MIDDLETOWN PUBLIC SCHOOLS HEALTH … · ommon Core State Sta ... (mind ify organizers ... Dawn McGill, Cheryl Rosa, Mark Sullivan, and Cam Ventura 7/12/2012 Middletown Public Schools

Curriculum Writers: Thomas Fennessey, Dawn McGill, Cheryl Rosa, Mark Sullivan, and Cam Ventura June 2012

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HEALTH STANDARDS

Unit BENCHMARKS

Middletown Public Schools INSTRUCTIONAL

STRATEGIES RESOURCES ASSESSMENT

EVIDENCE 1. Students will

understand the concepts related to health promotion and disease prevention as a foundation for a healthy life.

1.1 Health Content Areas 7. Personal Health 8. Mental and

Emotional Health 9. Injury Prevention 10. Nutrition 11. Sexuality and

Family life 12. Disease Control

and Prevention 13. Substance Use

and Abuse Prevention

The student 1.1.1 Describes relationships between personal health behaviors and individual well‐ being.

Grade K REQUIRED TOPICS: characteristics of a fit and an unfit individual; health practices and levels of

wellness; effects of age, gender, and health status on physical activity levels; the environment and how it influences personal health. 1.1.1

Grade 1 REQUIRED TOPICS: characteristics of a fit and an unfit individual; health practices and levels of


benefits of physical activity; activities which contribute to fitness; changes in the body during physical activity; health‐related fitness and performance‐related fitness; various forms of physical activity. 1, 1.2

basic, complex and mixed emotions; situations provoking various feelings; self‐concept; impact of success/failure on self‐ worth. 2,1.1

food as fuel, sensory and functional characteristics of food, various needs throughout lifespan, variety and moderation. 4, 1.1

Grade 2 REQUIRED TOPICS: characteristics of a fit and an unfit individual; health practices and levels of


basic, complex and mixed emotions; situations provoking various feelings; self‐concept; impact of success/failure on self worth. 2,1.1

food as fuel, sensory and functional characteristics of food, various needs throughout lifespan, variety and moderation. 4, 1.1 o www.healthy.net o www.heart.org (American Heart Association) o www.cdc.gov (Center for Disease Control) o www.who.int (World Health Organization, International)

1.1.2 Identifies indicators of mental, emotional, social and physical health during childhood.

Grade K REQUIRED TOPICS: uniqueness of individuals. 2, 1.2

Differentiates instruction by varying the content, process, and product and implementing tiered assignments jigsawing pre/post assessments anchoring think/pair/share cubing, etc. Facilitates best practices of teaching that include: student‐centered experiential holistic authentic expressive reflective social collaborative democratic cognitive developmental constructivist/ heuristic challenging Addresses multiple intelligences (instructional strategies) Facilitates the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart)

Program The Great Body Shop Supplementary books/materials Common Core State

Standards, ELA Comprehensive Health

Instructional Outcomes (RIDE)

Current Health Health Literacy for All

Students (RIDE) Health posters Heart Power Kit Technology CDs, tapes Elmo Internet access LCD projector/ laptop Smart Board VCR/DVD Web Sites http://www.hsph.harvard.edu/

nutritionsource/what‐should‐you‐eat/pyramid/

http://www.worldbookonline.com/wbdiscover/search?st1=health&searchprop=ft&x=23&y=12

https://sites.google.com/site/ephshpe/

www.aahperd.org

www.abovetheinfluence.com

www.activeminds.org

www.addiction.org

www.alanon.org

www.ashastd.org

www.askri.org

www.befrienders.org

SUGGESTED

Anecdotal records

Checklists Health decision‐

making Exhibits Graphic organizers Interviews Student to student Teacher to student Student to third

party Journals/logs Multiple Intelligences assessments (e.g. role playing – bodily kinesthetic, graphic organizing – visual, collaboration‐ interpersonal, etc.)

