal Exit tickets Suggested Summative Assessments: Performance task Rubrics quizzes 1 This unit will come from The Great Body Shop program for middle school. Copyright 2012 by

54 3 1 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments J - 54 Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (selfmanagement) Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. Learning Targets: Building understanding of good nutrition, daily exercise and sufficient rest for life-long health Daily diet, exercise and rest needed in adolescence The purpose and benefits of exercise Basic principles of training Guidelines for exercise Personal plans for fitness Diseases/disorders that go with poor levels of fitness and/or nutrition The role of health behaviors in disease and wellness levels Sleep levels and performance ABC s of good health Eating disorders Dietary Guidelines Food Pyramids and alternatives Unit Three: Cycle of Life 2 Timeline: 10 sessions Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life. Standard 2 Students will analyze the influence of family, peers, What I know and understand about growing and changing in a healthy way can impact my decisions. Setting goals about my sexuality can impact my future. Essential Questions: What is health? What prevents people from practicing healthy behaviors? How are cycles and changes a part of my life and the lives of those Suggested Formative Assessments: Observation of student collaboration Journal Exit tickets Suggested Summative Assessments: Performance task Rubrics 2 This unit will come from The Great Body Shop program for middle school, supplemented by lessons from KidsHealth.org. Copyright 2012 by

55 4 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments culture, media, technology and other factors on health behaviors. around me? quizzes J - 55 Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (selfmanagement) Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. Learning Targets: Physical and emotional stages, characteristics and developmental needs throughout life The cycle of life: reproduction, the fetus, birth, infancy, early and later childhood, puberty, adolescence, adulthood, middle age, old age, death Changing relationships Changing responsibilities Individual differences Developing a realistic body image The concept of family Dating & friendship Peer pressure, risk taking Setting goals Hygiene routines Sexual responsibility, HIV prevention Hormones and impact on body systems Social and emotional changes during adolescence Refusal skills Respect for self and others Gender equity Copyright 2012 by 1

56 5 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments Unit Four: Just Say NO! 3 Timeline: 15 sessions Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. Health is affected by personal decisions and outside forces. Understanding pressures can help in making decisions. Individuals can make decisions that protect their health. Essential Questions: What is health? What prevents people from practicing healthy behaviors? Why avoid tobacco, alcohol, marijuana, and other drugs? Suggested Formative Assessments: Observation of student collaboration Journal Exit tickets Suggested Summative Assessments: Performance task Rubrics quizzes J - 56 Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. How can I avoid tobacco, alcohol, marijuana, and other drugs? Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (selfmanagement) Standard 8 Students will demonstrate the ability to advocate for personal, family and Learning Targets: Smoking and Using Tobacco Investigate the reasons people smoke. Explore what smoking does to the body. Explore how peer pressure can affect the decision to smoke. Identify ways to deal with peer pressure centered around smoking. 3 This unit is based on lessons from HealthTeacher.com. Copyright 2012 by 1

57 6 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments community health. No Call for Alcohol Students identify effects of alcohol on body organs and body systems. Explore the consequences of drinking alcohol Explore the influence of peer pressure on drinking behavior Develop strategies for dealing with peer pressure Students demonstrate refusal strategies. J - 57 Inhalants - Don't Go There! Students will identify the effects of inhalant use upon the brain and other body systems. Students will identify appropriate sources for information about the effects of inhalants. Steroids Students will describe health consequences of steroid use. Students will demonstrate clear "no" messages about steroid use. Marijuana and THC Students will describe consequences of marijuana use. Students will demonstrate how Copyright 2012 by 1

58 7 1 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets to use decision-making skills to make healthful decisions about marijuana use. Assessments Drugs Learn how illegal drugs hurt the body. Discover negative reactions people have to taking drugs. Identify ways to deal with the pressure to use illegal drugs. Determine alternatives to taking drugs. J - 58 The Persuaders - Looking at Alcohol and Other Drug Ads Students will identify advertising techniques. Students will describe how advertising techniques influence people to use alcohol and other drugs. Unit Five: Physical Activity-Unit Attached Timeline: 4 sessions Standard 1 Students will understand essential health concepts in order to transfer knowledge into actions for life. Specify core concepts to be addressed: Physical Activity; Concept: Movement is vital. Big Ideas: Multiple factors impact health behaviors and personal health Essential Questions: What prevents people from exercising? What can people do to limit injury caused by exercise? Performance task Rubrics Self evaluation and reflection Activity logs Copyright 2012 by

59 8 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments Personal Health and Wellness Standard 2 Students will analyze the influence of family, peers, culture media, technology and other factors on health behavior.* What I believe and what others believe influence my health There are criteria to determine the validity of health information, products, and services Learning Targets: Students will know: Health benefits of physical activity. Components of physical activity. How to use proper equipment and precautions to protect themselves during physical activity. J - 59 Standard 3 Students will demonstrate the ability to access information, products and services to enhance health.* Standard 7 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. How different influences affect physical activity choices. Students will be able to: Analyze influences on personal activity levels. Explain the frequency, intensity, and amount of time needed for healthful physical activity. Explain the importance of protective equipment when playing sports. Analyze influences on the physical activity of individuals. Copyright 2012 by 1

60 1 Curriculum Framework Health School: Thomas Edison Charter School Curricular Tool: Imbedded into units Grade: 7 Teacher: Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments J - 60 Unit One: Personal Health, Lifestyle, and Wellness Timeline : 10 sessions Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (selfmanagement) Knowledge of essential health information impacts the adoption of healthy behaviors There are criteria to determine the validity of health information, products, and services Practicing and adopting healthy behaviors leads to a healthy lifestyle Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Effects and importance of lifestyle/hygiene The difference between disease and disorder Chronic conditions Causes and categories of various diseases Reducing risk factors Diseases like HIV, which can be prevented through health behaviors, and diseases like measles, which can be prevented through immunization Catastrophic diseases: cause, prevention and treatment Community resources Personal responsibility Procedures for establishing a support system The role of heredity as a risk factor Tooth decay, dental disease & Suggested Formative Assessments: Observation of student collaboration Journal Exit tickets Suggested Summative Assessments: Performance task Rubrics quizzes

61 2 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments J - 61 Unit Two: Social and Emotional Health Timeline: 10 sessions Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (selfmanagement) Utilizing valid resources facilities health Effective communication protects and enhances health Decision making is a process that impacts health Practicing and adopting healthy behaviors leads to a healthy behaviors leads to a healthy lifestyle prevention Immunization protection The role of adequate rest in prevention of disease Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Appropriate expression & management of feelings Managing positive and negative peer pressure Dealing with disrespect Peer/parent interaction Healthy, safe relationships Harassment & bullying Respecting decisions made by others Assessing one s strengths and weaknesses Ways to achieve individual and shared goals in a group The importance of having a trusted personal support system Comparing and contrasting healthy and unhealthy relationships The detrimental effects of prejudice Leadership and group skills Suggested Formative Assessments: Observation of student collaboration Journal Exit tickets Suggested Summative Assessments: Performance task Rubrics quizzes Copyright 2012 by 1

62 3 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments J - 62 Unit Three: Community and Environmental Health Timeline: 6 sessions Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (selfmanagement) Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. Health is influenced by multiple factors Utilizing valid resources facilitates health Practicing and adopting healthy behaviors leads to a healthy lifestyle Advocacy is critical to personal, family and community health Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Useful health care products and services Analyzing a variety of influences on health care decisions: families, friends, marketing and advertising, technology, laws and public policy The importance of a healthy environment Possible effects of pollution of air, water, food supply, and sound by pesticides and waste Community and individual responsibility for the health of the environment Actions of Informed consumers Health policies at school Community efforts on environmental and health issues Suggested Formative Assessments: Observation of student collaboration Journal Exit tickets Suggested Summative Assessments: Performance task Rubrics quizzes Copyright 2012 by 1

63 4 1 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments Health promotion at many different levels Relationship between environment, disease and health Local effects of global ecological problems Evaluate local community environment Research laws and ordinances pertaining to environment J - 63 Unit Four: Fitness and Nutrition Timeline: 10 sessions Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (selfmanagement) Standard 8 Students will Health is influenced by multiple factors Utilizing valid resources facilitates health Decision making is a process that impacts health Practicing and adopting healthy behaviors leads to a healthy lifestyle Advocacy is critical to personal, family and community health Essential Questions: What is health? What prevents people from practicing healthy behaviors? Learning Targets: Nutritional needs assessment Healthy meal plans Variety in food preparation Cultural and ethnic choices Working with a budget Unit pricing & food labels Safe food storage and preparation techniques Economical food shopping Formulating and implementing a total fitness plan, including assessing results and making Suggested Formative Assessments: Observation of student collaboration Journal Exit tickets Suggested Summative Assessments: Performance task Rubrics quizzes Copyright 2012 by

64 5 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments J - 64 demonstrate the ability to advocate for personal, family and community health. Unit Five: Risk Watch: Injury Prevention and Safety Timeline: 10 hours Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Functional knowledge of health concepts impacts health behaviors Utilizing valid resources facilitates health Decision making is a process that impacts health Advocacy is critical to personal, family and community health modifications Barriers to establishing and maintaining healthy eating practices and/or fitness goals Influences on food choices and behaviors: peer pressure, cultural and family habits, health problems, advertising, marketing, availability, lack of knowledge about nutrition, lack of effort Caloric values of food Consequences of choices Nutritional supplements Body image Diet analysis Essential Questions: What is health? What prevents people from practicing healthy behavior? Learning Targets: Motor Vehicle Safety Ride buckled up in a safety belt. Identify driveways and streets as unsafe areas for walking or playing. State a minimum of four bus safety rules. Suggested Formative Assessments: Observation of student collaboration Journal Exit tickets Suggested Summative Assessments: Performance task Rubrics quizzes Copyright 2012 by 1

65 6 Standards Alignment Unit Concept Big Ideas Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (selfmanagement) Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. Essential Questions Student Learning Targets Fire and Burn Prevention Explain the proper escape procedure from buildings other than the home. State that fuel, heat, oxygen, and chemical reaction are the four components of fire. Identify five fire and burn hazards found in the home. Demonstrate an understanding of fire and burn safety when babysitting. Assessments J - 65 Choking, Suffocation, and Strangulation Demonstrate the Heimlich maneuver/abdominal thrust. Identify choking, suffocation, or strangulation hazards. Poisoning Prevention Name four poisons found in the home. Identify the Poison Control Center as the agency to call in case of poisoning. Explain the importance of adult supervision for prescription and non-prescription medications. Falls Prevention Copyright 2012 by 1

66 7 1 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Identify five fall hazards and ways to prevent them. Assessments Firearms Injury Prevention State two rules for firearm safety J - 66 Bike and Pedestrian Safety Explain the proper procedure for crossing the street. List a minimum of three bike safety rules. Wear a helmet every time you a bike, use in-line skate, or skateboard. Identify the safest clothing to wear when riding a bike. Water Safety Understand that a personal flotation device (PFD) should be worn when boating. State a minimum of four water safety rules. Explain the proper procedure to evaluate the safety of a swimming area. Explain why it is important to swim with a buddy in supervised areas. Unit Six: Tobacco, Alcohol, and other drugs Project ALERT: Core Curriculum (DOE Model Unit 1 ) Timeline: 15 hours 1 Copyright 2012 by

67 8 1 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments J - 67 Standard 1 Students will understand essential health concepts in order to transfer knowledge into healthy actions for life. Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (selfmanagement) Health is affected by personal decisions and outside forces Understanding pressures can help in making decisions. Individuals can make decisions that protect their health. People can help others resist healthrisky behaviors Essential Questions: Why use tobacco, alcohol, and marijuana? Why avoid tobacco, alcohol, and marijuana? Do I control my choices? How can I help others? Learning Targets: o Resist pressures to use tobacco, alcohol and other drugs. o Analyze advertising messages o Support others in resisting pressures to use drugs. o Model DM by providing alternatives to ATOD use. o Accept personal responsibility for choices and ATOD. o Deal with peer pressure o Encourage others not use ATOD Get help Suggested Formative Assessments: Observation of student collaboration Journal Exit tickets Suggested Summative Assessments: Performance task Rubrics quizzes Standard 8 Students will demonstrate the ability to advocate for personal, family and community health. Copyright 2012 by

68 9 1 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments J - 68 Unit Seven: Healthy Sexuality (DOE Model Unit 2 ) Timeline: 15 hours Standard 1 Students will Health is complex understand essential health concepts in order to transfer Conflict is part being human knowledge into healthy actions for life. Life is about change Standard 2 Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. Standard 3 Students will demonstrate the ability to access information, products and services to enhance health. Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. Essential Questions: What is sexual health? What prevents people from practicing healthy behaviors? Who/what influences my decisions about sexuality? Learning Targets: o Make a personal commitment to abstain from sexual intercourse. o Refuse unwanted or unprotected sex o Demonstrate realistic interactions among others o Demonstrate effective message tactics and strategies o Demonstrate effective refusal skills. Suggested Formative Assessments: Observation of student collaboration Journal Exit tickets Suggested Summative Assessments: Performance task Rubrics quizzes Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. 2 Copyright 2012 by

69 10 1 Standards Alignment Unit Concept Big Ideas Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (selfmanagement) Essential Questions Student Learning Targets Assessments J - 69 Copyright 2012 by

70 1 Curriculum Framework School: Thomas Edison Charter School Curricular Tool: Referenced within units Grade: 8 Teacher: Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments J - 70 Unit One: Drugs, Alcohol, Smoking A Healthy Bod; Substance Abuse Prevention 1 Timeline: 15 hours Standard 1: Demonstrates Big Ideas: competency in motor skills and Knowledge of essential health movement patterns needed to information impacts the adoption of perform a variety of physical healthy behaviors. activities Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities Making healthy choices are not always easy. I need to be an advocate for myself and others. Health is affected by personal decisions and outside forces. Essential Questions: What is health? What prevents people from practicing healthy behaviors? Why use tobacco, alcohol, and marijuana? Why avoid tobacco, alcohol, and marijuana? Suggested Formative Assessments: Suggested Summative Assessments: Standard 3: Participates regularly in physical activity Standard 4: Achieves and maintains a health-enhancing level of physical fitness Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings Standard 6: Creates opportunities for health, enjoyment, challenge, self-expression, and/or social Understanding pressures can help in making decisions. Individuals can make decisions that protect their health. People can help others resist healthrisky behaviors. How do I control my choices? How can I help others? How do I decide? Learning Targets: Learn about the effects of alcohol on the body Explore the consequences of drinking alcohol Explore the influence of peer 1 This unit will be taken from The Great Body Shop program for middle school.

