Level 1 (Preschool Grade 2) Lesson 1: Stranger Dangermwayouthedprograms.modern-woodmen.org/Login/PDFs/Safety and Lif… · 1 Level 1 (Preschool – Grade 2) Lesson 1: Stranger Danger

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Level 1 (Preschool – Grade 2)

Lesson 1: Stranger Danger Common Core State Standards for English Language Arts

Reading Standards: Informational Text

Range of Reading and Level of Text Complexity

Actively engage in group reading activities with purpose and understanding. (K)

Speaking & Listening Standards

Comprehension and Collaboration

Participate in collaborative conversations with diverse partners about grade-level topics and texts with peers and adults in small and larger groups. (K-Gr. 2)

Presentation of Knowledge and Ideas Describe people, places, things, and events with relevant details, expressing

ideas and feelings clearly. (Gr. 1) Recount or describe key ideas or details from a text read aloud or information

presented orally or through other media. (Gr. 2) Speak audibly and express thoughts, feelings, and ideas clearly. (K) Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences. (Gr. 2) Produce complete sentences when appropriate to task and situation. (Gr. 1) Produce complete sentences when appropriate to task and situation in order to

provide requested detail or clarification. (Gr. 2)

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Language Standards Vocabulary Acquisition and Use

With guidance and support from adults, explore word relationships and nuances in word meanings. (K)

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. (Gr. 1)

Demonstrate understanding of word relationships and nuances in word meanings. (Gr. 2)

Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (K)

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (Gr. 1)

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (Gr. 2)

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Lesson 2: The Telephone

Common Core State Standards for English Language Arts




Writing Standards

Text Types and Purposes

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K)

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (K)

Research to Build and Present Knowledge With guidance and support from adults, recall information from experiences or

gather information from provided sources to answer a question. (K-Gr. 1) Recall information from experiences or gather information from provided sources

to answer a question. (Gr. 2) Speaking & Listening Standards Comprehension and Collaboration


Presentation of Knowledge and Ideas

Speak audibly and express thoughts, feelings, and ideas clearly. (K)

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (Gr. 1)

Produce complete sentences when appropriate to task and situation. (Gr. 1)

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Gr. 2)

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Language Standards Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (K-Gr. 2)

Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading,

or listening. (Gr. 2) Vocabulary Acquisition and Use




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Lesson 3: Home Safety



Key Ideas and Details

Identify the main topic and retell key details of a text. (Gr. 1) Range of Reading and Level of Text Complexity


Writing Standards



Research to Build and Present Knowledge

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (Gr. 1)

Recall information from experiences or gather information from provided sources to answer a question. (Gr. 2)

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Speaking & Listening Standards Comprehension and Collaboration


Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (Gr. 2)

Presentation of Knowledge and Ideas Describe familiar people, places, things, and events and, with prompting and

support, provide additional detail. (K) Describe people, places, things, and events with relevant details, expressing

ideas and feelings clearly. (Gr. 1) Add drawings or other visual displays to descriptions when appropriate to clarify

ideas, thoughts, and feelings. (Gr. 1) Create audio recordings of stories or poems; add drawings or other visual

displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (Gr. 2)

Speak audibly and express thoughts, feelings, and ideas clearly. (K) Produce complete sentences when appropriate to task and situation. (Gr. 1) Produce complete sentences when appropriate to task and situation in order to


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Lesson 4: Health and Body Safety Common Core State Standards for English Language Arts

Reading Standards: Informational Text Key Ideas and Details

With prompting and support, identify the main topic and retell key details of a text. (K)


Actively engage in group reading activities with purpose and understanding. (K) Writing Standards Text Types and Purposes



gather information from provided sources to answer a question. (K- Gr. 1) Recall information from experiences or gather information from provided sources

to answer a question. (Gr. 2)

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ideas and feelings clearly. (Gr. 1) Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences. (Gr. 2) Add drawings or other visual displays to descriptions as desired to provide

additional detail. (K) Add drawings or other visual displays to descriptions when appropriate to clarify



Speak audibly and express thoughts, feelings, and ideas clearly. (K) Produce complete sentences when appropriate to task and situation. (Gr. 1) Produce complete sentences when appropriate to task and situation in order to

provide requested detail or clarification. (Gr. 2) Language Standards Conventions of Standard English


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (K- Gr. 2)

Vocabulary Acquisition and Use Use words and phrases acquired through conversations, reading and being read

to, and responding to texts. (K) Use words and phrases acquired through conversations, reading and being read

to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (Gr. 1)


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Lesson 5: Outdoor Safety




Writing Standards






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ideas and feelings clearly. (Gr. 1) Add drawings or other visual displays to descriptions when appropriate to clarify