Oral

Performance‐based tasks

Self and peer evaluation

Tests and quizzes



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE benefits of expressing feelings to parents, siblings, friends, teachers, trusted

adults. 5, 1.3

Grade 1 REQUIRED TOPICS: personal qualities/strengths; desirable traits; uniqueness of individuals. 2,

1.2 benefits of expressing feelings to parents, siblings, friends, teachers, trusted

adults. 5, 1.3 Grade 2 REQUIRED TOPICS: personal qualities/strengths; desirable traits; uniqueness of individuals. 2,

1.2 o www.fda.gov (food and drug administration) o www.kidshealth.org o www.namirhodeisland.org (National Alliance for Mental Illness)

1.1.3 Describes the basic structure and functions of the human body systems.

Grade K REQUIRED TOPICS: oral health and hygiene, including prevention of tooth decay; the senses and

how one learns through them; uniqueness of each person’s pattern and rate of growth; acceptance of one’s own unique body; accepting physically challenged individuals. 1,1.3

Grade 1 REQUIRED TOPICS: oral health and hygiene, including prevention of tooth decay; the senses and

how one learns through them; uniqueness of each person’s pattern and rate of growth; acceptance of one’s own unique body; accepting physically challenged individuals. 1,1.3

Grade 2 REQUIRED TOPICS: oral health and hygiene, including prevention of tooth decay; the senses and

how one learns through them; uniqueness of each person’s pattern and rate of growth; acceptance of one’s own unique body; accepting physically challenged individuals. 1,1.3 o www.innerbody.com (human body anatomy charts, anatomical

models) o www.rideptofhealth.gov (RI Department of Health)

Facilitates integration of the applied learning standards problem solving communication critical thinking research reflection/ evaluation Applies best practice of teaching health education: focuses on clear health goals and related behavioral outcomes

is research‐based and theory‐driven

addresses individual values and group norms that support health‐enhancing behaviors

focuses on increasing personal perceptions of risk and harmfulness of engaging in specific health risk behaviors and reinforcing protective factors

addresses social pressures and influences

builds personal competence, social competence and efficacy by addressing skills

provides functional health knowledge that is basic, accurate, and directly contributes to health promoting decisions and behaviors

uses strategies designed to personalize information and engage students

provides age‐appropriate and developmentally appropriate information, learning strategies, teaching methods and materials

incorporates learning strategies, teaching methods, and materials

www.befrienders.org (bullying, suicide, depression)

www.bhddh.ri.gov

www.bhsi.org

www.cancer.org

www.cdc.gov

www.cdc.gov/injury/

www.cdc.gov/std/general/

www.commonsensemedia.org

www.crnhq.org

www.cyh.com

www.dayone.org

www.dontserveteens.gov

www.emedicinehealth.com/substance

www.essentiallifeskills.net

www.explorehealthcareers.org

www.fda.gov

www.fitnessgram.net

www.health.qld.gov

www.healthteennetwork.org

www.healthy.net

www.heart.org

www.hs.gov/kids

www.hsph.harvard.edu/nutritionsource

www.innerbody.com

www.iwannaknow.org

www.kidshealth.org

www.labmf.org (Lindsay Ann Burke website dating violence)

www.loveisrespect.org

www.marchofdimes.com

www.myfitnessplan.com

www.mypyramid.gov

www.namirhodeisland.org

www.nationalcampaign.org

www.NationalEatingDisorders.org

www.nccmhc.org

www.nih.gov

www.nrdc.org

www.nutrition.gov

Written responses (ELA Common Core) Opinion Informative



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE 1.1.4 Describes how physical, social, emotional and family environments influence personal health.

Grade K REQUIRED TOPICS: promoting the health of muscles and bones; family activities; physical, social

and emotional benefits of physical activity and exercise; barriers to physical activity and wellness. 1, 1.4

importance of listening to parents; potentially hazardous situations at home, school & play; school and home fire safety; water safety; playground equipment use . 3, 1.2

Grade 1 REQUIRED TOPICS: promoting the health of muscles and bones; family activities; physical, social

and emotional benefits of physical activity and exercise; barriers to physical activity and wellness 1, 1.4

importance of listening to parents, safety personnel; paying attention to surroundings; potentially hazardous situations at home, school & play; safe vs. dangerous places to play; school and home fire safety; water safety; playground equipment use . 3, 1.2

Grade 2 REQUIRED TOPICS: promoting the health of muscles and bones; family activities; physical, social

and emotional benefits of physical activity and exercise; barriers to physical activity and wellness. 1, 1.4

family structure; how people are similar & different; role of parents/guardians; ways to make friends; sharing; satisfaction through family & friends; mixed feelings and social pressures 2, 1.4

importance of listening to parents, safety personnel; paying attention to surroundings; potentially hazardous situations at home, school & play; safe vs. dangerous places to play; school and home fire safety; water safety; playground equipment use . 3, 1.2 o www.bhsi.org (helmets) o wwwwww.cdc.gov/injury/ o www.cdc.gov (Center for Disease Control) o www.osha.gov (occupational health and safety administration) o www.parentingskills.org