71 2 Standards Alignment Unit Concept Big Ideas Essential Questions Student Learning Targets Assessments J - 71 interaction through physical activity Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. (selfmanagement) Standard 8 Students will demonstrate the ability to advocate for personal, family and community health Project ALERT (Booster) (DOE Model Unit) 3 hours pressure on drinking behavior Develop strategies for dealing with peer pressure Learn how illegal drugs hurt the body Discover negative reactions people have to taking drugs Identify ways to deal with the pressure to use illegal drugs Determine alternatives to taking drugs Investigate the reasons people smoke Explore what smoking does to the body Explore how peer pressure can affect the decision to smoke Identify ways to deal with peer pressure centered around smoking Students will be able to Resist pressures to use tobacco, alcohol, and other drugs. Analyze advertising messages. Support others in resisting pressures to use drugs. Model DM that provides alternatives to ATOD use. Copyright 2012 by 1

72 Charter School Unit Modification The following questions have been developed to assist in the refinement of the required scope and sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions 1. Why was this model unit of instruction selected as part of your schools curricular submission? This model unit of instruction was selected as part of Thomas Edison s curricular submission because it is an excellent unit to introduce students to how to establish and maintain good physical and mental health. Students will also feel empowered to share their new found knowledge with their families to promote healthy eating and a healthy lifestyle. 2. What modifications have been made to the model unit of instruction to meet the specific needs of the student population your school serves? No modifications have been made to this model unit of instruction. 3. What modifications have been made to the model unit of instruction that reflect the resources (human, time, building, technology etc.) available to your school? No modifications have been made to this unit of instruction 4. Describe any other modifications that have been made to the model unit of instruction that will assist in the curricular review for your school. No modifications have been made to this unit. 1 J - 72

73 Delaware Model Unit Gallery Template: Health Education This unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has undergone a rigorous peer review and jurying process to ensure alignment to selected Delaware Content Standards. Unit Title: It s Great to Be ME! Designed by: Libby Thomas District: DOE Consultant Grade Cluster: K-2 Time Frame: 3 to 5 Classes over 3 Weeks Summary of Unit Students will begin to recognize that some responsibility for their good mental health begins with them. The students will look at family and peer dynamics, reflect on personal attributes, and begin to see themselves in the greater context of their world. The students will learn to recognize and assess their moods and feelings, strategies to lighten sad or unhappy feelings, and when to seek help from trusted adults. Lessons will emphasize appreciation of unique qualities, positive self-image, and some ways to respond to negative feelings. 2 J - 73

74 Stage 1 Desired Results (What students will know, be able to do and understand) Delaware Health Education Standards 1. Students will understand essential health concepts in order to transfer knowledge into actions for life. Specify core concepts to be addressed: Mental Health, Personal Health & Wellness 2. Students will analyze the influence of family, peers, culture media, technology and other factors on health behavior.* 3. Students will demonstrate the ability to access information, products, and services to enhance health.* 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 5. Students will demonstrate the ability to use decision-making skills to enhance health. 6. Students will demonstrate the ability to use goal-setting skills to enhance health. 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 8. Students will demonstrate the ability to advocate for personal, family and community health. * Includes technology integration Big Idea: Health is Personal Power Unit Enduring Understandings Full-sentence, important statements or generalizations that specify what students should understand from the Big Ideas (s) and/or Content Standards and that are transferable to new situations Every person has special characteristics. 3 J - 74

75 Everyone has feelings. Everyone needs help and support at times. Identifying and responding appropriately to a wide range of emotions contributes to a healthy lifestyle. Essential Questions What is Health? What prevents people from practicing healthy behavior? Unit Essential Questions Open-ended questions designed to guide student inquiry and learning. What makes people unique? Are all feelings healthy? Who can help? 4 J - 75

76 Knowledge and Skills Needed to meet Content Standards addressed in Stage 3 and assessed in Stage 2. Students will know That some feelings are healthy. That to be sad or unhappy may be okay (appropriate to the situation). That sometimes they can help themselves feel better. How to make choices that can make them feel better. When to ask for help. That there are trusted adults for help with feelings. Students will be able to Demonstrate their family relationships and accomplishments. Make positive choices that will make them feel better. Identify and respond appropriately to a wide range of emotions. Articulate ways to ask for help with feelings. 5 J - 76

77 Stage 2 Assessment Evidence (Evidence that will be collected to determine whether or not Desired Results are achieved) Suggested Unit Transfer Task(s) An effective transfer task for ALL students should be designed to include: Complex, real-world, authentic applications Demonstration of high-level thinking with one or more facets of understanding (e.g., explain, interpret, apply, empathize, have perspective, self-knowledge) Students will design and make a scrapbook entitled It s Great to be ME! The scrapbook will be individual, but will incorporate family and pet photos or drawings, activities, classmates, friends, special adults, and events. Students will include activities that generate happy feelings (learning to tie shoes, ballet performances, helping grandma with chores, first tooth, recitation of pledge of allegiance, etc.) and some that make them feel sad or angry (poor test grade, friend moving away, lost toy, argument with sibling, etc.). Students will mark those special people who help with sad moods, celebrate happy feelings, or assist with conflict resolution. With a partner, students will pretend they are a grandparent telling the story of a favorite grandchild using the scrapbook as their template. Students will use stories to tell about pictured events and people. Rubric(s) Scoring guide to evaluate transfer tasks used as evidence of student proficiency. An effective scoring guide should: Measure what is appropriate for the Content Standard that is assessed. Provide opportunities for differentiation of the transfer tasks used as evidence of student proficiency. 4. Student work demonstrates a developing sense of self-worth, pride in unique attributes, understanding of feelings, identification of trusted adults for help with strong feelings, appropriate self-management of negative feelings, and the ability to assess personal feelings in response to every day stimuli. 3. Student work demonstrates a developing sense of self-worth, some pride in unique abilities, less clear understanding of feelings, some identification of trusted adults, inconsistent self-management techniques, and assessment of emotions in response to daily stimuli. 2. Student work does not demonstrate a developing sense of self-worth or pride in unique abilities. There is identification of trusted adults without identified self-management techniques or knowledge of when to seek help for negative feelings. There is inconsistent ability shown in assessment of emotions in response to daily stressors. 1. Student work does not indicate developing self-worth. The work does not show unique abilities or pride in being unique. There is limited or no identification of trusted adults, self-management skills, or self-assessment of feelings in response to daily stressors. 6 J - 77

78 Other Evidence Performance Assessment(s) for student understanding of the Stage 1 elements (Enduring Understandings, Essential Questions, Big Ideas) found in the Content Standards. Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations). A family diagram will be completed with family assistance. It will show parent(s), caregiver(s), pets, and other members of the household. Students will role-play responses to a scenario about anger due to being refused permission to sleepover at a friend s house. Student Self-Assessment and Reflection Opportunities for self-monitoring learning (e.g., reflection journals, learning logs, pre- and post-tests, selfediting based on ongoing formative assessments). Students will do a journal of moods for one week. It will show moods of each day and what the student does about the mood. 1. Students will indicate what action taken regarding the mood (i.e., nothing it was a good mood; sing a song, talk with mom about anger towards a sibling, read a book if sad, play with sister if lonely, etc.). 2. Students will edit their moods journal with different inks to show moods or feelings that could/should have been altered. Using another color, they will indicate what feelings needed the assistance of a trusted adult and which the student could handle independently. Students will write or draw a response to the prompt: What can you do to help people in your family feel better? Suggestions include hugs, clean your room, set the table, help carry groceries, do assigned tasks without complaining, give a drawing. 7 J - 78

79 Stage 3 Learning Plan (Learning activities need to align with Stage 1 and Stage 2 and show connections to prior learning) Key Learning Events Needed to Achieve Unit Goals Scaffold in order to acquire information, construct meaning, and practice transfer of understanding. Provide ongoing opportunities for self-monitoring and self-evaluation Lesson plans may be attached to Stage 3 and must include relevant citations and follow U.S. copyright laws Tell a short story about a boy who lost his dog. Ask the students to help you list on the board all the feelings/emotions that the boy experienced: sadness, fear, anxiety, grief, guilt, worry, anger, etc. List the people who helped the boy try to find the dog and who helped him deal with his strong responses to the loss. Were they the same people? Emphasize the role of family and trusted adults. My Family 2. Introduce essential questions. 3. Assign scrapbook project. Send assignment and parent letter home (appendix A). Hint: The transfer task depends on this project from home, so, it may be helpful to ask for a signature on the parent letter. Appendix A - Parent's letter It's Great to Be Me 4. Have students write or draw a short reflection piece in response to the prompt: What can I do to help my family if they feel sad? 5. Present lesson on identification of feelings called Feelings Float Like Balloons. The lesson will help students identify feelings using balloons. In small groups, students will create lists of feelings. The teacher will facilitate the discussion and label prepared colored circles (balloons) with the identified feelings (anger, happiness, sadness, calmness, etc.) and place in a bunch on a display site. Feeling Float like Balloons 6. Assign students a weeklong daily moods journal in which they are to describe at least two emotions they experienced that day and how they responded to them. See selfassessment for details. 7. Present lesson called Managing Feelings. In this lesson, the students will regroup the feelings balloons created in the first lesson into two groups: feelings that are great as they are, and feelings that need to be recognized and addressed by the student with or without help from an adult. 8. Collect and grade scrapbooks. Have students revise if needed. Retain for the transfer task. 8 J - 79

80 9. Review moods journal as a reflection activity by having students share in pairs. Hint: this may be difficult for some students. If students wish to work independently, ask them to draw a picture of a time when they were happy or proud. Pairs will use markers to indicate which moods could be left alone or self-managed and which ones needed the help of a trusted adult. Collect and review entries. An optional activity is a second week of entries, comments, and discussion. 10. Present the lesson on identification and communication with trusted adults called Name that Grownup. In this lesson, small groups of students will brainstorm a list of responsible adults (not by name but by title such as mother, grandparent, teacher, nurse, doctor). The students will write their words on 3x5 cards that the teacher will collect, shuffle, and redistribute to the groups. Students will decide if the suggestions are feasible or should be discarded and report their decisions to the whole group. 11. Have students role-play a scenario on how they would handle anger when mom says s/he cannot sleep over at a friend s house. Students will work in small groups, brainstorm and list possible responses to the situation, and choose the best response. They should discuss how a trusted adult could help. Role-plays should be done before the whole class with class discussion following each scenario. 12. The transfer task requires the use of the scrapbooks made at home. In groups of four, each student is to pretend to be a grandparent who is telling the story of the life of a child to grandchildren. Remind students to point out how special people helped the grandparent and grandchild through difficult times and great ones and how they felt. Hint: This may be a difficult task for some children so it may be helpful for some children to complete 1:1 with the teacher. 13. Revisit the balloons. Ask the students to think about intensity of feelings now, when and how to ask for help, and when to try self-management techniques first. Have students share their opinions with a classmate. 9 J - 80

81 Resources and Teaching Tips Resources Include a variety of resources (texts, print, media, and web links) that best supports the unit. Telljohan, S, et al. Health Education: Elementary and Middle School Applications (2007). Teaching Tips Provide tips to help teachers identify and correct student misunderstandings and weaknesses. Students may stumble as they talk about families since many do not live in what has historically been considered a traditional family. Explain that one s family does not need to have specific members or blood relatives. Love, help, and support make a family. Puppets can often be used to allow the third-party expression of feelings. For students with difficulty in expression, this may be a helpful accommodation to the transfer task. Accommodations/Differentiation Stage 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety in the products and performances without compromising the expectations of the Content Standards. Describe how instruction may be varied to address differences in readiness, interest, and/or learning profiles. Students may need to use drawings rather than words for their transfer task and prompts if unable to write at grade level. Drawings may be substituted for photos in the scrapbook. Puppets may be used in the role-play if students are more comfortable. Design Principles for Unit Development Please check the design principles below that are embedded within the unit International Education - the ability to appreciate the richness of our own cultural heritage and that of other cultures and to provide cross-cultural communicative competence. Universal Design for Learning - the ability to provide multiple means of representation, expression, and engagement to give learners various ways to acquire and demonstrate knowledge. 21 st Century Learning the ability of to use skills, resources, and tools to meet the demands of the global community and tomorrow s workplace. (1) Inquire, think critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply knowledge to new situations, and create new knowledge, (3) Share knowledge and participate ethically and productively as members of our democratic society, (4) Pursue personal and aesthetic growth. (AASL, 2007) (Briefly explain how design principle(s) are embedded within the unit design.) Students are asked to identify emotions and feelings then apply those findings to new situations as they grow intellectually and emotionally. 10 J - 81