Speak audibly and express thoughts, feelings, and ideas clearly. (K) Produce complete sentences when appropriate to task and situation. (Gr. 1) Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences. (Gr. 2) Produce complete sentences when appropriate to task and situation in order to


Language Standards Knowledge of Language

Use knowledge of language and its conventions when writing, speaking, reading, or listening. (K-Gr. 2)

Vocabulary Acquisition and Use Use words and phrases acquired through conversations, reading and being read

to, and responding to texts. (K) Use words and phrases acquired through conversations, reading and being read

to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). ( Gr. 1)


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Lesson 6: Fire Safety

Common Core State Standards for English Language Arts Reading Standards: Informational Text Range of Reading and Level of Text Complexity

Actively engage in group reading activities with purpose and understanding. (K) Writing Standards Text Types and Purpose





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Lesson 7: Weather Safety





Identify the main topic and retell key details of a text. (Gr. 1) Integration of Knowledge and Ideas

Use the illustrations and details in a text to describe its key ideas. (Gr. 1) Range of Reading and Level of Text Complexity




With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (K)

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (Gr. 1)

Recall information from experiences or gather information from provided sources to answer a question. (Gr. 2)

Speaking & Listening Standards Presentation of Knowledge and Ideas

Add drawings or other visual displays to descriptions as desired to provide additional detail. (K)

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (Gr. 1)

Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (Gr. 2)

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Lesson 8: Bullying/Friend Safety







Writing Standards








Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (Gr. 1)

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (Gr. 2)

Speak audibly and express thoughts, feelings, and ideas clearly. (K)

Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (Gr. 1)

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Language Standards

Vocabulary Acquisition and Use




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Lesson 9: Bicycle Safety Common Core State Standards for English Language Arts

Reading Standards: Informational Text Key Ideas and Details




Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). (K)


Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (Gr. 2)

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (Gr. 2)




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Presentation of Knowledge and Ideas Speak audibly and express thoughts, feelings, and ideas clearly. (K) Describe people, places, things, and events with relevant details, expressing

ideas and feelings clearly. (Gr. 1) Produce complete sentences when appropriate to task and situation. (Gr. 1) Produce complete sentences when appropriate to task and situation in order to

provide requested detail or clarification. (Gr. 2) Language Standards Conventions of Standard English


Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading,

or listening. (Gr. 2) Vocabulary Acquisition and Use



Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Level 2 (Grades 3-5)

Lesson 1: Internet Safety

Common Core Standards in English Language Arts



Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text. (Gr. 4)

Quote accurately from a text when explaining what the text says explicitly and

when drawing inferences from the text. (Gr. 5)

Integration of Knowledge and Ideas

Draw on information from multiple print or digital sources, demonstrating the

ability to locate an answer to a question quickly or to solve a problem efficiently.

(Gr. 5)

Integrate information from several texts on the same topic in order to write or

speak about the subject knowledgeably. (Gr. 5)

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Writing Standards


Write informative/explanatory texts to examine a topic and convey ideas and

information clearly. (Gr. 3-5)

Production and Distribution of Writing

With guidance and support from adults, produce writing in which the

development and organization are appropriate to task and purpose. (Gr. 3)

Produce clear and coherent writing in which the development and organization

are appropriate to task, purpose, and audience. (Gr. 4-5)

With guidance and support from adults, use technology to produce and publish

writing (using keyboarding skills) as well as to interact and collaborate with

others. (Gr. 3)


Conduct short research projects that build knowledge about a topic. (Gr. 3)

Recall information from experiences or gather information from print and digital

sources; take brief notes on sources and sort evidence into provided categories.

(Gr. 3)

With some guidance and support from adults, use technology, including the

Internet, to produce and publish writing as well as to interact and collaborate with

others; demonstrate sufficient command of keyboarding skills to type a minimum

of one page in a single sitting. (Gr. 4)

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (Gr. 5)

Draw evidence from literary or informational texts to support analysis, reflection,

and research. (Gr. 4-5)

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Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade-level topics and texts,

building on others’ ideas and expressing their own clearly. (Gr. 3-5)

Paraphrase portions of a text read aloud or information presented in diverse

media and formats, including visually, quantitatively, and orally. (Gr. 4)

Summarize a written text read aloud or information presented in diverse media

and formats, including visually, quantitatively, and orally. (Gr. 5)


Report on a topic or text, tell a story, or recount an experience with appropriate

facts and relevant, descriptive details, speaking clearly at an understandable

pace. (Gr. 3)

Report on a topic or text, tell a story, or recount an experience in an organized

manner, using appropriate facts and relevant, descriptive details to support main

ideas or themes; speak clearly at an understandable pace. (Gr. 4)

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Gr. 5)

Speak in complete sentences when appropriate to task and situation in order to


Language Standards

Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking. (Gr. 3-5)

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing. (Gr. 3-5)

Knowledge of Language

Use knowledge of language and its conventions when writing, speaking, reading,

or listening. (Gr. 3-5)

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Lesson 2: Weather Safety

Common Core Standards in English Language Arts







Determine the main idea of a text and explain how it is supported by key details;

summarize the text. (Gr. 3-4)

Determine two or more main ideas of a text and explain how they are supported

by key details; summarize the text. (Gr. 5)


Draw on information from multiple print or digital sources, demonstrating the

ability to locate an answer to a question quickly or to solve a problem efficiently.