1.1.5 Identifies common health problems of children. Grade K REQUIRED TOPICS:

self concept; caring & sharing; appropriate expression of feelings 2,1.5

that are culturally inclusive provides adequate time for instruction and learning

provides opportunities to reinforce skills and positive health behaviors

provides opportunities to make connections with influential others

includes teacher information and plans for professional development and training that enhances instruction and student learning

www.nutritionexplorations.org

www.obesity.org

www.onetoughjob.org

www.osha.gov

www.pamf.org

www.pamstenzel.com

www.parentingskills.org

www.pecentral.org

www.plannedparenthood.org

www.redcross.org

www.riafg.org

www.riapherd.org

www.ride.ri.gov

www.sadd.org

www.samaritansri.org

www.sparkpe.com

www.specialolympics.org/projectunified.aspx

www.stopasuicide.org

www.stopbullying.gov

www.teencentral.net

www.teenhealth.org

www.teens.drugabuse.gov

www.teensource.org

www.thenutritionsource.org

www.thriveri.org

www.ulifeline.org

www.usda.org

www.utexas.edu/courses/dinitto/index/htm

www.who.int

www.worldhunger.org

www.youngwomenshealth.org

www.youthprideri.org Materials Kit –American Heart

Association Schoolsite Program

School library



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE Grade 1 REQUIRED TOPICS: self concept; caring & sharing; appropriate expression of feelings 2,1.5 Grade 2 REQUIRED TOPICS: self concept; caring & sharing; appropriate expression of feelings 2,1.5

o www.cyh.com (child and youth health services, various topics, kids/parenting/pregnancy)

o www.kidshealth.org o www.pbis.org (Positive Behavioral Intervention and Support)

1.1.6 Identifies health problems that should be detected and treated early.

Grade 2 REQUIRED TOPICS: identifying symptoms 6, 1.6

o www.cdc.gov (Center for Disease Control) o www.rideptofhealth.gov (RI Department of Health)

1.1.7 Explains how childhood injuries and illnesses can be prevented or treated. Grade K REQUIRED TOPICS: use of protective gear, including mouth guards, pads and helmets; warm up

and cool down activities; care of simple injuries. 1, 1.5 role of family & friends 2, 1.7 need for basic safety rules in the home, at school and at play; pedestrian and

traffic safety; bus safety; use of protective gear; auto safety, including use of car seats and safety belts; railroad safety 3, 1.1

“accidents” implies not under our control; burns; poisoning; falls; sports injuries; water/boating injuries; biking 3, 1.3

Grade 1 REQUIRED TOPICS: use of protective gear, including mouth guards, pads and helmets; warm up

and cool down activities; care of simple injuries. 1, 1.5 role of family & friends 2, 1.7 need for basic safety rules in the home, at school and at play; pedestrian and

traffic safety; bus safety; use of protective gear; auto safety, including use of car seats and safety belts; railroad safety 3, 1.2

“accidents” implies not under our control; burns; poisoning; falls; sports injuries; water/boating injuries; biking 3, 1.3

DVDs Personal Health Mental and Emotional

Health Injury Prevention Nutrition Sexuality and Family life Disease Control and

Prevention Substance Use and

Abuse Prevention School/Community School nurse Student Assistance

Counselor



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE Grade 2 REQUIRED TOPICS: use of protective gear, including mouth guards, pads and helmets; warm up

and cool down activities; care of simple injuries. 1, 1.5 self concept; stress/eustress & distress 2, 1.7 concept of prevention; need for basic safety rules in the home, at school and

at play; pedestrian and traffic safety; bus safety; use of protective gear; auto safety, including use of car seats and safety belts; railroad safety 3, 1.2

“accidents” implies not under our control vs. injuries as predictable and preventable; burns; poisoning; falls; unintentional weapon injury; sports injuries; water/boating injuries; biking; injuries related to occupation 3, 1.3 o www.cdc.gov (Center for Disease Control) o www.osha.gov (occupational health and safety administration) o www.cdc.gov/injury/ o www.bhsi.org (helmets)

2. Students will

demonstrate the ability to access valid health information and health‐promoting products and

services. 2.1 Health Content

Areas 1. Personal Health 2. Mental and



and Prevention

The student 2.1.1 Identifies characteristics of valid health information and health‐promoting products and services.

www.fda.gov (food and drug administration) www.healthychildren.org (American Academy of Pediatrics) www.rideptofhealth.gov (RI Department of Health)

2.1.2 Demonstrates the ability to locate resources from home, school and community that provide valid health information.