82 Connections to Other Areas Suggestions for integrating instruction with other curricular areas, school support services (health services, counseling, nutrition services, and school climate) families and communities. This unit can be reinforced by the counselor and school nurse if needed. The teacher should be alert to any needs for referral for any mental health needs. There may be times when students confide situations of abuse that must, by law, be reported to the proper authorities. 11 J - 82

83 Charter School Unit Modification The following questions have been developed to assist in the refinement of the required scope and sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions 1. Why was this model unit of instruction selected as part of your schools curricular submission? This model unit of instruction was selected as part of Thomas Edison s curricular submission because it is an excellent unit to get students thinking about safety and what role they can play in staying safe in case of a fire/emergency. Students receive assistance from their families in identifying emergency escape plans, a necessity. 2. What modifications have been made to the model unit of instruction to meet the specific needs of the student population your school serves? No modifications have been made to this model unit of instruction. 3. What modifications have been made to the model unit of instruction that reflect the resources (human, time, building, technology etc.) available to your school? No modifications have been made to this unit of instruction 4. Describe any other modifications that have been made to the model unit of instruction that will assist in the curricular review for your school. No modifications have been made to this unit. Delaware Model Unit Gallery Template: Health Education 1 J - 83

84 This unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has undergone a rigorous peer review and jurying process to ensure alignment to selected Delaware Content Standards. Unit Title: Risk Watch: Safety Detectives Designed by: Kim O Malley, BSN, Risk Watch Coordinator, Delaware Agency: DuPont Hospital for Children Grade Cluster: K 2 (designed for grades 1 or 2) Time Frame: 4 Lessons Summary of Unit Students will explore their home environment for safety and for prevention of fires, poisonings, and falls. Using the Risk Watch Curriculum for grades one and two, the teacher and students will be safety detectives as they ensure the safety of the student s environment. Risk Watch curriculum is owned by the National Fire Protection Association and may be implemented only after instructor training. Teachers and curriculum directors may reach Kim O Malley, State Coordinator of Risk Watch, to arrange teacher trainings. After the training workshop, materials needed for teaching the program will be given to the teachers at no charge, along with the resource kit of props for visual aids. Fire safety presentations may be arranged by contacting the Public Education, Senior Instructor, Mike Lowe, at the Delaware State Fire School. 2 J - 84

85 Stage 1 Desired Results (What students will know, be able to do and understand) Delaware Health Education Standards 1. Students will understand essential health concepts in order to transfer knowledge into actions for life. Specify core concepts to be addressed: 2. Students will analyze the influence of family, peers, culture media, technology and other factors on health behavior.* 3. Students will demonstrate the ability to access information, products, and services to enhance health.* 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 5. Students will demonstrate the ability to use decision-making skills to enhance health. 6. Students will demonstrate the ability to use goal-setting skills to enhance health. 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 8. Students will demonstrate the ability to advocate for personal, family and community health. * Includes technology integration Big Idea: Health is Personal Power Unit Enduring Understandings Full-sentence, important statements or generalizations that specify what students should understand from the Big Ideas(s) and/or Content Standards and that are transferable to new situations. Health risks are reduced by effective communication. My family and my community help me to be healthy. Essential Questions What is Health? What prevents people from practicing healthy behavior? Unit Essential Question Open-ended questions designed to guide student inquiry and learning. Why choose safety? Knowledge and Skills Needed to meet Content Standards addressed in Stage 3 and assessed in Stage 2. Students will know How to exit a burning building. How to access emergency help using the system. Two ways to prevent playground falls. How look-a-like substances can be harmful. How to identify items that pose a risk of suffocation and strangulation within the home. 3 J - 85

86 Students will be able to Stop, drop, and roll if clothes catch on fire. Practice an escape plan. Conduct a home safety assessment. Demonstrate proper rules on the playground for safe play. Identify possible poisons throughout their home with their parents and explain the definition of a poison. Practice how to call and give the proper information to the operator using the simulator available from the Delaware State Fire School. 4 J - 86

87 Stage 2 Assessment Evidence (Evidence that will be collected to determine whether or not Desired Results are achieved) Suggested Unit Transfer Tasks An effective transfer task for ALL students should be designed to include: Complex, real-world, authentic applications Demonstration of high-level thinking with one or more facets of understanding (e.g., explain, interpret, apply, empathize, have perspective, self-knowledge) As safety detectives, you discovered that your dad removed the battery from the smoke alarm because he needed it for your baby brother s new toy car. How would you convince your dad that this is a safety violation? OR, could you do a skit that would show your dad how important smoke alarms are? You can also do a skit that shows what to do when the smoke alarm goes off and how to safely exit the building you are in? As safety detectives, you see poisons in your home. What should you do if you find a poison? What is a poison? Have the students close their eyes, picture themselves in a room in their home, and have them tell you some of the things they see that could be a poison. Have the students cut out pictures in magazines and turn in a page showing different things that could be a poison. Rubrics Scoring guide to evaluate transfer tasks used as evidence of student proficiency An effective scoring guide should: Measure what is appropriate for the Content Standard that is assessed. Provide opportunities for differentiation of the transfer tasks used as evidence of student proficiency. The Delaware State Fire School (Mike Lowe) has a Simulator that allows students to practice skills reporting an emergency and a safety hazard house to discuss how to fix hazards in your home. 4. Students consistently make safe choices in risky situations such as escaping their home in a fire, calling in an emergency situation, identifying potential poisons in the home, and playing safe on the playground. Student work demonstrates the skill of selfmanagement in response to challenges and scenarios presented by the curriculum. 3. Students occasionally make safe choices in risky situations such as escaping their home in a fire, calling in an emergency situation, identifying potential poisons in the home, and playing safe on the playground. Student work usually demonstrates the skill of self-management in response to challenges and scenarios presented by the curriculum. 2. Students sometimes make safe choices in risky situations such as escaping their home in a fire, calling in an emergency situation, identifying potential poisons in the home, and playing safe on the playground. Student work sometimes demonstrates the skill of self-management in response to challenges and scenarios presented by the curriculum. 1. Students rarely make safe choices in risky situations such as escaping their home in a fire, calling in an emergency situation, identifying potential poisons in the home, and playing safe on the playground. Student work may or may not demonstrate self- 5 J - 87

88 management skills associated with the challenges and the scenarios presented by the curriculum. Other Evidence Performance Assessment(s) for student understanding of the Stage 1 elements (Enduring Understandings, Essential Questions, Big Ideas) found in the Content Standards Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Pre-/post-test Link ( Using the poster included in the curriculum books What s a Risk? students will tell a story about a safe and risky behavior to a small group. Using the attached worksheet, students will draw their family escape plan, showing two ways out, with their parents and explain it to the class. Family Escape Plan Using the attached worksheets, students will identify safe things to eat and drink. Mistaken Identities game Poison Coloring Sheet Poison Look-Alike Use the workbook activity pages included on the CD in the curriculum books or contact Kim O Malley for hardcopies of the workbooks for students. Optional: Fire Prevention poster contest available from your local fire company for the children to draw various fire safety scenarios based on grade level. Contests are judged and awards are given at the local, county, and state levels. Link ( Note Deadlines are updated each year and the Specials Division topics are changed yearly. Other Grade-Level Topics remain the same each year. Student Self-Assessment and Reflection Opportunities for self-monitoring learning (e.g., reflection journals, learning logs, pre- and post-tests, selfediting based on ongoing formative assessments) Students will do a home safety assessment. Upon completion, they will consider how they could improve their home safety. They will, as detectives, write a story about another family with the same home safety issues and how that family solved the problem. Sparky Checklist Safety survey and human graph is done in the classroom to show the results of the home safety assessment. Have the students stand in front of the classroom like a graph in the section that has their answer from the safety survey. This will give a visual for the safety survey results. 6 J - 88

89 Using the prompt What area of safety is most difficult for me?, students will write, draw, or discuss how they can better practice safety. Students will explore different rooms of their home with their parents and write in a journal the name of the poison they found, and whether or not it is safely stored in its original container and properly labeled. The final entry in the journal will explain if the poisons were moved by a grown-up to the proper place and out of sight and reach of children. Students will draw pictures of safe and unsafe ways to play on the playground. They will explain why their drawing is safe or unsafe. If the drawing shows unsafe play, student will explain how to correct the behavior. 7 J - 89

90 Stage 3 Learning Plan (Learning activities need to align with Stage 1 and Stage 2 and show connections to prior learning) Key Learning Events Needed to Achieve Unit Goals Scaffold in order to acquire information, construct meaning, and practice transfer of understanding Provide ongoing opportunities for self-monitoring and self-evaluation Lesson plans may be attached to Stage 3 and must include relevant citations and follow U.S. copyright laws. Risk Watch Safety Program for grades one and two, National Fire Protection Association. Quincy, Massachusetts, Safety, 1998 Lesson Two: Fire and Burn Protection Lesson Three: Choking, Suffocation, and Strangulation Lesson Four: Poisoning Prevention Lesson Five: Falls Prevention Resources and Teaching Tips Resources Include a variety of resources (texts, print, media, and web links) that best supports the unit. Risk Watch Safety Program. National Fire Protection Association. Quincy, Massachusetts, Children s Hospital of Pittsburgh Poison Control Center ( Oregon Health & Science University Poison Control Center ( Kim O Malley, Risk Watch Coordinator, DuPont Hospital for Children, Delaware State Fire School, phone , fax , kim.omalley@state.de.us Mike Lowe, Public Education Senior Instructor, Delaware State Fire School, phone , fax Resource Kit Items Teaching Tips Provide tips to help teachers identify and correct student misunderstandings and weaknesses. Children learn through THEIR OWN INVOLVEMENT under guidance of a teacher, uniformed personnel, and instructors. Student workbooks are provided with the curriculum books in either printed form through a request sent to Kim O Malley, Risk Watch Coordinator, or in CD format included with the curriculum books. Kim O Malley can also provide the CD for you if requested. 8 J - 90

91 Accommodations/Differentiation Stages 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety in the products and performances without compromising the expectations of the Content Standards. Describe how instruction may be varied to address differences in readiness, interest, and/or learning profiles. Students may have difficulty with the pre- and post-test, and the teacher may need to read it to the class and have the children check the box with the correct answers. Some students may be unable to write a story about their home safety issues so they could draw their responses. The fire safety programs offered by the Delaware State Fire School are designed to accommodate the learning needs of all students. Design Principles for Unit Development Please check the design principles below that are embedded within the unit International Education - the ability to appreciate the richness of our own cultural heritage and that of other cultures and to provide cross-cultural communicative competence. Universal Design for Learning - the ability to provide multiple means of representation, expression and engagement to give learners various ways to acquire and demonstrate knowledge. 21 st Century Learning the ability of to use skills, resources, and tools to meet the demands of the global community and tomorrow s workplace. (1) Inquire, think critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply knowledge to new situations, and create new knowledge, (3) Share knowledge and participate ethically and productively as members of our democratic society, (4) Pursue personal and aesthetic growth. (AASL, 2007) (Briefly explain how design principle(s) are embedded within the unit design.) Students will practice necessary safety skills and concepts a variety of ways, including written and oral stories that solve various situations. They will use the simulator to practice speaking their home addresses. They will describe what to do in an emergency situation. Students will be able to identify poisons in their home and be able to explain to their parents how to keep their home safer and how something can be considered a poison. Connections to Other Areas Suggestions for integrating instruction with other curricular areas, school support services (health services, counseling, nutrition services, and school climate) families and communities. Students will practice learning their phone number and address on a worksheet before practicing on the simulator. Participation in the Fire Prevention Poster & Essay contest through your local fire department will be a fun activity for the students to learn more about fire safety and be eligible for awards at the local, county, and state levels. These activities will help to meet the curriculum standards set forth by House Bill 57. Poison Prevention is an important safety lesson for interaction with families and their communities. The journal writing activity can be incorporated in the Language Arts lessons and done by the Language Arts teacher. 9 J - 91

92 The Delaware Volunteer Firemen s Association Fire Prevention Poster Contest could be included in the Art program for all grade levels. The prizes for the winners are supplied by local fire departments and the county and state organizations. 10 J - 92