(Gr. 5)

Integrate information from several texts on the same topic in order to write or

speak about the subject knowledgeably. (Gr. 5)

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Writing Standards


Write opinion pieces on topics or texts, supporting a point of view with reasons.

(Gr. 3)

Write opinion pieces on topics or texts, supporting a point of view with reasons

and information. (Gr. 4-5)










Conduct short research projects that build knowledge through investigation of

different aspects of a topic. (Gr. 4)

Conduct short research projects that use several sources to build knowledge

through investigation of different aspects of a topic. (Gr. 5)

Recall information from experiences or gather information from print and digital

sources; take brief notes on sources and sort evidence into provided categories.

(Gr. 3)



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pace. (Gr. 3)



Adapt speech to a variety of contexts and tasks, using formal English when

appropriate to task and situation. (Gr. 5)

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Language Standards








Acquire and use accurately grade-appropriate conversational, general academic,

and domain-specific words and phrases, including those that signal spatial and

temporal relationships (e.g., After dinner that night we went looking for them).

(Gr. 3)

Acquire and use accurately grade-appropriate general academic and domain-

specific words and phrases, including those that signal precise actions, emotions,

or states of being (e.g., quizzed, whined, stammered) and that are basic to a

particular topic (e.g., wildlife, conservation, and endangered when discussing

animal preservation). (Gr. 4)


specific words and phrases, including those that signal contrast, addition, and

other logical relationships (e.g., however, although, nevertheless, similarly,

moreover, in addition). (Gr. 5)

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Lesson 3: Personal Body Safety and Bullying








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pace. (Gr. 3)




Add audio recordings and visual displays to presentations when appropriate to

enhance the development of main ideas or themes. (Gr. 4)

Include multimedia components (e.g., graphics, sound) and visual displays in

presentations when appropriate to enhance the development of main ideas or

themes. (Gr. 5)





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Language Standards




Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing. (Gr. 3-5)




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Lesson 4: Fire Safety








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Writing Standards




Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences. (Gr. 3-5)






With guidance and support from adults, use technology to produce and publish

writing (using keyboarding skills) as well as to interact and collaborate with

others. (Gr. 3)




of one page in a single sitting. (Gr. 4)




of two pages in a single sitting. (Gr. 5)



Conduct short research projects that build knowledge through investigation of

different aspects of a topic. (Gr. 4)

Conduct short research projects that use several sources to build knowledge

through investigation of different aspects of a topic. (Gr. 5)



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pace. (Gr. 3)




Report on a topic or text or present an opinion, sequencing ideas logically and

using appropriate facts and relevant, descriptive details to support main ideas or

themes; speak clearly at an understandable pace. (Gr. 5)

Create engaging audio recordings of stories or poems that demonstrate fluid

reading at an understandable pace; add visual displays when appropriate to

emphasize or enhance certain facts or details. (Gr. 3)

Add audio recordings and visual displays to presentations when appropriate to

enhance the development of main ideas or themes. (Gr. 4)



themes. (Gr. 5)



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Language Standards







33

Lesson 5: Basic First Aid








Describe the relationship between a series of historical events, scientific ideas or

concepts, or steps in technical procedures in a text, using language that pertains

to time, sequence, and cause/effect. (Gr. 3)


Use information gained from illustrations (e.g., maps, photographs) and the

words in a text to demonstrate understanding of the text (e.g., where, when, why,

and how key events occur). (Gr. 3)

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Language Standards








Acquire and use accurately grade-appropriate conversational, general academic



(Gr. 3)










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Lesson 6: Water Safety








Writing Standards












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pace. (Gr. 3)









themes. (Gr. 5)



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Language Standards








Acquire and use accurately grade-appropriate conversational, general academic,



(Gr. 3)










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Level 3 (Grades 6-8) Lesson 1: Time Management, Study Skills and Test Taking




Integrate information presented in different media or formats (e.g., visually,

quantitatively) as well as in words to develop a coherent understanding of a topic

or issue. (Gr. 6)

Writing Standards


Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience. (Gr. 6-8)




Language Standards



specific words and phrases; gather vocabulary knowledge when considering a

word or phrase important to comprehension or expression. (Gr. 6-8)