Grade K REQUIRED TOPICS: when and how to seek help from others. 2, 2.1 and 6, 2.1 using 911. 3, 2.1 identifying health helpers. 4, 2.1 and, 4, 2.3

Grade 1 REQUIRED TOPICS: when and how to seek help from others. 2, 2.1 and 6, 2.1 using 911. 3, 2.1 identifying health helpers. 4, 2.1 and, 4, 2.3 Grade 2 REQUIRED TOPICS:

Applies best practice of teaching health education: focuses on clear health goals and related behavioral outcomes






provides functional health knowledge that is basic, accurate, and directly contributes to health





Students (RIDE) Health posters Heart Power Kit Technology CDs, tapes Elmo Internet access LCD projector/ laptop

SUGGESTED Anecdotal records Exhibits Graphic organizers Interviews Student to student Teacher to student Student to third

party Journals/logs Multiple Intelligences assessments (e.g. role playing – bodily kinesthetic, graphic organizing – visual, collaboration‐



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE 7. Substance Use


when and how to seek help from others. 2, 2.1 and 6, 2.1 using 911. 3, 2.1 identifying health helpers. 4, 2.1 and, 4, 2.3 www.cdc.gov/injury/ www.redcross.org

2.1.3 Explains how media influences the selection of health information, products and services. 2.1.4 Demonstrates the ability to locate school and community health helpers.

2.1.5 Describes the relationship between health products and services and money. Grade K REQUIRED TOPICS: first aid products; child‐proof caps, air bags in autos; smoke detectors; fire

extinguishers. 3, 2.1

Grade 1 REQUIRED TOPICS: first aid products; child‐proof caps, air bags in autos; smoke detectors; fire

extinguishers. 3, 2.1 Grade 2 REQUIRED TOPICS: first aid products; child‐proof caps, air bags in autos; smoke detectors; fire

extinguishers. 3, 2.1 o www.healthychildren.org (American Academy of Pediatrics)

2.1.6 Identifies situations requiring professional health services. 2.1.7 Identifies different kinds of health providers.

Grade K REQUIRED TOPICS: trusted adults; health helpers; other community helpers ‐ e.g. police,

firefighters. 3, 2.4

promoting decisions and behaviors uses strategies designed to personalize information and engage students


incorporates learning strategies, teaching methods, and materials that are culturally inclusive

provides adequate time for instruction and learning




Smart Board VCR/DVD Web Sites See page 1 for complete

list Materials Kit –American Heart


School library DVDs Personal Health Mental and Emotional



Abuse Prevention Growing Up Boys Growing Up Girls Just Around the Corner School/Community Guidance Counselor School nurse/teacher Student Assistance

Counselor

interpersonal, etc.)

Oral

Rubrics/checklists Health decision‐

making Performance‐based tasks Self‐assessment


Tests and quizzes Written responses (ELA Common Core) Opinion Informative



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE dentists, dental hygienists, physicians, nurses, FNPs, PAs, nutritionists,

dietitians. 4, 2.6 Grade 1 REQUIRED TOPICS: trusted adults; health helpers; other community helpers ‐ e.g. police,

firefighters. 3, 2.4 dentists, dental hygienists, physicians, nurses, FNPs, PAs, nutritionists,

dietitians. 4, 2.6 Grade 2 REQUIRED TOPICS: trusted adults; health helpers; other community helpers ‐ e.g. police,

firefighters. 3, 2.4 dentists, dental hygienists, physicians, nurses, FNPs, PAs, nutritionists,

dietitians. 4, 2.6 o www.hsph.harvard.edu/nutritionsource o www.askri.org (statewide resource center)

3. Students will

demonstrate the ability to practice health‐enhancing behaviors and reduce health risks.





and Abuse

The student 3.1.1 Identifies responsible health behaviors.