93 Charter School Unit Modification The following questions have been developed to assist in the refinement of the required scope and sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions 1. Why was this model unit of instruction selected as part of your schools curricular submission? This model unit of instruction was selected as part of Thomas Edison s curricular submission because it is an excellent unit that allows students to practice safety in various roles and situations. It is an authentic preparation method for students to be prepared and responsible for their own safety, and perhaps the safety of others, in an emergency situation. 2. What modifications have been made to the model unit of instruction to meet the specific needs of the student population your school serves? No modifications have been made to this model unit of instruction. 3. What modifications have been made to the model unit of instruction that reflect the resources (human, time, building, technology etc.) available to your school? No modifications have been made to this unit of instruction 4. Describe any other modifications that have been made to the model unit of instruction that will assist in the curricular review for your school. No modifications have been made to this unit. 1 J - 93

94 Delaware Model Unit Gallery Template: Health Education This unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has undergone a rigorous peer review and jurying process to ensure alignment to selected Delaware Content Standards. Unit Title: Risk Watch: Street Smarts Designed by: Kim O Malley, BSN, Risk Watch Coordinator, Delaware Agency: DuPont Hospital for Children Grade Cluster: K 2 Time Frame: 4 lessons Summary of Unit Students will learn safety concepts and skills using the Risk Watch curriculum (1998 National Fire Protection Association, Quincy, Massachusetts ) and will demonstrate their skills using Safety Town (available through the University of Delaware Cooperative Extension). Safety Town is a replica of a miniature town where students rotate through various stations and practice safety in simulated situations. Students will explore safety concepts regarding motor vehicle safety, bicycle safety, and water safety. Preventable accidental injury to children is a Centers for Disease Control (CDC) focus of concern. Risk Watch Curriculum is owned by the National Fire Protection Association and may be implemented only after instructor training. Teachers and curriculum directors may reach Kim O Malley, State Coordinator of Risk Watch, to arrange teacher trainings and to schedule the use of Safety Town. After the training workshop, materials needed for teaching the program will be given to the teachers at no charge, along with the resource kit of props for visual aids. Permission Letter 2 J - 94

95 Stage 1 Desired Results (What students will know, be able to do and understand) Delaware Health Education Standards 1. Students will understand essential health concepts in order to transfer knowledge into actions for life. Specify core concepts to be addressed: Injury Prevention; Personal Health and Wellness; Physical Activity 2. Students will analyze the influence of family, peers, culture media, technology and other factors on health behavior.* 3. Students will demonstrate the ability to access information, products and services to enhance health.* 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 5. Students will demonstrate the ability to use decision-making skills to enhance health. 6. Students will demonstrate the ability to use goal-setting skills to enhance health. 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 8. Students will demonstrate the ability to advocate for personal, family and community health. * Includes technology integration Big Idea: Health is Personal Power Unit Enduring Understanding Full-sentence, important statements, or generalizations that specify what students should understand from the Big Ideas(s) and/or Content Standards and that are transferable to new situations. It is important to grow up safe and healthy. Essential Questions What is Health? What prevents people from practicing healthy behavior? Unit Essential Questions Open-ended questions designed to guide student inquiry and learning. Why choose safety? Why does safety matter? Knowledge and Skills Needed to meet Content Standards addressed in Stage 3 and assessed in Stage 2. Students will know The rules to ride, walk, or bike safely. Safety rules in and around water. Safety rules on and around the bus. 3 J - 95

96 The importance of using a child safety seat or booster seat and the safest place to sit in the car. Students will be able to Share stories of safe and unsafe behavior around walking and riding a bike. Practice the correct use of protective safety gear (helmet, pads, personal flotation devices (PFDs), correct clothing and shoes, safety belts, child safety seats, etc.). Demonstrate the danger zone around a bus. Demonstrate how to follow safety directions using the Safety Town scenario. 4 J - 96

97 Stage 2 Assessment Evidence (Evidence that will be collected to determine whether or not Desired Results are achieved) Suggested Unit Transfer Task(s) An effective transfer task for ALL students should be designed to include: Complex, real-world, authentic applications Demonstration of high-level thinking with one or more facets of understanding (e.g., explain, interpret, apply, empathize, have perspective, self-knowledge) Students will demonstrate many aspects of safety guided by community experts and high school student mentors using "Safety Town" available through the University of Delaware Cooperative Extension - Georgetown Campus. Students will make the right choices in risky situations using the skills, attitude, and motivation developed through lessons on motor vehicle safety, pedestrian safety, and water safety. Rubrics Scoring guide to evaluate transfer tasks used as evidence of student proficiency An effective scoring guide should: Measure what is appropriate for the Content Standard that is assessed. Provide opportunities for differentiation of the transfer tasks used as evidence of student proficiency. 4. Students consistently make safe choices in risky situations such as crossing streets, riding in vehicles, or being near the water. Student work demonstrates the skill of selfmanagement in response to challenges by experts in pedestrian, traffic and water safety in Safety Town. 3. Students occasionally falter in choosing safe choices in risky situations around the water, as pedestrians, or in motor vehcles. Student work usually demonstrates the skill of selfmanagement associated with pedestrian, traffic, and water safety in Safety Town. 2. Students sometimes make safe choices in risky situations such as crossing the streets, riding in vehicles, or being near the water. Student work sometimes demonstrates selfmanagement skills associated with pedestrian, traffic and water safety. 1. Students rarely make safe choices in risky situations such as crossing the streets, riding in vehicles, or being near the water. Student work may or may not demonstrate self management skills associates with pedestrian, traffic, and water safety. Other Evidence Performance Assessment(s) for student understanding of the Stage 1 elements (Enduring Understandings, Essential Questions, Big Ideas) found in the Content Standards Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Pre-/ post-test: Make It Safe 5 J - 97

98 Student Self-Assessment and Reflection Opportunities for self-monitoring learning (e.g., reflection journals, learning logs, pre- and post-tests, selfediting based on ongoing formative assessments). Safety Survey and Human Graph done with parents: Street Smarts Safety Survey Using the prompt what area of safety is most difficult for me?, students will write, draw, or discuss how they can better practice safety. 6 J - 98

99 Stage 3 Learning Plan (Learning activities need to align with Stage 1 and Stage 2 and show connections to prior learning) Key Learning Events Needed to Achieve Unit Goals Scaffold in order to acquire information, construct meaning, and practice transfer of understanding Provide ongoing opportunities for self-monitoring and self-evaluation Lesson plans may be attached to Stage 3 and must include relevant citations and follow U.S. copyright laws. Lessons are from Risk Watch, Safety Program, grades one and two. Teachers will follow the curriculum for lessons one, seven, and eight in this unit. Teachers are reminded that training and curricula are available through the Fire School. Lesson One: Motor Vehicle Safety Lesson Seven: Bike and Pedestrian Safety Lesson Eight: Water Safety Resources Resources and Teaching Tips Include a variety of resources (texts, print, media, and web links) that best supports the unit. Kim O Malley, Risk Watch Coordinator DuPont Hospital for Children Delaware State Fire School Business: (302) Fax: (302) Kim.omalley@state.de.us ( display as: Omalley Kim (FireSchool) Resource Kit Risk Watch Safety Program. National Fire Protection Association (NFPA) Quincy, Massachusetts, What Is Safety Town? Safety Town is a comprehensive safety education program that INTRODUCES safety awareness and preventive practices to preschool and early school age children. Safety Town Layout Consists of miniature town complete with house, sidewalks, crosswalks, railroad crossings, street markings, etc., which is set up at a school facility. Children practice and experience simulated situations so that they may respond decisively when confronted with those same situations in real life. Parents can also be involved in the program so they may supplement the learning at home. 7 J - 99

100 Teaching Tips Provide tips to help teachers identify and correct student misunderstandings and weaknesses. Some students may need to do safety survey with the teacher. Children learn through THEIR OWN INVOLVEMENT under the guidance of a teacher, uniformed personnel, and instructors. Accommodations/Differentiation Stage 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety in the products and performances without compromising the expectations of the Content Standards. Describe how instruction may be varied to address differences in readiness, interest, and/or learning profiles. Some students may be unable to write their self-assessment so they could draw their responses. Safety Town is designed to accommodate the learning needs of all students. Design Principles for Unit Development Please check the design principles below that are embedded within the unit International Education - the ability to appreciate the richness of our own cultural heritage and that of other cultures and to provide cross-cultural communicative competence. Universal Design for Learning - the ability to provide multiple means of representation, expression and engagement to give learners various ways to acquire and demonstrate knowledge. 21 st Century Learning the ability of to use skills, resources, and tools to meet the demands of the global community and tomorrow s workplace. (1) Inquire, think critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply knowledge to new situations, and create new knowledge, (3) Share knowledge and participate ethically and productively as members of our democratic society, (4) Pursue personal and aesthetic growth. (AASL, 2007) (Briefly explain how design principle(s) are embedded within the unit design.) Students will practice necessary safety skills and concepts a variety of ways, including written and oral stories that solve various situations. They will use a facsimile of a town and practice bike and pedestrian safety. Connections to Other Areas Suggestions for integrating instruction with other curricular areas, school support services (health services, counseling, nutrition services, and school climate) families and communities. Bike helmets from home will be assessed for size and fit and correct use. Safety officers from the police and fire departments could be available as resources. Another available resource for bike helmet fitting and pedestrian safety is the Delaware Department of Transportation s (DelDOT s) Bike and Pedestrian Planning Department. The Risk Watch Coordinator located at the Delaware State Fire School is available with Safety Town to offer expert reinforcement of the lessons as well as contact information for the resources listed above. Water safety is important in Delaware, a coastal state. The Red Cross could offer suggestions and pamphlets about PFDs, or perhaps a visit with samples of different PFDs and how to wear them. Safety on ice could be emphasized by Coast Guard representatives. This unit offers many opportunities for community and family involvement. 8 J - 100

101 * Physical Education professionals can utilize the curriculum and correlate the lessons to their programs. 9 J - 101

102 Charter School Unit Modification The following questions have been developed to assist in the refinement of the required scope and sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions 1. Why was this model unit of instruction selected as part of your schools curricular submission? This model unit of instruction was selected as part of Thomas Edison s curricular submission because it allows students to grapple with some close to home, current events issues that put people in potential harm. By identifying unsafe behaviors, and putting plans in place to make healthy choices, students will be provided with the opportunity to know, understand and practice healthy choices to keep them safe. 2. What modifications have been made to the model unit of instruction to meet the specific needs of the student population your school serves? No modifications have been made to this model unit of instruction. 3. What modifications have been made to the model unit of instruction that reflect the resources (human, time, building, technology etc.) available to your school? No modifications have been made to this unit of instruction 4. Describe any other modifications that have been made to the model unit of instruction that will assist in the curricular review for your school. No modifications have been made to this unit. 1 J - 102

103 Delaware Model Unit Gallery Template: Health Education This unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has undergone a rigorous peer review and jurying process to ensure alignment to selected Delaware Content Standards. Unit Title: Risk Watch Reporting Street Safety Designed by: Kim O Malley, BSN, Risk Watch Coordinator Organization: dupont Hospital For Children Grade Cluster: 3 5 Time Frame: 4 lessons Summary of Unit Students will learn safety concepts and skills using the Risk Watch curriculum (1998 National Fire Protection Association, Quincy, Massachusetts ) and will demonstrate their skills using the Risk Watch curriculum which is owned by the National Fire Protection Association and may be implemented only after instructor training. Teachers and curriculum directors may reach Kim O Malley, State Coordinator of Risk Watch, to arrange and schedule teacher trainings. After the training workshop, materials needed for teaching the program will be given to the teachers at no charge, along with the resource kit of props for visual aids. As street reporters, students will investigate current events and their own environments to identify unsafe behaviors and practices and explain or show how to make them safe. 2 J - 103

104 Stage 1 Desired Results (What students will know, be able to do and understand) Delaware Health Education Standards 1. Students will understand essential health concepts in order to transfer knowledge into actions for life. Specify core concepts to be addressed: Injury Prevention and Safety; Personal Health and Wellness. 2. Students will analyze the influence of family, peers, culture media, technology and other factors on health behavior.* 3. Students will demonstrate the ability to access information, products and services to enhance health.* 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 5. Students will demonstrate the ability to use decision-making skills to enhance health. 6. Students will demonstrate the ability to use goal-setting skills to enhance health. 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 8. Students will demonstrate the ability to advocate for personal, family and community health. * Includes technology integration Big Idea: Health is Personal Power Unit Enduring Understanding Full-sentence, important statements or generalizations that specify what students should understand from the Big Ideas(s) and/or Content Standards and that are transferable to new situations. It is important to grow up safe and healthy. Essential Questions What is Health? What prevents people from practicing healthy behavior? Unit Essential Questions Open-ended questions designed to guide student inquiry and learning. Why choose safety? Why does safety matter? Knowledge and Skills Needed to meet Content Standards addressed in Stage 3 and assessed in Stage 2. Students will know The rules to ride, walk, or bike safely. Safety rules in and around water. Safety rules on and around the bus. The importance of using a booster seat and the safest place to sit in the car. The laws in Delaware regarding bicycle safety, pedestrian safety, motor vehicle safety, and water safety. 3 J - 104

105 Students will be able to Demonstrate the danger zone around the bus. Practice the correct use of protective safety gear (helmet, pads, personal flotation devices (PFDs), correct clothing and shoes, safety belts, and booster seats, etc.). Assess various unsafe scenarios and explain how to make it safe. 4 J - 105