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Lesson 2: Internet Safety




Cite textual evidence to support analysis of what the text says explicitly as well

as inferences drawn from the text. (Gr. 6)

Cite several pieces of textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text. (Gr. 7)




or issue. (Gr. 6)

Evaluate the advantages and disadvantages of using different mediums (e.g.,

print or digital text, video, multimedia) to present a particular topic or idea. (Gr. 8)

Trace and evaluate the argument and specific claims in a text, assessing

whether the reasoning is sound and the evidence is relevant and sufficient to

support the claims. (Gr. 7)

Delineate and evaluate the argument and specific claims in a text, assessing

whether the reasoning is sound and the evidence is relevant and sufficient;

recognize when irrelevant evidence is introduced. (Gr. 8)

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Writing Standards


Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of

relevant content. (Gr. 6-8)




Use technology, including the Internet, to produce and publish writing as well as

to interact and collaborate with others; demonstrate sufficient command of

keyboarding skills to type a minimum of three pages in a single sitting. (Gr. 6)

Use technology, including the Internet, to produce and publish writing and link to

and cite sources as well as to interact and collaborate with others, including

linking to and citing sources. (Gr. 7)

Use technology, including the Internet, to produce and publish writing and

present the relationships between information and ideas efficiently as well as to

interact and collaborate with others. (Gr. 8)

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Conduct short research projects to answer a question, drawing on several

sources and refocusing the inquiry when appropriate. (Gr. 6)


sources and generating additional related, focused questions for further research

and investigation. (Gr. 7)

Conduct short research projects to answer a question (including a self-generated

question), drawing on several sources and generating additional related, focused

questions that allow for multiple avenues of exploration. (Gr. 8)

Gather relevant information from multiple print and digital sources; assess the

credibility of each source; and quote or paraphrase the data and conclusions of

others while avoiding plagiarism and providing basic bibliographic information for

sources. (Gr. 6)

Gather relevant information from multiple print and digital sources, using search

terms effectively; assess the credibility and accuracy of each source; and quote

or paraphrase the data and conclusions of others while avoiding plagiarism and

following a standard format for citation. (Gr. 7-8)



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groups, and teacher-led) with diverse partners on grade-level topics, texts, and

issues, building on others’ ideas and expressing their own clearly. (Gr. 6-8)


Present claims and findings, sequencing ideas logically and using pertinent

descriptions, facts, and details to accentuate main ideas or themes; use

appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 6)

Present claims and findings, emphasizing salient points in a focused, coherent

manner with pertinent descriptions, facts, details, and examples; use appropriate

eye contact, adequate volume, and clear pronunciation. (Gr. 7)


manner with relevant evidence, sound valid reasoning, and well-chosen details;

use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 8)

Include multimedia components (e.g., graphics, images, music, sound) and

visual displays in presentations to clarify information. (Gr. 6)

Include multimedia components and visual displays in presentations to clarify

claims and findings and emphasize salient points. (Gr. 7)

Integrate multimedia and visual displays into presentations to clarify information,

strengthen claims and evidence, and add interest. (Gr. 8)

Adapt speech to a variety of contexts and tasks, demonstrating command of

formal English when indicated or appropriate. (Gr. 6-8)

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Language Standards











45

Lesson 3: Money Management






or issue.(Gr. 6)

Writing Standards



sources and refocusing the inquiry when appropriate. (Gr. 6)


sources and generating additional related, focused questions for further research

and investigation. (Gr. 7)

Conduct short research projects to answer a question (including a self-generated

question), drawing on several sources and generating additional related, focused

questions that allow for multiple avenues of exploration. (Gr. 8)



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Interpret information presented in diverse media and formats (e.g., visually,

quantitatively, orally) and explain how it contributes to a topic, text, or issue under

study. (Gr. 6)











Language Standards





47

Lesson 4: Bullying and Harassment




Cite textual evidence to support analysis of what the text says explicitly as well

as inferences drawn from the text. (Gr. 6)

Cite several pieces of textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text. (Gr. 7)

Analyze in detail how a key individual, event, or idea is introduced, illustrated,

and elaborated in a text (e.g., through examples or anecdotes). (Gr. 6)

Craft and Structure

Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meanings. (Gr. 6)


including figurative, connotative, and technical meanings; analyze the impact of a

specific word choice on meaning and tone. (Gr. 7-8)

Analyze how a particular sentence, paragraph, chapter, or section fits into the

overall structure of a text and contributes to the development of the ideas. (Gr. 6)

Determine an author’s point of view or purpose in a text and explain how it is

conveyed in the text. (Gr. 6)

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or issue. (Gr. 6)