Grade K REQUIRED TOPICS: use of protective gear; seat belt use; responsible physical activity including

safe and controlled movements. 1, 3.1 sharing; respecting others’ rights, differences; promoting cooperation. 2,3.1 “no-go-tell” strategies; disaster preparedness importance of beginning healthy diet at young age. 4, 3.1 Communicable Disease: (REQUIRED TOPICS: healthy habits such as universal

precautions; hand washing; avoiding contact with others’ blood and body fluids; covering mouth when sneezing, etc.

Non‐Communicable Disease: (REQUIRED TOPICS : benefits of exercise and proper eating on heart health) 6, 3.1

medicine vs. drugs {ATOD} 7, 3.1 Grade 1 REQUIRED TOPICS: use of protective gear; seat belt use; responsible physical activity including

safe and controlled movements. 1, 3.1 importance of beginning healthy diet at young age. 4, 3.1 sharing; respecting others’ rights, differences; promoting cooperation. 2,3.1 Communicable Disease: (REQUIRED TOPICS: healthy habits such as universal












Students (RIDE) Health posters Heart Power Kit Technology CDs, tapes Elmo Internet access LCD projector/ laptop


party Journals/logs Multiple Intelligences assessments (e.g. role playing – bodily kinesthetic, graphic organizing – visual, collaboration‐



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE Prevention precautions; hand washing; avoiding contact with others’ blood and body

fluids; covering mouth when sneezing, etc. Non‐Communicable Disease: (REQUIRED TOPICS : benefits of exercise and proper

eating on heart health) 6, 3.1 medicine vs. drugs {ATOD} 7, 3.1 Grade 2 REQUIRED TOPICS: use of protective gear; seat belt use; responsible physical activity including

safe and controlled movements. 1, 3.1 sharing; respecting others’ rights, differences; promoting cooperation. 2,3.1 Communicable Disease: (healthy habits such as universal precautions; hand

washing; avoiding contact with others’ blood and body fluids; covering mouth when sneezing, etc.

Non‐Communicable Disease: (benefits of exercise and proper eating on heart health) 6, 3.1

medicine vs. drugs {ATOD} 7, 3.1 o www.usda.org o www.fda.gov (food and drug administration) o www.cdc.gov (Center for Disease Control) o www.osha.gov (occupational health and safety administration) o www.who.int (World Health Organization, International)

3.1.2 Identifies personal health needs and health habits.

Grade 2 REQUIRED TOPICS: sharing; respecting others’ rights, differences; promoting cooperation. 2, 3.1

o www.pbis.org (Positive Behavioral Intervention and Support) o www.harcourtschool.com/menus/health_fitness/

3.1.3 Compares behaviors that are safe to those that are risky or harmful. Grade K REQUIRED TOPICS: safe snack preparation; what things are edible. 4, 3.3 Grade 1 REQUIRED TOPICS: avoiding dangerous objects ‐‐ guns, knives, needles, injured animals; abiding

by safety rules. 3, 3.3 safe snack preparation; what things are edible. 4, 3.3








Smart Board VCR/DVD Web Sites See page 1 for complete







Counselor

interpersonal, etc.)

Oral







HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE Grade 2 REQUIRED TOPICS:

o www.nutrition.gov o www.fda.gov (food and drug administration)

3.1.4 Demonstrates strategies to improve or maintain personal health.

Grade K REQUIRED TOPICS: exercise; communication with others; healthy ways of dealing with stress. 2,

3.5 dental health; exercise. 4, 3.4 good health habits which can improve the way a person looks and feels. (e.g.

diet, exercise, sleep. 5, 31.

Grade 1 REQUIRED TOPICS: exercise; communication with others; healthy ways of dealing with stress. 2,


diet, exercise, sleep. 5, 31. Grade 2 REQUIRED TOPICS: exercise; communication with others; healthy ways of dealing with stress. 2,


diet, exercise, sleep. 5, 31. o www.ncpad.org (emotional, mental, social benefits of activity) o www.appliedsportspsych.org (psychological benefits of activity) o www.fitnessgram.net (National Fitnessgram Program) o www.livestrong.com (overall wellness)

3.1.5 Develops injury prevention and management strategies for personal health.

Grade K REQUIRED TOPICS: use of protective sports and play gear, seat belt use; use of medicines. 3, 3.2 use of bike helmets, seatbelts, avoiding dangerous items, places; abiding by

safety rules e.g. bus. 3, 3.4 Grade 1 REQUIRED TOPICS:



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE use of protective sports and play gear, seat belt use; use of medicines. 3, 3.2 reducing or eliminating the potential for injury in the home, school and play

environment; fire safety; locking up dangerous substances and items in the home; infant/child issues. 3, 3.5