106 Stage 2 Assessment Evidence (Evidence that will be collected to determine whether or not Desired Results are achieved) Suggested Unit Transfer Tasks An effective transfer task for ALL students should be designed to include: Complex, real-world, authentic applications Demonstration of high-level thinking with one or more facets of understanding (e.g., explain, interpret, apply, empathize, have perspective, self-knowledge) You are a news reporter for the local radio station. You will apply your knowledge of the motor vehicle laws in Delaware to present a news report for your classmates using a current events article or a story. As a reporter, you will show a risky situation and then describe the unsafe practice using Delaware laws to explain how to make it safe. Be sure to utilize the 5 Ws (who, what, when, where, and why) when creating the news report. Rubrics Scoring guide to evaluate transfer tasks used as evidence of student proficiency. An effective scoring guide should: Measure what is appropriate for the Content Standard that is assessed. Provide opportunities for differentiation of the transfer tasks used as evidence of student proficiency. 4. The student consistently describes safe choices in risky situations such as crossing streets, riding in vehicles, or being near the water. Student work demonstrates the skill of self-management in response to challenges and scenarios presented by current events. 3. The student occasionally describes safe choices in risky situations such as crossing streets, riding in vehicles, or being near water. Student work usually demonstrates the skill of self-management in response to challenges and scenarios presented by the current events chosen. 2. The student sometimes describes making safe choices in risky situations such as crossing streets, riding in vehicles, or being near water. Student work sometimes demonstrates the skill of self-management in response to challenges and scenarios presented by the current events. 1. The student s descriptions rarely identify safe choices in risky situations such as crossing streets, riding in vehicles, or being near water. Student work may or may not demonstrate self-management skills in response to challenges and scenarios presented by the current events. Other Evidence Performance Assessment(s) for student understanding of the Stage 1 elements (Enduring Understandings, Essential Questions, Big Ideas) found in the Content Standards. Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations). Pre-/post-test Link ( Use the workbook activity pages included on the CD-ROM in the curriculum books or contact the Risk Watch Coordinator (kim.omalley@state.de.us) for hardcopies of the workbooks for students. 5 J - 106

107 Students will each create a water safety awareness flyer or brochure that can be posted outside the classroom and then sent home to their parents. These flyers and brochures can show the dangers if the rules are disobeyed or they can just list the rules when swimming at a pool or at a beach or boating. This activity can be done twice a year: One time in the winter to show the dangers of water safety near icy bodies of water, and one time in the spring when people are thinking about swimming and boating in bodies of water. Students will demonstrate the different skills of riding a bicycle and correctly putting on a bicycle helmet guided through a Bicycle Rodeo course available through Delaware Department of Transportation (DelDOT) Bicycle and Pedestrian Planning Department. Students will write a story about riding their bicycle and include safety rules to follow while on their bicycle. In this story, the students will include how to use hand signals and draw each of the hand signals at the end of the story. If the lesson is done in warm weather, students can complete the attached log sheet for time spent walking or riding a bicycle. The teacher can use the log sheets turned in for class discussion on physical fitness and how the students were safe during their endeavors. Bicycle Riding Log Students will present a skit to the class as a bus driver with a group of students going on a field trip. In this skit, they will explain the rules to follow while riding on a bus and show the danger zone around the bus. The students in the field trip group may act out while pretending to ride on the bus, and the bus driver will ask the class which rule the children disobeyed and explain how they should behave. Student Self-Assessment and Reflection Opportunities for self-monitoring learning (e.g., reflection journals, learning logs, pre- and post-tests, selfediting based on ongoing formative assessments). Using the What s My Size activity sheet, students will weigh themselves at home and have their parents assist them in filling out the worksheet. The students will choose the correct safety seat for their weight and stand next to the correct safety seat. The teacher will draw a graph on the board showing the number of students for each child passenger safety seat. 6 J - 107

108 Stage 3 Learning Plan (Learning activities need to align with Stage 1 and Stage 2 and show connections to prior learning) Key Learning Events Needed to Achieve Unit Goals Scaffold in order to acquire information, construct meaning, and practice transfer of understanding. Provide ongoing opportunities for self-monitoring and self-evaluation. Lesson plans may be attached to Stage 3 and must include relevant citations and follow U.S. copyright laws. Lessons are from Risk Watch, Safety Program, grades three, four, and five. Teachers will follow the curriculum for lessons one, seven, and eight in these two units. Teachers are reminded that training and curricula are available through the Delaware State Fire School. Lesson One: Motor Vehicle Safety Lesson Seven: Bike and Pedestrian Safety Lesson Eight: Water Safety Resources Resources and Teaching Tips Include a variety of resources (texts, print, media, and web links) that best supports the unit Anthony Aglio, DelDOT Bike Project Planner, State of Delaware, phone , e- mail Anthony.aglio@state.de.us Kim O Malley, Risk Watch Coordinator, dupont Hospital for Children, Delaware State Fire School, phone , fax , kim.omalley@state.de.us Resource Kit Items Teaching Tips Provide tips to help teachers identify and correct student misunderstandings and weaknesses. Children learn through THEIR OWN INVOLVEMENT under guidance of a teacher, uniformed personnel, and instructors. Student workbooks are provided with the curriculum books through a request sent to Kim O Malley, Risk Watch Coordinator, in either printed form or in CD-ROM format included with the curriculum books. Kim O Malley can also provide the CD-ROM for you if requested. Utilize some of the above websites for up-to-date information and the Office of Highway Safety website ( for Delaware laws regarding motor vehicle and pedestrian safety. 7 J - 108

109 Accommodations/Differentiation Stage 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety in the products and performances without compromising the expectations of the Content Standards. Describe how instruction may be varied to address differences in readiness, interest, and/or learning profiles. The bicycle rodeo may be utilized to assist students with skills in riding their bicycle. Some students may not be able to ride a bicycle and may be assisted through the course or opt to learn by watching. These students should demonstrate how to properly wear a helmet and use the correct hand signals. Magazines and other publications can be collected starting at the beginning of the school year so there is enough to use for the lesson. Skit guidelines should be detailed before the students complete the lesson. Students and the teacher should collect current event articles relating to motor vehicle, pedestrian, and water incidences at the beginning of the school year until the lesson is taught in class. Delaware laws should be printed out prior to the lessons. Design Principles for Unit Development Please check the design principles below that are embedded within the unit International Education - the ability to appreciate the richness of our own cultural heritage and that of other cultures and to provide cross-cultural communicative competence. Universal Design for Learning - the ability to provide multiple means of representation, expression, and engagement to give learners various ways to acquire and demonstrate knowledge. 21 st Century Learning the ability of to use skills, resources, and tools to meet the demands of the global community and tomorrow s workplace. (1) Inquire, think critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply knowledge to new situations, and create new knowledge, (3) Share knowledge and participate ethically and productively as members of our democratic society, (4) Pursue personal and aesthetic growth. (AASL, 2007) Students will practice necessary safety skills and concepts a variety of ways, including written and oral stories that solve various situations. They will reference Delaware laws and explain how the situations may have been avoided. Students will show the skills and knowledge learned about bicycle safety with a bicycle rodeo course and helmet fitting presentation. Connections to Other Areas Suggestions for integrating instruction with other curricular areas, school support services (health services, counseling, nutrition services, and school climate) families and communities. School nurses can assist with information on the bike helmet bank for low-cost helmets for the students. Physical Education professional can utilize the curriculum and correlate the lessons to their programs. The bicycle rodeo may be used with physical education. 8 J - 109

110 Water safety is important in Delaware, a coastal state. The Red Cross, YMCA, or DNREC (Fish & Wildlife) may offer pamphlets or suggestions about PFDs or perhaps a visit with samples of PFDs and how to wear them. Safety on ice could be emphasized by Coast Guard representatives. This unit offers many opportunities for community and family involvement. The Risk Watch Coordinator located at the Delaware State Fire School is available with contact information for the resources needed to assist with the lessons in this unit. The journal writing activity can be incorporated in the Language Arts lessons and done by the Language Arts teacher. The current events activity can be incorporated in the Social Studies lessons and done by the Social Studies teacher. 9 J - 110

111 Charter School Unit Modification The following questions have been developed to assist in the refinement of the required scope and sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions 1. Why was this model unit of instruction selected as part of your schools curricular submission? This model unit of instruction was selected as part of Thomas Edison s curricular submission because it is an excellent unit that allows students to take ownership over their own safety and the safety of others. 2. What modifications have been made to the model unit of instruction to meet the specific needs of the student population your school serves? No modifications have been made to this model unit of instruction. 3. What modifications have been made to the model unit of instruction that reflect the resources (human, time, building, technology etc.) available to your school? No modifications have been made to this unit of instruction 4. Describe any other modifications that have been made to the model unit of instruction that will assist in the curricular review for your school. No modifications have been made to this unit. Delaware Model Unit Gallery Template: Health Education 1 J - 111

112 This unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has undergone a rigorous peer review and jurying process to ensure alignment to selected Delaware Content Standards. Unit Title: Risk Watch: Household Hazards Reporter Designed by: Kim O'Malley, BSN, Risk Watch Coordinator Organization: dupont Hospital for Children Grade Cluster: 3 5 Time Frame: 4 Lessons Summary of Unit: Students will learn safety concepts and skills using the Risk Watch curriculum (1998 National Fire Protection Association, Quincy, Massachusetts ) and will demonstrate their safety skills using the Risk Watch curriculum, which is owned by the National Fire Protection Association and may be implemented only after instructor training. Teachers and curriculum directors may reach Kim O'Malley, State Coordinator of Risk Watch, to arrange teacher trainings. After the training workshop, materials needed for teaching the program will be given to the teachers at no charge, along with the resource kit of props for visual aids. Students will explore their home environment for safety and for prevention of fires, poisonings, and falls. Using the Risk Watch curriculum for grades 3 through 5, the teacher and students will be safety reporters as they ensure the safety of the student s environment. 2 J - 112

113 Stage 1 Desired Results (What students will know, be able to do and understand) Delaware Health Education Standards 1. Students will understand essential health concepts in order to transfer knowledge into actions for life. Specify core concepts to be addressed: Injury Prevention and Safety; Community and Environmental Health. 2. Students will analyze the influence of family, peers, culture media, technology and other factors on health behavior.* 3. Students will demonstrate the ability to access information, products and services to enhance health.* 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 5. Students will demonstrate the ability to use decision-making skills to enhance health. 6. Students will demonstrate the ability to use goal-setting skills to enhance health. 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 8. Students will demonstrate the ability to advocate for personal, family and community health. * Includes technology integration Big Idea: Health is Personal Power Unit Enduring Understanding Full-sentence, important statements or generalizations that specify what students should understand from the Big Ideas(s) and/or Content Standards and that are transferable to new situations. It is important to grow up safe and healthy. Essential Questions What is Health? What prevents people from practicing healthy behavior? Unit Essential Questions Open-ended questions designed to guide student inquiry and learning. Why choose safety? Why does safety matter? Knowledge and Skills Needed to meet Content Standards addressed in Stage 3 and assessed in Stage 2. Students will know How to exit a burning building. How to properly test a smoke alarm. The proper placement of smoke alarms in the house. How to define a poison. 3 J - 113

114 How to identify a household item that could be poisonous. Rules of safe play on the playground. How to access emergency help using the system. Students will be able to Draw and practice a home escape plan. Explain and assist their parents in testing the smoke alarm and show where the alarms need to be placed inside their home. Correctly identify household items that could be a potential poison and how to properly secure them from younger siblings and relatives. Demonstrate stop, drop, roll, cool, and call as the correct procedure to extinguish a clothing fire. Practice how to call and give the proper information to the operator using the simulator available from the Delaware State Fire School 4 J - 114

115 Stage 2 Assessment Evidence (Evidence that will be collected to determine whether or not Desired Results are achieved) Suggested Unit Transfer Task(s) An effective transfer task for ALL students should be designed to include: Complex, real-world, authentic applications Demonstration of high-level thinking with one or more facets of understanding (e.g., explain, interpret, apply, empathize, have perspective, self-knowledge) As a county home inspector, you will take all of the risk areas in this unit and choose one room in your home to investigate for safety violations. During this investigation, you will identify potential hazards in the home, unsafe items, fire hazards, and items that should be locked up or out of reach of children. Students will use the five Ws (who, what, when, where, and why) to discuss how each is a hazard. After the investigation is complete, you will present a PowerPoint presentation to the class explaining what hazards were found and how each hazard should be eliminated to make the room safe. Rubrics Scoring guide to evaluate transfer tasks used as evidence of student proficiency. An effective scoring guide should: Measure what is appropriate for the Content Standard that is assessed. Provide opportunities for differentiation of the transfer tasks used as evidence of student proficiency. 4. Students consistently make safe choices in risky situations such as escaping from the home in a fire, assisting parents with testing and placing smoke alarms in the home, identifying potential poisons in the home, playing safely on the playground, and assisting someone if they are choking. Student work appropriately demonstrates the skill of self-management in response to challenges and scenarios presented by the curriculum. 3. Students usually make safe choices in risky situations such as escaping from home in a fire, assisting parents with testing and placing fire alarms properly, identifying potential poisons in the home, playing safely on the playground, and assisting someone if they are choking. Student work adequately demonstrates the skill of self-management in response to challenges and scenarios presented by the curriculum. 2. Students will sometimes make safe choices in risky situations such as escaping from home in a fire, assisting parents with testing and placing smoke alarms, identifying potential poisons in the home, playing safely on the playground, and assisting someone if they are choking. Student work occasionally demonstrates the skill of selfmanagement in response to challenges and scenarios presented by the curriculum. 1. Students will rarely make safe choices in risky situations such as escaping from home in a fire, assisting with testing and placement of smoke alarms, identifying potential poisons in the home, playing safely on the playground, and assisting someone if they are choking. Student work poorly demonstrates the skill of self-management in response to challenges and scenarios presented by the curriculum. 5 J - 115