Compare and contrast a text to an audio, video, or multimedia version of the text,

analyzing each medium’s portrayal of the subject (e.g., how the delivery of a

speech affects the impact of the words). (Gr. 7)

Evaluate the advantages and disadvantages of using different mediums (e.g.,

print or digital text, video, multimedia) to present a particular topic or idea. (Gr. 8)

Writing Standards


Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of

relevant content. (Gr. 6-8)




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Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Gr. 6-8)

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (Gr. 6)

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. (Gr. 7)

Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. (Gr. 6)




Language Standards Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (Gr. 6-8)


Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Gr. 6-8)

50

Lesson 5: Healthy Relationships



Craft and Structure


including figurative, connotative, and technical meanings; analyze the impact of

specific word choices on meaning and tone, including analogies or allusions to

other texts. (Gr. 8)




or issue. (Gr. 6)

Compare and contrast a text to an audio, video, or multimedia version of the text,

analyzing each medium’s portrayal of the subject (e.g., how the delivery of a

speech affects the impact of the words). (Gr. 7)

51






Interpret information presented in diverse media and formats (e.g., visually,

quantitatively, orally) and explain how it contributes to a topic, text, or issue under

study. (Gr. 6)

Analyze the main ideas and supporting details presented in diverse media and

formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a

topic, text, or issue under study. (Gr. 7)













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Language Standards








Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings. (Gr. 6-7)




53

Lesson 6: Diversity and Tolerance Common Core State Standards for English Language Arts

Writing Standards Text Types and Purposes

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (Gr. 6-8)

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (Gr. 6-8)




54


Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Gr. 6-8)


Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 6)

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 7)

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (Gr. 8)

Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. (Gr. 6)

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (Gr. 7)

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (Gr. 8)



Language Standards







55

Level 1 (Pre-K - Gr. 2) National Health Education Standards Lesson 1: Stranger Danger NHES 4.2.3 Demonstrate ways to respond when in an unwanted, threatening or

dangerous situation. 4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.

Lesson 2: The Telephone NHES 3.2.1 Identify trusted adults and professionals who can help promote health.

3.2.2 Identify ways to locate school and community health helpers. 4.2.3 Demonstrate ways to respond when in an unwanted, threatening or

dangerous situation. 4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed. 5.2.2 Differentiate between situations when a health-related decision can be

made individually or when assistance is needed. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.

Lesson 3: Home Safety NHES 1.2.4 List ways to prevent common childhood injuries.

7.2.2 Demonstrate behaviors that avoid or reduce health risks.

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Lesson 4: Health and Body Safety NHES 1.2.1 Identify that healthy behaviors affect personal health.

1.2.3 Describe ways to prevent communicable diseases. 3.2.1 Identify trusted adults and professionals who can help promote health. 4.2.1 Demonstrate healthy ways to express needs, wants and feelings. 4.2.3 Demonstrate ways to respond when in an unwanted, threatening or

dangerous situation. 4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed. 5.2.1 Identify situations when a health-related decision is needed. 5.2.2 Differentiate between situations when a health-related decision can be

made individually or when assistance is needed. 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve

personal health. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.

Lesson 5: Outdoor Safety NHES 1.2.1 Identify that healthy behaviors affect personal health.

1.2.4 List ways to prevent common childhood injuries. 4.2.3 Demonstrate ways to respond when in an unwanted, threatening or

dangerous situation. 5.2.1 Identify situations when a health-related decision is needed. 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve


Lesson 6: Fire Safety NHES 1.2.4 List ways to prevent common childhood injuries.

4.2.3 Demonstrate ways to respond when in an unwanted, threatening or dangerous situation.

5.2.1 Identify situations when a health-related decision is needed. 5.2.2 Differentiate between situations when a health-related decision can be

made individually or when assistance is needed. 7.2.1 Demonstrate healthy practices and behaviors to maintain or improve


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Lesson 7: Weather Safety NHES 4.2.2 Demonstrate listening skills to enhance health.


5.2.1 Identify situations when a health-related decision is needed. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.

Lesson 8: Bullying/Friend Safety NHES 4.2.1 Demonstrate healthy ways to express needs, wants and feelings.


4.2.4 Demonstrate ways to tell a trusted adult if threatened or harmed. 5.2.1 Identify situations when a health-related decision is needed. 5.2.2 Differentiate between situations when a health-related decision can be

made individually or when assistance is needed. 7.2.2 Demonstrate behaviors that avoid or reduce health risks.

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National Science Standards

Lesson 4: Health and Body Safety NS.K-4.6 Personal and Social Perspectives Students should develop understanding of personal health.

Lesson 7: Weather Safety NS.K-4.4 Earth and Space Science Students should develop understanding of changes in earth and sky. NS.K-4.6 Personal and Social Perspectives Students should develop understanding of changes in environments.