Grade 2 REQUIRED TOPICS: use of protective sports and play gear, seat belt use; use of medicines. 3, 3.2

o www.bhsi.org (helmets) o www.cdc.gov/injury/ o www.osha.gov (occupational health and safety administration) o www.fda.gov (food and drug administration)

3.1.6 Identifies and demonstrates ways to avoid and reduce threatening situations. Grade K REQUIRED TOPICS: use of protective gear; seat belt use; avoiding dangerous objects such as

needles, weapons, fire; treatment for cuts, scrapes, bruises, burns, falls; “no‐go‐tell” strategies; disaster preparedness. 3, 3.1

Grade 1 REQUIRED TOPICS: use of protective gear; seat belt use; avoiding dangerous objects such as

needles, weapons, fire; treatment for cuts, scrapes, bruises, burns, falls; “no‐go‐tell” strategies; disaster preparedness. 3, 3.1

avoiding dangerous objects ‐‐ guns, knives, needles, injured animals; abiding by safety rules. 3, 3.3

Grade 2 REQUIRED TOPICS: use of protective gear; seat belt use; avoiding dangerous objects such as

needles, weapons, fire; treatment for cuts, scrapes, bruises, burns, falls; “no‐go‐tell” strategies; disaster preparedness. 3, 3.1 o www.bhsi.org (helmets) o www.cdc.gov/injury/ o www.osha.gov (occupational health and safety administration) o www.fda.gov (food and drug administration) o www.redcross.org



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE 3.1.7 Recognizes stressful situations and identify appropriate ways to manage them.

Grade K REQUIRED TOPICS: identification of stressful situations; asking for help. 2, 3.4

Grade 1 REQUIRED TOPICS: identification of stressful situations; asking for help. 2, 3.4 Grade 2 REQUIRED TOPICS: identification of stressful situations; asking for help. 2, 3.4

o www.abovetheinfluence.com (decision‐making skills dealing with pressure re: drugs, alcohol, etc.)

o www.ncpad.org (emotional, mental, social benefits of activity) o www.livestrong.com (overall wellness)

4. Students will

analyze the influence of culture, media, technology and other factors on health






The student 4.1.1 Demonstrates awareness of the influence of culture upon personal health

behaviors. Grade K REQUIRED TOPICS: physical activity habits; hygiene practices; food choices; use of substances. 1,

4.1

Grade 1 REQUIRED TOPICS: physical activity habits; hygiene practices; food choices; use of substances. 1,

4.1 Grade 2 REQUIRED TOPICS: physical activity habits; hygiene practices; food choices; use of substances. 1,

4.1 o www.nih.gov (National Institute of Health) o www.livestrong.com (overall wellness)

4.1.2 Explains how media influences thoughts, feelings, and health behaviors. Grade 2 REQUIRED TOPICS: physical activity habits; self‐esteem; media role models. 1,4.2

o www.livestrong.com (overall wellness) o www.commonsensemedia.org (reviews ratings for movies, T.V.

shows)













Students (RIDE) Health posters Heart Power Kit Technology CDs, tapes Elmo Internet access LCD projector/ laptop Smart Board VCR/DVD



Oral



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE o www.exercisedaily.org (research news and information wellness)o www.ncpad.org (emotional, mental, social benefits of activity)

4.1.3 Describes ways technology can influence personal health.

Grade 1 REQUIRED TOPICS: state‐of‐the‐art improvements in safety equipment ‐ e.g. auto safety belts) 3,

4.2 o www.acefitness.org (fitness workouts) o www.cdc.gov/injury/ o www.osha.gov (occupational health and safety administration)

Grade 2 REQUIRED TOPICS: state‐of‐the‐art improvements in safety equipment ‐ e.g. auto safety belts) 3,

4.2

4.1.4 Explains how information from school and family influences health. o www.essentiallifeskills.net (personal development and growth,

taking control of life)







Web Sites See page 1 for complete







Counselor





5. Students will

demonstrate the ability to use interpersonal communication skills to enhance health.

The student 5.1.1 Distinguishes between verbal and non‐verbal communication.