116 Other Evidence Performance Assessment(s) for student understanding of the Stage 1 elements (Enduring Understandings, Essential Questions, Big Ideas) found in the Content Standards Varied evidence that checks for understanding (e.g., tests, quizzes, prompts, student work samples, observations) Pre-/post-test link ( Using the attached worksheet, students will draw a home escape plan with their parents showing at least two exits from each room and identifying the location of each smoke alarm and their meeting place location. Students will then agree to practice the plan twice a year with their parents. Escape Plan Students will practice writing their Emergency Contact information on the Emergency Phone Numbers Worksheet Emergency Phone Numbers Using the Hidden Risks worksheet from the Risk Watch 3 rd and 4 th grade curriculum, students will identify potential choking, suffocation, and strangulation risks and explain why they are considered a risk. Students will also explain the three ways a person s airway can be blocked and the definitions of each term. Kim O Malley will provide the 5 th grade teachers a copy of the worksheet upon request. Students will break up into groups and write 5 safety tips on one of the risk areas discussed in the unit and present them on the morning announcements. Students may choose a period of time to declare as that risk area s safety time (week or month). Optional but Fun: Fire Prevention poster/essay contest available from your local fire company for the children to draw and write about various fire safety scenarios based on grade level. Contests are judged and awards are given at the local, county, and state levels. Link ( Note Deadlines are updated each year and the Specials Division topics are changed yearly. Other Grade Level Topics remain the same each year. Using either the Find a Risk worksheet in the curriculum binder or the larger What s a Risk poster in the sleeve in the back of the curriculum binder, students will identify 5 unsafe behaviors and explain in a report to the class what is unsafe about the behavior and how they could make it safe. 6 J - 116

117 Student Self-Assessment and Reflection Opportunities for self-monitoring learning (e.g., reflection journals, learning logs, pre- and post-tests, selfediting based on ongoing formative assessments). Students will write a story answering the following questions: What should you do if you see someone choking? What is the universal sign for choking? What can you do to prevent yourself from choking? What foods should you be very careful eating? They will also explain safe practices when they are eating. As safety reporters, you are investigating safe and unsafe play on the playground for the evening news report. You will be taking pictures of these safe and unsafe practices and completing a report. Your report will consist of these pictures and explanations. When all of the reports are completed, the class can put them together in a storybook and present it to the Kindergarten or first grade classes. Students will break into groups of two or three and interview each other on what they learned about poison prevention. They will ask each other a series of questions on prevention in the home, the definition of a poison, how they can reach the Poison Control Center, and identify some potential poisons. Each student will write in a journal the answers they receive. This can be done for each of the risk areas discussed in this unit. Students can keep a log of one meal at home tracking the food they eat, the time they sat down to eat, the time they finished the meal, and the number of times they chewed each bite. The logs will be part of a group discussion about eating safely to prevent choking. Teachers can also reflect on the various types of food children need to be more cautious with when eating. 7 J - 117

118 Stage 3 Learning Plan (Learning activities need to align with Stage 1 and Stage 2 and show connections to prior learning) Key Learning Events Needed to Achieve Unit Goals Scaffold in order to acquire information, construct meaning, and practice transfer of understanding Provide ongoing opportunities for self-monitoring and self-evaluation Lesson plans may be attached to Stage 3 and must include relevant citations and follow U.S. copyright laws. Risk Watch, National Fire Protection Association, 1981, Quincy, Massachusetts, Safety Program for grades 3 through 5: Lesson Two: Fire and Burn Protection Lesson Three: Choking, Suffocation, and Strangulation Lesson Four: Poisoning Prevention Lesson Five: Falls Prevention Resources Resources and Teaching Tips Include a variety of resources (texts, print, media, and web links) that best supports the unit. American Association of Poison Control Centers ( Kim O'Malley, Risk Watch Coordinator, dupont Hospital for Children, Delaware State Fire School, phone , fax , kim.omalley@state.de.us Mike Lowe, Public Education Senior Instructor, Delaware State Fire School, phone , fax Resource Kit Items Teaching Tips Provide tips to help teachers identify and correct student misunderstandings and weaknesses. Children learn through THEIR OWN INVOLVEMENT...under guidance of a teacher, uniformed personnel, and instructors. Student workbooks are provided with the curriculum books in either printed form through a request sent to Kim O'Malley, Risk Watch Coordinator, or in CD-Rom format included with the curriculum books. The computer disk will be provided upon request. Definitions of vocabulary words related to content are located in the Risk Watch curriculum books. 8 J - 118

119 Household Hazards Vocabulary Uniformed fire personnel may be contacted through your local fire company or through the Delaware State Fire School for demonstrations. The hazard house or the Simulator may be requested through Mike Lowe, Delaware State Fire School, phone , Accommodations/Differentiation Stage 2 and 3 allow students to demonstrate understanding with choices, options, and/or variety in the products and performances without compromising the expectations of the Content Standards. Describe how instruction may be varied to address differences in readiness, interest, and/or learning profiles. If classrooms do not have the capabilities to do a PowerPoint presentation, the students could do a poster presentation with the photos from their investigation on the playground of unsafe and safe behaviors. Teachers can have the students perform their self-assessment with the choking lesson on a snack in the classroom. This would generate a classroom discussion after the task has been completed. The fire safety programs offered by the Delaware State Fire School are designed to accommodate the learning needs of all students. Design Principles for Unit Development Please check the design principles below that are embedded within the unit International Education - the ability to appreciate the richness of our own cultural heritage and that of other cultures and to provide cross-cultural communicative competence. Universal Design for Learning - the ability to provide multiple means of representation, expression and engagement to give learners various ways to acquire and demonstrate knowledge. 21 st Century Learning the ability to use skills, resources, and tools to meet the demands of the global community and tomorrow s workplace. (1) Inquire, think critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply knowledge to new situations, and create new knowledge, (3) Share knowledge and participate ethically and productively as members of our democratic society, (4) Pursue personal and aesthetic growth. (AASL, 2007) (Briefly explain how design principle(s) are embedded within the unit design.) Students will practice the necessary safety skills and concepts a variety of ways, including written and oral stories that solve various situations. They will use their investigative skills to identify and show potential hazards in the home and be able to explain to their parents how to make their home safer and why something can be considered a poison. They will also be able to use the simulator to practice their home address and what to do in an emergency situation. 9 J - 119

120 Connections to Other Areas Suggestions for integrating instruction with other curricular areas, school support services (health services, counseling, nutrition services, and school climate) families and communities Students will practice learning their phone number and address on a worksheet before practicing on the simulator. Participation in the Fire Prevention Poster & Essay Contest through your local fire department will be a fun activity for the students to learn more about fire safety and to be eligible for awards at the local, county, and state levels. These activities will help to meet the curriculum standards set forth by House Bill 57. Poison Prevention, Choking, Strangulation, and Suffocation Prevention are important safety lessons to promote interaction with families and their communities. The journal and story writing activities can be incorporated in the Language Arts lessons and done by the Language Arts teacher. The Delaware Volunteer Firemen s Association Fire Prevention Poster Contest for 3 rd grade could be included in the Art program. The Essay Contest for 4 th and 5 th grade could be included in the Language Arts program. The prizes for the winners are supplied by local fire departments and the county and state organizations. The photography and the PowerPoint Presentation activities can be incorporated in the Technology program. The photography activity could also be incorporated in the Art program. 10 J - 120

121 Charter School Unit Modification The following questions have been developed to assist in the refinement of the required scope and sequence documents and accompanying units of instruction for the charter school approval and renewal processes. Through a cover letter format these questions should be addressed to assist members of the Delaware Department of Education Curriculum and Instructional Improvement work group effectively evaluate charter school applications. Guiding Questions 1. Why was this model unit of instruction selected as part of your schools curricular submission? This model unit of instruction was selected as part of Thomas Edison s curricular submission because it is serves as a tool for a broader understanding of the definitions of addiction and of temptation and how to avoid them. They will discuss healthy decision making and identify the propaganda used in the media to glorify things that are not necessarily healthy choices. This unit will serve as a preface for the work the students engage in in Middle School around the making healthy choices. Because Thomas Edison is a K-8 school, having this background knowledge and moving up within the safety of a building that many children have known for much if not all of their schooling career, will hopefully assist them in staying true to those healthy promises. 2. What modifications have been made to the model unit of instruction to meet the specific needs of the student population your school serves? This unit, because it is being used at the fifth grade, will be modified in its content as well as in some of the student deliverables and lesson executions. Students will not have sex addiction as an option for their news broadcast. Student interviews will be modified in terms of questions asked. Students will receive assistance from the teachers and school nurse in identifying community resources for assistance with addiction, as opposed to having to seek them on their own. During the webquest activity where students are researching the brain study materials on addiction, this will be a teacher led activity, where students are broken down into smaller groups and adults lead these searches and answer questions as they arise and assist students in identifying relevant information to answer their questions. The librarian, school nurse and paraprofessionals are adults who will be asked to assist in this web search. 3. What modifications have been made to the model unit of instruction that reflect the resources (human, time, building, technology etc.) available to your school? Additional adult support will be solicited at various points throughout this unit to accommodate the level of the students. This will not be an issue as the personnel at Thomas Edison is comprised of collaborative adults. 4. Describe any other modifications that have been made to the model unit of instruction that will assist in the curricular review for your school. More of an emphasis will be placed on what effect the media has on student perceptions of certain behaviors and making healthy promises that reflect and understanding and an internalization of their learning throughout this unit. 1 J - 121

122 Delaware Model Unit: Health Education This unit has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model unit has undergone a rigorous peer review and jurying process to ensure alignment to selected Delaware Content Standards. Unit Title: Extra Extra! Today s News: Read, Watch and Listen!!!!!! Designed by: Libby Thomas, School Health Consulting Cynthia Symons and Shelly Krajny, Kent State University Agency: Delaware Council on Gambling Problems Grade Cluster: Middle School, preferably 7-8 Number of Lessons: Four Summary of Unit: Using online and in-hand newspapers and examples of broadcast news, students will explore how addiction is depicted in news stories, advertisements, business, sports, and comic areas of the news media. After a brief review of the science of addiction, students will investigate how addiction can begin to affect middle school students by their engaging in high risk behaviors; how it is portrayed in the news; how advertisers entice people to begin negative patterns of behavior; and if/where there are resources for help for a friend if an addiction is suspected. Although common addictions will be named and discussed, the emphasis is on addictions as a brain disease, not on individual addictions. After practicing how to write stories for broadcast news events, students will have their best work broadcast on the intra-school broadcast network. 2 J - 122

123 Stage 1 Desired Results (What students will know, do, and understand) Delaware Content Standards Include those addressed in Stage 3 and assessed in Stage Students will understand essential health concepts in order to transfer knowledge into actions for life. Specify core concepts to be addressed: Tobacco prevention (Alcohol, Tobacco, or Other Drugs ATOD) 2. Students will analyze the influence of family, peers, culture media, technology and other factors on health behavior.* 3. Students will demonstrate the ability to access information, products and services to enhance health.* 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 5. Students will demonstrate the ability to use decision-making skills to enhance health. 6. Students will demonstrate the ability to use goal-setting skills to enhance health. 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 8. Students will demonstrate the ability to advocate for personal, family and community health. Big Idea: Health is Personal Power Unit Enduring Understanding(s) Full-sentence, important statements or generalizations that specify what students should understand from the Big Ideas (s) and/or Content Standards and that are transferable to new situations. Knowledge of essential health information impacts the adoption of healthy behaviors The actions of our community affect my health and the health of others. There are many addictions and all have the same brain consequences. Essential Questions What is Health? What prevents people from practicing healthy behavior? Unit Essential Question(s) Open-ended questions designed to guide student inquiry and learning. What is addiction? Can everyone become addicted? Knowledge and Skills Students will know Addiction is a brain disease. Some, not all, eighth graders report high risk behavior for addiction. 3 J - 123