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Level 2 (Gr. 3-5) National Health Education Standards Lesson 1: Internet Safety NHES 1.5.1 Describe the relationship between healthy behaviors and personal health.

2.5.1 Describe how the family influences personal health practices and behaviors.

2.5.4 Describe how the school and community can support personal health practices and behaviors.

2.5.5 Explain how media influences thoughts, feelings, and health behaviors. 2.5.6 Describe ways that technology can influence personal health. 3.5.1 Identify characteristics of valid health information, products and services. 3.5.2 Locate resources from home, school and community that provide valid

health information. 4.5.2 Demonstrate refusal skills to avoid or reduce health risks. 4.5.4 Demonstrate how to ask for assistance to enhance personal health. 5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.3 List healthy options to health-related issues or problems. 5.5.5 Choose a healthy option when making a decision. 7.5.1 Identify responsible personal health behaviors. 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks.

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Lesson 2: Weather Safety NHES 1.5.1 Describe the relationship between healthy behaviors and personal health.

1.5.3 Describe ways in which a safe and healthy school and community environment can promote personal health.

1.5.4 Describe ways to prevent common childhood injuries and health problems. 2.5.1 Describe how the family influences personal health practices and

behaviors. 2.5.4 Describe how the school and community can support personal health

practices and behaviors. 2.5.5 Explain how media influences thoughts, feelings, and health behaviors. 2.5.6 Describe ways that technology can influence personal health. 3.5.2 Locate resources from home, school and community that provide valid

health information. 4.5.1 Demonstrate effective verbal and non-verbal communication skills to

enhance health. 4.5.4 Demonstrate how to ask for assistance to enhance personal health. 5.5.1 Identify health-related situations that might require a thoughtful

decision. 5.5.3 List healthy options to health-related issues or problems. 5.5.5 Choose a healthy option when making a decision. 5.5.6 Describe the outcomes of a health-related decision. 6.5.2 Identify resources to assist in achieving a personal health goal. 7.5.1 Identify responsible personal health behaviors. 7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or

improve personal health. 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks. 8.5.1 Express opinions and give accurate information about health issues.

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Lesson 3: Personal Body Safety and Bullying NHES 1.5.1 Describe the relationship between healthy behaviors and personal health.

1.5.2 Identify examples of emotional, intellectual, physical and social health. 1.5.3 Describe ways in which a safe and healthy school and community

environment can promote personal health. 1.5.4 Describe ways to prevent common childhood injuries and health problems. 2.5.2 Identify the influence of culture on health practices and behavior. 2.5.3 Identify how peers can influence healthy and unhealthy behaviors. 4.5.1 Demonstrate effective verbal and non-verbal communication skills to

enhance health. 4.5.3 Demonstrate non-violent strategies to manage or resolve conflict. 4.5.4 Demonstrate how to ask for assistance to enhance personal health. 5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.2 Analyze when assistance is needed when making a health-related

decision. 5.5.3 List healthy options to health-related issues or problems. 5.5.5 Choose a healthy option when making a decision. 5.5.6 Describe the outcomes of a health-related decision. 7.5.1 Identify responsible personal health behaviors. 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks. 8.5.1 Express opinions and give accurate information about health issues.

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Lesson 4: Fire Safety NHES 1.5.1 Describe the relationship between healthy behaviors and personal health.

1.5.4 Describe ways to prevent common childhood injuries and health problems. 1.5.5 Describe when it is important to seek health care. 4.5.1 Demonstrate effective verbal and non-verbal communication skills to

enhance health. 4.5.4 Demonstrate how to ask for assistance to enhance personal health. 5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.2 Analyze when assistance is needed when making a health-related

decision. 5.5.5 Choose a healthy option when making a decision. 7.5.1 Identify responsible personal health behaviors. 7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or

improve personal health. 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks. 8.5.1 Express opinions and give accurate information about health issues. 8.5.2 Encourage others to make positive health choices.

Lesson 5: Basic First Aid NHES 1.5.1 Describe the relationship between healthy behaviors and personal health.

1.5.4 Describe ways to prevent common childhood injuries and health problems. 1.5.5 Describe when it is important to seek health care. 3.5.2 Locate resources from home, school and community that provide valid

health information. 4.5.1 Demonstrate effective verbal and non-verbal communication skills to

enhance health. 4.5.4 Demonstrate how to ask for assistance to enhance personal health. 5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.2 Analyze when assistance is needed when making a health-related

decision. 5.5.5 Choose a healthy option when making a decision.

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Lesson 6: Water Safety NHES 1.5.1 Describe the relationship between healthy behaviors and personal health.