Grade K REQUIRED TOPICS:

Grade 1 REQUIRED TOPICS: refusal skills. 7, 5.1



addresses individual values and group norms that support health‐



SUGGESTED Anecdotal records Exhibits Graphic organizers Interviews



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE






Grade 2 REQUIRED TOPICS: refusal skills. 7, 5.1

o www.sadd.org (students against distraction decisions) o www.abovetheinfluence.com (decision‐making skills dealing with

pressure re: drugs, alcohol, etc.) o www.befrienders.org (bullying, suicide, depression)

5.1.2 Describes characteristics needed to be a responsible friend and family member.

o www.befrienders.org (bullying, suicide, depression) o www.healthychildren.org (American Academy of Pediatrics)

5.1.3 Demonstrates healthy ways to express needs, wants, and feelings. Grade K REQUIRED TOPICS: skills for talking to trusted adults; respecting others when expressing feelings;

positive ways to express different feelings (e.g. like, love, anger, happiness, frustration etc. 5, 5.1

Grade 1 REQUIRED TOPICS: conflict and communication in relationships with family members, friends .

3, 5.1 Grade 2 REQUIRED TOPICS: appropriate behaviors for participating with others in physical activity;

cooperation and sharing; conflict and communication in relationships with family members, friends. 1, 5.1

conflict and communication in relationships with family members, friends . 3, 5.1 o www.crnhq.org (conflict resolution, conflict resolving communication

in a culture of peace and social justice) o www.hamirhodeisland.org (National Alliance on Mental Illness)

5.1.4 Demonstrates ways to communicate care, consideration and respect of self and others.

o www.healthychildren.org (American Academy of Pediatrics) o www.pamf.org (abc’s healthy family relationships)

enhancing behaviors focuses on increasing personal perceptions of risk and harmfulness of engaging in specific health risk behaviors and reinforcing protective factors













Students (RIDE) Health posters Heart Power Kit Technology CDs, tapes Elmo Internet access LCD projector/ laptop Smart Board VCR/DVD Web Sites See page 1 for complete






Abuse Prevention Growing Up Boys

Student to student Teacher to student Student to third


Oral







HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE 5.1.5 Explains attentive listening skills needed to build and maintain healthy relationships.

Grade K REQUIRED TOPICS: making friends; influence of peers. 2, 5.5

Grade 1 REQUIRED TOPICS: making friends; influence of peers. 2, 5.5 Grade 2 REQUIRED TOPICS: making friends; influence of peers. 2, 5.5

o www.pamf.org (abc’s healthy family relationships) o www.parentingskills.org

5.1.6 Demonstrates refusal skills needed to enhance health.

o www.abovetheinfluence.com (decision‐making skills dealing with pressure re: drugs, alcohol, etc.)

o www.befrienders.org (bullying, suicide, depression) o www.sadd.org (students against distraction decisions)

5.1.7 Differentiates between negative and positive responses to conflict situations..

Grade K REQUIRED TOPICS: managing stress; making and keeping friends. 2,5.7

o www.crnhq.org (conflict resolution, conflict resolving communication in a culture of peace and social justice)

Grade 1 REQUIRED TOPICS: managing stress; making and keeping friends. 2,5.7

o www.pbis.org (Positive Behavioral Intervention and Support) Grade 2 REQUIRED TOPICS: managing stress; making and keeping friends. 2,5.7

o www.stopbullying.gov

5.1.8 Demonstrates non‐violent strategies to resolve conflicts.

o www.crnhq.org (conflict resolution, conflict resolving communication in a culture of peace and social justice)

Growing Up Girls Just Around the Corner School/Community Guidance Counselor School nurse/teacher Student Assistance

Counselor



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE o www.pbis.org (Positive Behavioral Intervention and Support)o www.stopbullying.gov

6. Students will

demonstrate the ability to use goal‐setting and decision‐making to enhance health.






The student 6.1.1 Applies a decision‐making process to health issues and problems.

Understanding and applying a decision‐making process when presented with a personal health issue (Critical Thinking poster, Decision‐making) 1. What is the decision I have to make? 2. What are my choices? 3. What could happen because of each choice? 4. Which is the best choice?