124 Stories of the impact of addiction and risky behavior frequently are in the news. Addictions impact society. Students will be able to Graph data relevant to addiction risk behaviors. Compare, through social norming, the risk behaviors of local students with Delaware data. Map places to seek help with problems related to high risk behaviors or addictions. Demonstrate the impact of gambling and other addictions on society. Write a sound and accurate news story for the school population about some aspect of addiction. Stage 2 Assessment Evidence (Evidence that will be collected to determine whether or not Desired Results are achieved) Suggested Performance/Transfer Task(s): Students will create a news broadcast using the skills practiced throughout the unit. Topics might range from drug and other substance addictions to behavior addictions such as gambling, food, internet, texting, and others. Student work will demonstrate that the scientific evidence confirms that the adolescent brain is more susceptible to developing a lifetime addiction. This research confirms the importance of prevention by avoiding potential triggers. Students will develop some visual element or graphic representation to include with their broadcast news story. Suggestions include photos, art work, bumper sticker slogans, graph, a power point slide of risk behaviors, a collage, etc. Transfer Task Elements: Addictions Unit Story elements: 1. Is there evidence that both partners contributed to the work? 2. Does the news story have a Headline? 3. Does the news story have a By-line? 4. Does the lead sentence contain the 5 W s? 5. Is each of the 5 W s described with sufficient and accurate detail to inform and hold the interest of the consumer? 6. Is there evidence that the authors fact checked their work? Visual elements: 1. Is the visual element complete, clear, and well developed? 2. Does the visual element clarify, enrich, or reinforce specific elements of the story? 4 J - 124

125 Presentation elements: 1. Are both students involved in the presentation? 2. Is it clear that presenters have practiced their presentation prior to delivery? 3. Is the presentation well delivered? Rubric for Transfer Task Story elements Visual elements Presentation Needs improvement The story is missing a by-line, headline or the 5 Ws. It is unclear that both partners participated. Facts are wrong or misleading without fact-checking. The visual is incomplete, unclear, or poorly developed. It may not clarify, enrich or reinforce the story. One student dominates the presentation. Although welldelivered, practice is not evident. Good work! There is a good headline with a byline and all 5 Ws. Both partners clearly participated. Some facts are wrong or misleading. The visual is complete, clear and well developed. It does not clarify, enrich or reinforce the story. Students work well together. It is unclear that they practiced, though delivery was well done. Great work, journalist! There is a great headline with a byline and all 5 Ws. All facts are correct and not misleading. The partners worked well together. The visual is complete, clear, and well developed. It clarifies, enriches, or reinforces the story. Students shared the spotlight, showed evidence of practice in a near flawless delivery. Other Evidence: Worksheets and quiz associated with lesson one 5 Ws worksheet 5 J - 125

126 Fishbone worksheet Exit ticket from lesson two Student Self-Assessment and Reflection Stage 3 Learning Plan (Design learning activities to align with Stage 1 and Stage 2 expectations) Key Learning Events Needed to Achieve Unit Goals Lesson plans may be attached to Stage 3 and must include relevant citations and follow U.S. copyright laws. Scaffold in order to acquire information, construct meaning, and practice transfer of understanding. Provide ongoing opportunities for self-monitoring and self-evaluation. Introduction and quick practice of lesson activating strategy: Lesson one: What is the Science of Addiction? Lesson two: Is Addiction in the News? Lesson three: How Common is Addictive Risk Behavior Among Students in My School? Lesson Four: Where can I Find Help for Problems? The show goes on: Good Morning, Thomas Edison!!! 6 J - 126

127 Resources and Teaching Tips Resources Includes a variety of resources (texts, print, media, and web links) that best support the unit. 20Addiction.pdf The genetics science learning center has a module called The new science of addiction; Genetics and the brain that takes the teacher and student through the anatomy and physiology of the brain, discusses natural reward pathways and how they are altered with addictions to substances or behaviors, has worksheets with answer keys that could be used for formative evaluation. The information in this academic Print-And-Go will be the scientific foundation of the unit. This module is planned for a webquest lasting eighty minutes using an individual computer. It could also be printed out or shown on a single class computer. More information will be provided in lesson plan one. is an important article on the body basics of the human brain and nervous system on the website of the Nemours Foundation, a healthy kids promotion group located in Wilmington, Delaware. This is a comprehensive article about the brain that has an excellent audio done by a female voice, with some diagrams included. If the teacher wishes to use this for the science part of the lesson, there will be need for an accompanying worksheet for the students to complete. In addition, the reward pathways of the brain will need to be an added discussion. The Reward Pathway and Addiction explains the reward pathway as crucial to the success of the brain s functions as well as an important key to understanding addiction. This will be an important step to add to the Teenshealth Body Basics information above if the teach genetics module is not used. Understanding Drug Abuse and Addiction is a fact sheet with helpful tidbits on the definition of drug addiction, what happens to a drug addicted brain, who becomes addicted, and prevention strategies. It is a two page document loaded with information. is an excellent resource for information about drug abuse in particular. is the Parent Resource Institute s website where inhalant information is featured. This is a national survey but has no Delaware data. is a pdf that can be ordered as a hard copy brochure free from NIDA, the National Institute on Drug Abuse. The information is current and scientific if the teacher needs an update. The brain, our sense of self is a 175 page science unit for grades 5-8 on the brain and surrounding structures. It is an excellent resource for the teacher and could be used to expand the science lesson in numerous ways. NIH Publication # No activities were used for this unit. is a 28 minute video done by Dr. Chudler at the University of Washington showing how the Brain Works. Know your brain is a product of the National Institute of Neurological Disorders and Stroke that is a good review of the anatomy and physiology of the brain and spinal cord. The American Newspaper Publishers Association document, Creating a classroom newspaper (2010) includes lessons and activities for creating and developing a school newspaper. Garret, S.D.,& Morrison, B.S. (2005). Citizens Together: You and Your newspaper. Newspapers in Education (pp 1-35). New York, NY: New York Publishers Association. The Citizens Together guide integrates newspapers into a study of the Bill of Rihts. The curriculum was first published by the American 7 J - 127

128 Newspaper Publishers Association Foundation, currently called the Newspaper Association of America oundation, and the International Reading Association. According to the authors, current research supports the continued use of this guide and other curricula that engage students with media and the first amendment. These High School Journalism Initiative webpage has been active since 2000 to inspire appreciation of the First Amendment and news literacy among teens. Topics include advertising, ethics, interviewing, and online journalism. There are entire curricula focused on journalism for middle school students on this website. They could be used for enrichment or additional information. Teaching Tips Provide tips to help teachers identify and correct student misunderstandings and weaknesses. Addiction may be a painful reality to some students in your class. It is suggested that class rules regarding confidentiality and not sharing stories told in class with others is emphasized. Be prepared to make some referrals to the School Nurse, counselor, or school resource officer if required. It is suggested that students work in pairs to write stories for the newspaper to lessen likelihood of stories being attributed to certain individuals. Accommodations/Differentiation Describe how instruction may be varied to address differences in readiness, interest, and/or learning styles. The first lesson has choice of webquest, audio presentation, and written information. This will be helpful for those students with increased computer skills. It is also presented as a voice-over reading piece for those students who may have trouble reading or using the computer. Other lessons can be done in pairs or small groups. Students may work in pairs chosen by the teacher. Design Principles for Unit Development At least one of the design principles below is embedded within unit design International Education the ability to appreciate the richness of our own cultural heritage and that of other cultures and to provide cross-cultural communicative competence. Universal Design for Learning the ability to provide multiple means of representation, expression and engagement to give learners various ways to acquire and demonstrate knowledge. 21 st Century Learning the ability of to use skills, resources, and tools to meet the demands of the global community and tomorrow s workplace. (1) Inquire, think critically, and gain knowledge, (2) Draw conclusions make informed decisions, apply knowledge to new situations, and create new knowledge, (3) Share knowledge and participate ethically and productively as members of our democratic society, (4) Pursue personal and aesthetic growth.(aasl, 2007) 8 J - 128

129 (Briefly explain how design principle(s) are embedded within the unit design.) Students will be given the opportunity to write, draw, graph, and do oral presentations of the information learned by their own study and interviewing of peers and adults. Through reading, computer search, study of newsprint and news stories, students will decide based on new conclusions how to be an advocate for friends who may be experiencing the negative effects of addiction. Connections to Other Areas Suggestions for integrating instruction with other curricular areas, school support services (health services, counseling, nutrition services, and school climate), families, and communities. The school resource officer may be a ready resource for emphasis of this unit of instruction. The school nurse, school psychologist, or counselor may also have resources and be resources for students who ask for help for themselves or others. The Delaware Council on Gambling Problems, Inc, has an experienced presenter who is director of youth prevention activities and is willing to be guest presenter for either 45 or ninety minute presentations on gambling and other addictions and is willing to tailor the presentation to your needs. The presentation could be introductory or supplementary to your addictions unit. Please call Judy McCormick at or her at seadog@dcpg.org giving her at least one month s notice for classroom visits. Ms. McCormick has handouts she will share with the students. The One Minute Drill was graciously shared by Major Lenny Bornino, Ohio National Guard, Assistant Professor of Military Science at Kent State University ROTC (LBornino@kent.edu). 9 J - 129

130 WORD WALL Addiction- Disease Risk Actual risk Cohort Compare/Depict/graph Ethics Interview Lead News story 5 Ws of news-who, what, where and when 10 J - 130

131 K-U-D for Middle School Health Education Unit on Addictions: Today s News/Read, Watch and Listen! Key Learnings: Knowledge of essential health information impacts the adoption of healthy behaviors. The actions of our community affect my health and the health of others. There are many addictions and all have the same brain consequences. Unit Essential Questions: What is addiction? Can everyone become addicted? Standards and grade level expectations addressed in this unit: Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health Analyze the relationship between healthy behaviors and health Describe how family history can affect personal health Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors. Standard 2: Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors Describe how peers influence healthy and unhealthy behaviors Analyze how messages from media influence health behaviors Explain how the perceptions of norms influence healthy and unhealthy behaviors. 11 J - 131

132 2.8.9 Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health Describe situations that may require professional health services Locate valid and reliable health products and services. Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks Demonstrate how to ask for assistance to enhance the health of self and others. Standard 7: Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks Explain the importance of assuming responsibility for personal health behaviors. Standard 8: Students will demonstrate the ability to advocate for personal, family and community health State a health-enhancing position on a topic and support it wil accurate information. Joint Committee report high risk behavior on National Health Education Standards (2007). National Health Education Standards, second edition. American Cancer Society: Athens, Georgia, pp Students will KNOW Students will UNDERSTAND Students will DO Addiction is a brain disease Some, not all eighth graders report high risk behavior. Stories about the Addictions impact society. People have choices at the beginning. Interview and collect data about risky behaviors. Compare, through social norming, the risks of local students with Delaware data. 12 J - 132

133 impact of addiction are frequently in the news. There are substance and process addictions. Help is available. Map places to find resources for help with addictive behaviors or problems. Write a news story about some aspect of addiction. 13 J - 133

134 Student Learning Map for Middle School Addiction Unit: Todays News: Read, Watch and Listen!! Key learning: Addiction is a brain disease that can affect everyone in some way. Unit EQs: What is addiction? Can everyone become addicted? What is addiction? Lesson EQs: What is addiction? Can anyone and everyone become addicted? Does early use increase risk? Vocabulary: Addiction Brain reward pathway Disease Process addiction Risk Substance addiction Is addiction in the news? What does that mean? Lesson EQs: Does addiction color our news reports? What are high risk behaviors leading to possible addiction? Vocabulary: W s of the news Lead Media Media literacy News story newsworthy How common is addiction risk behavior among students in my cohort? Lesson EQ: Who is practicing risky behaviors for addiction? Vocabulary: Actual vs Perceived risk Cohort Compare Depict/graph Incidence Interpret Interview Perception Prevalence Process Social norms Where can I find help for problems? Lesson EQs: Is there help? Is it ok to ask for help for a friend who is in troublewith or without that person s consent? Vocabulary: Resource Ethics 14 J - 134

135 Health Education Lesson Plan Title: What is addiction? Big Idea: Health is Personal Power Lesson One 6-8 Unit Cluster Enduring Understandings Knowledge of essential health information impacts the adoption of healthy behaviors What I believe and what others believe influence my health There are criteria to determine the validity of health information, products, and services Peer mediation and negotiation are effective ways to resolve conflicts Predicting and analyzing outcomes impact decisions about health My personal goals may need adjustment because of changing abilities, priorities and outside influences (e.g. friends, family, etc.) The actions of our community affect my health and the health of others. Lesson Essential Question(s) What is addiction? Can anyone and everyone become addicted? Does early use increase risk? Delaware Health Education Standards Health Concepts Tobacco, Alcohol & Drugs Injury Prevention & Safety Nutrition & Physical Activity Family Life & Sexuality Personal Health & Wellness Mental Health Community & Environmental Health Skills INF AI IC DM GS SM AV Lesson Summary NOTE- This is the lesson where additional adult support will be solicited so that this lesson may be done as an adult led activity and students can be broken down into smaller learning communities within the classroom. Students will examine the science of addiction using the University of Utah website web quest or the Teenshealth.org website. The emphasis of both webbased lessons is on examining the brain reward pathway and how the brain is affected by addiction. Students will discover that there are many kinds of addictions including those to such substances as tobacco, alcohol, other drugs, and food and addictions to such behaviors as gambling, sex, internet interaction, 15 J - 135