1.5.4 Describe ways to prevent common childhood injuries and health problems. 2.5.6 Describe ways that technology can influence personal health. 3.5.2 Locate resources from home, school and community that provide valid

health information. 5.5.1 Identify health-related situations that might require a thoughtful decision. 5.5.2 Analyze when assistance is needed when making a health-related

decision. 5.5.3 List healthy options to health-related issues or problems. 5.5.5 Choose a healthy option when making a decision. 7.5.1 Identify responsible personal health behaviors. 7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or

improve personal health. 7.5.3 Demonstrate a variety of behaviors that avoid or reduce health risks.

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National Science Standards

Lesson 1: Internet Safety NS.K-4.5 Science and Technology Students should develop understanding about science and technology NS.5-8.5 Science and Technology Students should develop understanding about science and technology NS.5-8.6 Personal and Social Perspectives

Students should develop understanding about risks and benefits

Students should develop understanding about science and technology in society

Lesson 2: Weather Safety NS.K-4.2 Physical Science Students should develop understanding of light, heat, electricity. NS.K-4.4 Earth and Space Science Students should develop understanding of changes in earth and sky. NS.K-4.6 Personal and Social Perspectives Students should develop understanding of changes in environments. NS.5-8.2 Physical Science Students should develop understanding of science and technology in local challenges. NS.5-8.4 Earth and Space Science Students should develop understanding of the structure of the earth’s system NS.5-8.5 Science and Technology

Students should develop understanding of the abilities of technological design.

Students should develop understanding about science and technology. NS.5-8.6 Personal and Social Perspectives

Students should develop understanding of personal health.

Students should develop understanding of natural hazards.

Students should develop understanding of risks and benefits.

Students should develop understanding of science and technology in society.

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Lesson 3: Personal Body Safety and Bullying NS.K-4.6 Personal and Social Perspectives

Students should develop understanding of characteristics and changes in populations.

NS.5-8.3 Life Science Students should develop understanding of regulation and behavior. NS.5-8.6 Personal and Social Perspectives

Students should develop understanding of populations, resources and environments.


Lesson 4: Fire Safety NS.K-4.2 Physical Science Students should develop understanding of light, heat, electricity and magnetism. NS.5-8.6 Personal and Social Perspectives

Students should develop understanding of natural hazards.


Lesson 6: Water Safety NS.K-4.2 Physical Science Student should develop understanding of properties of objects and materials. NS.5-8.2 Physical Science Students should develop understanding of motions and forces. NS.5-8.6 Personal and Social Perspectives

Students should develop understanding of natural hazards


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Level 3 (Gr. 6-8) National Health Education Standards Lesson 1: Time Management, Study Skills and Test Taking NHES 1.8.1 Analyze the relationship between healthy behaviors and personal health.

1.8.2 Describe the interrelationships of emotional, intellectual, physical and social health in adolescence.

1.8.3 Analyze how the environment affects personal health. 1.8.7 Describe the benefits of and barriers to healthy behaviors. 4.8.4 Demonstrate how to ask for assistance to enhance the health of self and

others. 5.8.3 Distinguish when individual or collaborative decision-making is

appropriate. 6.8.2 Develop a goal to adopt, maintain or improve a personal health practice. 6.8.3 Apply strategies and skills needed to attain a personal health goal. 6.8.4 Describe how personal health goals can vary with changing abilities,

priorities and responsibilities 7.8.1 Explain the importance of assuming responsibility for personal health

behaviors. 8.8.2 Demonstrate how to influence and support others to make positive health

choices.

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Lesson 2: Internet Safety NHES 1.8.1 Analyze the relationship between healthy behaviors and personal health.

1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems.

1.8.7 Describe the benefits of and barriers to healthy behaviors. 1.8.8 Examine the likelihood of injury or illness of engaging in unhealthy

behaviors. 1.8.9 Examine the potential seriousness of injury or illness if engaging in

unhealthy behaviors. 2.8.1 Examine how the family influences the health of adolescents. 2.8.6 Analyze the influence of technology on personal and family health. 2.8.9 Describe how some health risk behaviors can influence the likelihood of

engaging in unhealthy behaviors. 3.8.1 Analyze the validity of health information, products and services. 3.8.2 Access valid health information from home, school and community. 4.8.1 Apply effective verbal and nonverbal communication skills to enhance

health. 4.8.2 Demonstrate refusal and negotiation skills to avoid or reduce health risks. 4.8.4 Demonstrate how to ask for assistance to enhance the health of self and

others. 5.8.1 Identify circumstances that can help or hinder healthy decision-making. 5.8.2 Determine when health-related situations require the application of a

thoughtful decision-making process. 5.8.4 Distinguish between healthy and unhealthy alternatives to health-related

issues or problems. 5.8.6 Choose healthy alternatives over unhealthy alternatives when making a

decision 6.8.1 Access personal health practices. 7.8.1 Explain the importance of assuming responsibility for personal health

behaviors. 7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve

the health of self and others. 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and

others. 8.8.2 Demonstrate how to influence and support others to make positive health

choices.