Grade K REQUIRED TOPICS: Begins to apply a decision‐making model. e.g. identifying/defining problem;

alternative solution, predicting consequences, choosing course of action, evaluating outcome 3, 6.1

Grade 1 REQUIRED TOPICS: Begins to apply a decision‐making model. e.g. identifying/defining problem;

alternative solution, predicting consequences, choosing course of action, evaluating outcome 3, 6.1

begins to apply decision‐making process to a disease prevention and control issue, REQUIRED TOPICS: how to select products which do not infringe on the environment. 6, 6.1

Grade 2 REQUIRED TOPICS: identifying appropriate physical activities and selecting one for personal

implementation. 1, 6.1 decision‐making models. e.g. identifying/defining problem; alternative

solution, predicting consequences, choosing course of action, evaluating outcome 3, 6.1

everyone makes decisions; all decisions have consequences. 5, 6.2 begins to apply decision‐making process to a disease prevention and control

issue, REQUIRED TOPICS: how to select products which do not infringe on the environment. 6, 6.1 o www.rideptofhealth.gov (RI Department of Health) o www.pbis.org (Positive Behavioral Intervention and Support) o www.cdc.gov/injury/ o www.ride.ri.gov












provides opportunities to reinforce








School library



Oral



Self and peer



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE 6.1.2 Explains when it is appropriate to ask for assistance in making health‐related

decisions and setting healthy goals. Grade K REQUIRED TOPICS: my plate and own eating patterns. 6, 6.2

o www.usda.org

Grade 1 REQUIRED TOPICS: my plate and own eating patterns. 6, 6.2

o www.fda.gov (food and drug administration)

Grade 2 REQUIRED TOPICS: my plate and own eating patterns. 6, 6.2

o www.nutritionexplorations.org (play nutritional games on line)

6.1.3 Predicts outcomes of specific health decisions.

o www.24hourfitness.com (fitness planning) o www.education.com (academic benefits, e.g. improve scores) o www.ncpad.org (emotional, mental, social benefits of activity)

6.1.4 Sets a personal health goal and track progress toward its achievement (NA grades

K‐2). o www.pbs.org (life fitness) o www.24hourfitness.com (fitness planning)

6.1.5 Recognizes that everyone has personal strengths and needs. o www.heart.org (American Heart Association) o www.nih.gov (National Institute of Health) o www.hs.gov/kids

skills and positive health behaviors provides opportunities to make connections with influential others


DVDs Personal Health Mental and Emotional




Counselor

evaluation


7. Students will

demonstrate the ability to advocate for personal, family, community, and

The student 7.1.1 Discusses accurate information and express opinions about health issues.

o www.exercisedaily.org (research news and information wellness) o www.appliedsportspsych.org (psychological benefits of activity) o www.ncpad.org (emotional, mental, social benefits of activity)



addresses individual values and


Standards, ELA

SUGGESTED Anecdotal records Exhibits Graphic organizers



HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE environmental health.






7.1.2 Describes a variety of methods that convey accurate health information and ideas.

o www.p www.riapherd.org (kids fit) o residentschallenge.org (national fitness test)

7.1.3 Identifies community agencies that advocate for healthy individuals, families, communities and the environment

o www.nccmhc.org (Newport County Community Mental Health Center) o www.befrienders.org (bullying, suicide, depression) o www.heart.org (American Heart Association) o www.nccmhc.org (Newport County Community)

7.1.4 Demonstrates the ability to influence and support others in making positive health choices.

Grade K REQUIRED TOPICS: peer support for prevention of injuries. 3, 7.4

o www.osha.gov (occupational health and safety administration)

Grade 1 REQUIRED TOPICS: peer support for prevention of injuries. 3, 7.4

o www.redcross.org

Grade 2 REQUIRED TOPICS: peer support for prevention of injuries. 3, 7.4

o www.cdc.gov/injury/

7.1.5 Demonstrates the ability to work cooperatively when advocating for healthy individuals, families and schools.

o www.health.qld.gov o www.aahperd.org (non‐profit organization to promote healthy

lifestyles through high quality programs) o www.who.int (World Health Organization, International) o www.teachpe.com (physical education teaching resources)

group norms that support health‐enhancing behaviors












Comprehensive Health Instructional Outcomes (RIDE)








Abuse Prevention

Interviews Student to student Teacher to student Student to third


Oral







HEALTH STANDARDS

Unit BENCHMARKS



EVIDENCE Growing Up Boys Growing Up Girls Just Around the Corner School/Community Guidance Counselor School nurse/teacher Student Assistance

Counselor

Documents

MIDDLETOWN PUBLIC SCHOOLS HEALTH … · ommon Core State Sta ... (mind ify organizers ... Dawn McGill, Cheryl Rosa, Mark Sullivan, and Cam Ventura 7/12/2012 Middletown Public Schools