136 playing video games, etc. Also, the students will find out that all addictions cause similar permanent brain changes, and that recovery is possible, but requires lifelong work to prevent relapse or addiction to some other substance or behavior. Students will know The brain reward pathway can be changed by addiction. The brain controls all bodily functions when we are asleep or awake. Early use of substances or participation in high risk behavior increases the chance of addiction. Students will be able to Describe the brain reward pathway. Use a web quest to complete worksheets and a quiz. Write a standard first sentence of a news story. Describe the sections of a standard newscast or newspaper. Time: 80 minutes for the web quest, 45 minutes for the alternate choice of the combined NIDA and UDEL lesson. Materials and Preparation Access to a computer for the students or the class Copies of Print-And Go worksheets for each student from Utah website Newsprint with markers or board and chalk Several different newspapers or newscasts to examine during the whole unit, (students may be asked to bring in newspapers, but the teacher may consider saving some back issuesespecially if articles about the different addictions or advertisements that may tempt students are found) Resources and Web Links Resources Includes a variety of resources (texts, print, media, and web links) that best support the unit. 20Addiction.pdf The genetics science learning center has a module called The new science of addiction; Genetics and the brain that takes the teacher and student through the anatomy and physiology of the brain, discusses natural reward pathways and how they are altered with addictions to substances or behaviors, has worksheets with answer keys that could be used for formative evaluation. The information in this academic Print-And-Go will be the scientific foundation of the unit. This module is planned for a web quest lasting eighty minutes using an individual computer. It could also be printed out or shown on a single class computer. This module is advertised for grades 5-8, includes Frayer diagrams, among others, common to Learning Focused Strategies is an important article on the body basics of the human brain and nervous system on the website of the Nemours Foundation, a healthy kids promotion group located in Wilmington, Delaware. This is a comprehensive article about the brain that has an excellent audio done by a female voice, with some diagrams included. If the teacher wishes to use this for the science part of the lesson, there will be need for an accompanying worksheet for the students to complete. In addition, the reward pathways of the brain will need to be an added discussion. The Reward Pathway and Addiction explains the reward pathway as crucial to the success of the brain s functions as well as an important key to understanding addiction. This will be an important step to add to the Teens Health Body Basics information above if the teach genetics module is not used. 16 J - 136

137 Understanding Drug Abuse and Addiction is a fact sheet with helpful tidbits on the definition of drug addiction, what happens to a drug addicted brain, who becomes addicted, and prevention strategies. It is a two page document loaded with information. Teaching Steps Show students several different newspapers such as The News Journal, The State News (Delaware), the New York Times, The Baltimore Sun, USA Today, etc. Explain that there are also online newspapers such as Delaware Online-partner to the print News Journal. Demonstrate the different sections of the newspaper such as the front section for international and national news, the local section, the business section, obituaries, comics, editorials, advertisements, business, weather, entertainment, sports, etc. Look at the various sections of a broadcast news story. Ask students where they would expect to find information about addiction and why that might be. Explain and introduce the activating strategy (see instructions at the end of this lesson) with the following question: For One Minute Drill, brainstorm a list of possible addictions. At the end of one minute, have students take turns suggesting possible addictions. The teacher will list the many addictions on the board and help students distinguish between those that are addictions to substances from those that are behavior or process addictions. As a sidebar, determine which items on the list are available legally to teens. This is a point to suggest that early use is more likely to trigger an addiction. Hand out the web quest Print-And-Go paperwork that has been sorted into the correct order for each student. Access the website and follow the instructions Science%20of%20Addiction.pdf One Minute Drill after fifteen minutes: Write the risk factors for addiction. Answers might include the following: friends who use drugs; family fighting; families who move frequently; low attachment to neighborhood; community disorganization; academic or behavioral problems at school; etc. Compare answers to webquest responses (answer key included in webquest). List answers on newsprint or blackboard. The web quest is projected to take eighty minutes to complete. Note: the Kids Health and UDel references can be used in place of the web quest if time is an issue. Using both of these websites will give a functional knowledge of addiction. Importantly, the student has less work and less need for the computer. Only one class computer is necessary. If this method is chosen, it is suggested 17 J - 137

138 that the teacher develop/provide a worksheet for student to complete while watching the presentation. Write a sentence on the blackboard that contains The 5 W s (who, what, when, where, and why), found in the first sentence of a sound and accurate news story. (A possible sample: Because of increasing addiction to substances and behaviors in Delaware, the eighth grade health class at So and So Middle School embarked today on a week s study of this important topic by exploring a web quest). One Minute Drill: Students develop another sentence that would apply to the completion of the web quest. As time permits, have students read their sentences to the class. Assessment(s) for Lesson Quiz included in web quest. It is suggested that the quiz from the web quest be used for the other science of addiction piece. Worksheets from Print-And-Go of web quest. Teacher Notes An activating strategy for this unit is called the One Minute Drill and was conceived by Major Leonard Bornino, Ohio Army National Guard, Assistant Professor of Military Science at Kent State University Army ROTC. The strategy is used in each lesson and serves to bring students back to task or to focus their attention on a particular topic or part of a topic. The process is that small groups are challenged to brainstorm a question, idea, or thought for exactly one timed minute. Then, the teacher could choose to put that brainstorming aside for further discussion, have students sign and turn in their activity for formative assessment, or discuss the brainstorming at that time. It is suggested that the teams remain the same for the duration of the unit (thus allowing the drill to become formative assessment for particular groups). The teacher can choose to have the drill turned in for evidence of participation. Sample One Minute Drill and Explanation from Major Bornino: ICEBREAKER Activity: Name of Activity: One Minute Drill Directions: Divide the class into groups of approximately 5 students per group. Instruct the students to listen carefully to the question that is read. Once the question is read, each group will write down as many answers as possible in one minute and the group who has the most correct answers will be declared the winning team. Sample questions (One question per One-Minute Drill ): Motivation to quit smoking tobacco? Reasons not to drink alcohol underage? Signs of gambling problems? Places to find help for a friend with an addiction problem? Kinds of addictions? Variations of the one minute drill are useful as learning strategies. 18 J - 138

139 A quick science of the brain update is available for the teacher at For those students who have a higher interest or skill in the brain structures and function, this site is excellent. 19 J - 139

140 Health Education Lesson Plan Title: Is addiction in the news? Big Idea: Health is Personal Power Lesson Two 6-8 Unit Cluster Enduring Understandings Knowledge of essential health information impacts the adoption of healthy behaviors What I believe and what others believe influence my health There are criteria to determine the validity of health information, products, and services Peer mediation and negotiation are effective ways to resolve conflicts Predicting and analyzing outcomes impact decisions about health My personal goals may need adjustment because of changing abilities, priorities and outside influences (e.g. friends, family, etc.) The actions of our community affect my health and the health of others. Lesson Essential Question(s) Does addiction color our news reports? What are high risk behaviors leading to possible addiction? Delaware Health Education Standards Health Concepts Tobacco, Alcohol & Drugs Injury Prevention & Safety Nutrition & Physical Activity Family Life & Sexuality Personal Health & Wellness Mental Health Community & Environmental Health Skills INF AI IC DM GS SM AV Lesson Summary-NOTE- for this unit, teachers will ask students to bring in articles related to addiction, but s/he may supplement what the students bring in with articles they themselves collect in order to focus the content of the lesson. Students will review newspapers and news broadcasts for articles related to addiction. Specific stories might focus on but not be limited to: crime reports, consumer fraud, alcohol or other drug arrests, business failures, domestic violence, bankruptcies, sports figures, etc. Students will search for Headlines and By-lines of the story and determine if it was factually accurate by reading or listening to the broadcast then going on-line to fact check the content. 20 J - 140

141 Students will learn the elements of a news story by searching for the 5 W s (who, what, where, why, when), elements of all news stories, whether delivered in broadcast or paper format. Using a fishbone diagram, students will unscramble the elements of a news story, and then write their own news introductory sentence using the five elements. Students will know Addiction is frequently in the news, but not always labeled addiction. News stories have various elements. Students will be able to Identify news stories that are related to high risk behaviors often related to addiction. Write a who, what, when, where, and how, sentence for a news story. Identify headlines and by-lines Time: One class period Materials and Preparation Local, regional or state newspapers; local online news outlets;and broadcast news stories (available as podcasts on news channels) 5 Ws of the News Fishbone Worksheet copied for each student Access to fact-checking resource (computer or other format) Resources and Web Links High Five: The integrated language arts and journalism curriculum for middle school students (2010). Retrieved May 2011 from Newspaper Association of America Foundation webpage. Look at Unit B, lesson 12, News Stories for more information. Telljohan, S.K., Symons, C.W., and Pateman, B. (2009). Health Education, Elementary and Middle School Applications. New York, NY: McGraw-Hill Companies. Teaching Steps One Minute Drill: In what ways do behaviors related to addiction show up in the news? Possible answers: police reports, advertisements, obituaries, business, human interest, science and health, arts, entertainment, sports, etc. Process group answers and review definition of addiction in the discussion. Remind students that there are substance addictions such as marijuana and alcohol and other drugs and process addictions such as gambling, eating, stealing, etc. All have similar consequences. Provide groups of three with news stories from newspapers or newscasts for analysis. 21 J - 141

142 Students will search for headlines that could be related to high risk behaviors leading to addiction. Students will choose one article for presentation to the class. Teacher will introduce the 5 W s of a News Story using the Fishbone worksheet (attached). Using the worksheet, students will complete a fishbone diagram (Unscrambling the 5 Ws of a News Story) to analyze the story they have chosen for the elements of a news story. One Minute Drill: What are the elements of a news story? Have a student volunteer write the five elements on the board. Model writing a lead sentence such as: On Saturday,, a well known actress and author, was arrested for distributing cocaine to young adults at a popular Hollywood grill! By Introduce the Transfer Task. Exit ticket: Students will write a Headline, By-line, and the lead sentence for a news story that will serve as the foundation for the Transfer Task of this unit of study. Assessment(s) for Lesson 5 Ws Fishbone worksheet Exit ticket: One sentence for lead in a news story that contains a Headline, a Byline, and includes all 5 W s. Teacher Notes Fishbone Diagram Directions for Use Adapted from the body of literature on Total Quality Management, the Fishbone Diagram also referred to as an Ishikawa Chart, is a graphic organizer designed to support brainstorming. The visual structure of the Fishbone Diagram enables health education students to compare and contrast information, ideas, beliefs, or self-reported behaviors. Prior to the lesson, the teacher prepares a blank fishbone diagram for each student, pair, or small group. In addition, the teacher identifies the theme or focus area about which contrasting knowledge, points of view, or behaviors exist. The theme or focus of the lesson in placed in the head of the fishbone diagram. Then, opposing views, conflicting information, or alternate behaviors are brainstormed. Contrasting responses are written on opposite bones of the diagram (Often, it is helpful for teachers to ask students to number the bones to make discussion and debriefing easier or more efficient). 22 J - 142

143 When completed, responses are shared with partners, small groups, and or the whole class. If developmentally appropriate or helpful, the diagrams can be enlarged and posted around the room to provide a visual reinforcement of responses that were brainstormed during the activity. Telljohan, S.K., Symons, C.W., and Pateman, B. (2009). Health Education, Elementary and Middle School Applications. New York, NY: McGraw-Hill Companies, page 96. Fishbone Diagram Student Learning Activity Teacher Directions for Incorporating the Activity into Lesson 2 After reviewing the general directions for using the Fishbone Diagram as a learning activity with broad instructional applicability, teachers are encouraged to incorporate this strategy into Lesson Two of this Unit of Instruction. In specific: After organizing students in groups of 3, teachers are encouraged to distribute current examples of news stories to each small group in which some element of addictive risk behavior and/or its consequences are discussed. These examples can come from print media and/or from broadcast media. It is important that these stories represent locations, people, or events with which students can identify. This likelihood is increased when teachers select current local or in-state story examples. In addition to the news story examples teachers should give 1 copy of The 5 W s of the News fishbone diagram handout to each group. While group members will participate in all elements of the learning activity, teachers are encouraged to ask group members to select a role from the following options for which they will take leadership: Project Manager, News Analyst, and Reporter. The project manager in each group will select a specific news story from the options provided by the teacher that will be the focus of the group work. Steps to complete the learning activity include: o The News Analyst reads the story aloud to the group (in the case of print media) or leads a mini-discussion of important elements of the story (in the case of broadcast media) after viewing it in its entirety. o The Project Manager reviews The 5 W s of the News fishbone diagram handout with the group. o All 3 group members proceed to identify the following elements of their selected story as the Project Manager records all information on The 5 W s of the News fishbone diagram handout in the correspondingly marked location: WHO: Identify all people/characters that are the focus of the story. WHAT: Specify actions/behaviors in which the identified people/characters participated as described in the story. WHEN: Record the day, date, and time when the actions/behaviors took place. WHERE: Record details describe about the location in which the actions/behaviors took place. WHY: Record key words that clarify why this information is important/newsworthy and/or why people need to be informed about it. 23 J - 143

144 Once all groups have completed the analysis of the news story and have recorded their findings on The 5 W s of the News fishbone diagram handout, all group members engage in a Think, Pair, Share during which they review the story and the important findings that they have recorded. This discussion should highlight the process of analyzing the news for consistent and important elements contained in all news stories. This exercise serves as preparation for the One-Minute Drill and the Exit Ticket assignments that conclude Lesson 2. The 5 W s of the News Who What When Where Why 24 J - 144