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Lesson 3: Money Management NHES 1.8.1 Analyze the relationship between healthy behaviors and personal health.

1.8.7 Describe the benefits of and barriers to healthy behaviors. 5.8.1 Identify circumstances that can help or hinder healthy decision-making. 5.8.2 Determine when health-related situations require the application of a

thoughtful decision-making process. 5.8.4 Distinguish between healthy and unhealthy alternatives to health-related

issues or problems. 6.8.3 Apply strategies and skills needed to attain a personal health goal. 6.8.4 Describe how personal health goals can vary with changing abilities,

priorities and responsibilities. 7.8.1 Explain the importance of assuming responsibility for personal health


the health of self and others.

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Lesson 4: Bullying and Harassment NHES 1.8.1 Analyze the relationship between healthy behaviors and personal health.

1.8.3 Analyze how the environment affects personal health. 1.8.5 Describe ways to reduce or prevent injuries and other adolescent health

problems. 2.8.2 Describe the influence of culture on health beliefs, practices and

behaviors. 2.8.3 Describe how peers influence healthy and unhealthy behaviors. 4.8.1 Apply effective verbal and nonverbal communication skills to enhance

health. 4.8.2 Demonstrate refusal and negotiation skills to avoid or reduce health risks. 4.8.3 Demonstrate effective conflict management or resolution strategies. 4.8.4 Demonstrate how to ask for assistance to enhance the health of self and

others. 5.8.2 Determine when health-related situations require the application of a

thoughtful decision-making process. 5.8.3 Distinguish when individual or collaborative decision-making is

appropriate. 6.8.3 Apply strategies and skills needed to attain a personal health goal. 7.8.1 Explain the importance of assuming responsibility for personal health

behaviors. 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and


choices. 8.8.3 Work cooperatively to advocate for healthy individuals, families and

schools.

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Lesson 5: Healthy Relationships NHES 1.8.2 Describe the interrelationships of emotional, intellectual, physical and

social health in adolescence. 1.8.7 Describe the benefits of and barriers to healthy behaviors. 4.8.1 Apply effective verbal and nonverbal communication skills to enhance

health. 4.8.3 Demonstrate effective conflict management or resolution strategies. 5.8.4 Distinguish between healthy and unhealthy alternatives to health-related

issues or problems. 5.8.6 Choose healthy alternatives over unhealthy alternatives when making a

decision 6.8.3 Apply strategies and skills needed to attain a personal health goal. 7.8.1 Explain the importance of assuming responsibility for personal health


the health of self and others. 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and


choices. 8.8.4 Identify ways that health messages and communication techniques can be

altered for different audiences.

Lesson 6: Diversity and Tolerance NHES 1.8.2 Describe the interrelationships of emotional, intellectual, physical and

social health in adolescence. 1.8.3 Analyze how the environment affects personal health. 2.8.7 Explain how the perceptions of norms influence healthy and unhealthy

behaviors. 4.8.3 Demonstrate effective conflict management or resolution strategies. 5.8.1 Identify circumstances that can help or hinder healthy decision-

making.

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National Science Standards Lesson 1: Time Management, Study Skills and Test Taking NS.5-8.3 Life Science

Students should develop understanding of regulation and behavior.

Students should develop understanding of diversity and adaptations of organisms.

Lesson 2: Internet Safety NS.5-8.3 Life Science Students should develop understanding of regulation and behavior. NS.5-8.5 Science and Technology Students should develop understanding of abilities of technological design. NS.5-8.6 Personal and Social Perspectives


Students should develop understanding of science and technology in society.

Lesson 3: Money Management NS.5-8.3 Life Science Student should develop understanding of regulation and behavior.

Lesson 4: Bullying and Harassment NS.5-8.3 Life Science Students should develop understanding of regulation and behavior. NS.5-8.6 Personal and Social Perspectives Students should develop understanding of risks and benefits.

Lesson 5: Healthy Relationships NS.5-8.3 Life Science Students should develop understanding of regulation and behavior.

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Lesson 6: Diversity and Tolerance NS.5-8.3 Life Science

Students should develop understanding of regulation and behavior.

Students should develop understanding of diversity and adaptations of organisms. NS.5-8.6 Personal and Social Perspectives Students should develop understanding of populations, resources and environments.

Documents

Level 1 (Preschool Grade 2) Lesson 1: Stranger Dangermwayouthedprograms.modern-woodmen.org/Login/PDFs/Safety and Lif… · 1 Level 1 (Preschool – Grade 2) Lesson 1: Stranger Danger