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Steps in Prioritizing the Curriculum to Maximize Student Achievement

Step 1: Identify units within each course (page 3)

Step 2: Identify concepts with each unit (page 4)

Step 3: Identify PA Academic Standards for each concept (pages 5-6)

Step 4: Identify PSSA eligible content for each concept (page 7)

Step 5: Identify new vocabulary for each unit (page 8)

Step 6: Identify each unit as Essential, Important, Compact (pages 9-10)

Step 7: Identify the order in which each unit will be taught (pages 11-13)

Step 8: Develop a K-U-D chart for each unit (page 14)

Step 9: Develop a Curriculum/ Student Learning Map for each unit (page 16-18)

Step 10: Develop a Curriculum Timeline for each unit (page 19-20)

Step 11: Submitting Your Work to the Office of the Assistant to the Superintendent: Curriculum and Instruction (page 21)

Samples and Examples (pages 22-29)

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Materials needed to Prioritize and Map the Curriculum

Sign in sheets Chart paper Markers PA Academic Standards for your content area PA Assessment Anchors (All departments should use the Reading

Assessment anchors. Some will also use the Math.) K-U-D chart template (These can be in hard copies or electronic copies.

Electronic copies can be found on the Building Folder E:\Learning Focused Schools\Maps (M) The document title is “LFS KUD”) Please save this to your desktop and rename it with the following information.

a. Department nameb. Coursec. Unitd. Example: “KUD Social Studies US History American Rev”

Curriculum/ Student Learning Map templates (These can be in hard copies or electronic copies. Electronic copies can be found on the Building Folder E:\Learning Focused Schools\Maps (M). The document is titled “Curriculum and Student Learning Map_ Template”. Please save this to your desktop and rename it with the following information.

a. Department nameb. Coursec. Unitd. Example “Map SS US History AmericanRev”

STEP 1: IDENTIFY UNITS WITHIN EACH COURSE


PURPOSE: Identifying units for each course allows teachers to “cluster” similar academic standards, similar PSSA assessment anchors/eligible content and similar concepts under a large “umbrella”. Organization of units allows for a more manageable curriculum, peer collaboration and better student understanding. Many curriculums have been written in unit formats for years.

DIRECTIONS:

1. You will be asked to divide your course into units. (typically 3-8 at the elementary level; 8-12 at the middle level and 10-16 at the high school level) However, use your professional judgment as a department to determine the actual number of units.

2. You should refer to your PA Academic Standards, PSSA assessment anchors/eligible content, and district curriculum to determine unit names.

3. You may utilize your existing curriculum if it is already written to PA Academic Standards and applicable assessment anchors.

4. If your curriculum has not been written to standards, then please do not use it!

5. Place each unit name on a separate flipchart page and post it on the wall. 6. Once you have identified the units, review them one more time to ensure

that everyone agrees that this represents the broad topics that need to be taught in this course.

HELPFUL HINTS:

There is no “right” way to organize a course around units. The key is to collaborate and agree that the topics determined represent the course curriculum.

You may change unit names at anytime throughout this process. Nothing is “etched in stone” until the entire process is complete.

STEP 2: IDENTIFY CONCEPTS WITHIN EACH UNIT


PURPOSE: Identifying concepts for each course allows teachers to cluster content and skills into smaller, more organized “chunks”. Organization of similar concepts under a larger topic umbrella allows for better student understanding.

DIRECTIONS:

1. You are now asked to divide each unit into no less than 2 and no more than 6 concepts.

2. If you have a unit with fewer than 2 concepts, the unit is too small. You should delete this unit and incorporate this concept under another topic.

3. If you have a unit that contains more than 6 concepts, the unit may be too large. Please consider dividing this unit into smaller ones.

4. Place these concepts on the chart paper identified with the unit name. Separate them far enough apart to add other information later.

HELPFUL HINTS:

Any concept can be a topic and any topic could be a concept. You will want to decide which “umbrella” is bigger. The broadest one is usually your topic.

English example: Both Literary Analysis and Figurative Language could be topics. Both provide a good basis for instruction. However, Literary Analysis is broader. Figurative Language could be a concept under the broader topic of Literary Analysis. Figurative Language could also be a topic with similes, metaphors and personification as concepts. The question the group wants to answer is “Where do you want to spend the most instructional time?” The final determination should be made collaboratively and provide the broadest umbrella for a unit’s worth of instructional time.

STEP 3: IDENTIFY PA ACADEMIC STANDARDS FOR EACH CONCEPT


PURPOSE: You have now divided your course into units and concepts. Aligning concepts with academic standards ensures that all required state standards are taught and that similar standards are “clustered” together. Academic standards should not be taught in isolation. Many are very similar in nature and touch upon the same content and skills.

DIRECTIONS:

1. Have one staff member read each PA Academic Standard aloud to the group.

2. Determine which concept or concepts this standard most closely addresses.3. Place the Academic Standard number next to the concept on the chart

paper. Your number will look something like this: 1.1 11 A.4. Continue the process until you have reviewed each academic standard and

assigned those that are appropriate to each concept.

Here’s how to read your academic standards: The first number identifies the subject. Number I is “reading” in this example. The next number identifies the “strand” or “division” of the academic standards. In this example, the “1” stands for “learning to read independently”. In reading, there are 8 strands. The next number refers to the grade level. In this case, grade 11. The letter “A” is the actual standard. All strands are identified in the beginning of the standards documents. They look similar to the table of contents.

HELPFUL HINTS:

You will need to determine which grade level standards are most appropriate for your course. Each set of academic standards is benchmarked at different grades. For example, social studies standards are identified for grades 3, 6, 9 and 12. Depending on the grade level in which the course is taught, both 9th and 12th grade standards map apply.

You may use an Academic Standard as many times as you need to. However, be careful not to overuse them.


Only the letter identification is considered the academic standard. Bulleted items are typically reference points to help you understand what might be taught under that standard.

NOTE: Not all academic standards pertain to every high school course. Therefore, you do not have to align every standard with a concept. For example, many of the environmental science standards don’t apply to a chemistry course. You may skip the ones that don’t apply as another course curriculum will identify these later. We will conduct a review of this alignment once all of the courses in the department are completed.

STEP 4: IDENTIFY PSSA ELIGIBLE CONTENT FOR EACH CONCEPT


(As of January 2008, this step only applies to Language Arts/English, math and science courses. All other subject areas may skip this step for now.)

PURPOSE: You have now divided your course into units and concepts and aligned each academic standard to a particular concept or concepts. Aligning PSSA eligible content to each concept will ensure that each student has the content and skills to be proficient on the PSSA.

DIRECTIONS:

1. Follow the same process you did in Step 3.

HELPFUL HINTS:

Eligible content in reading and math are in chart forms. Your department coordinator will have these documents. In science, you want to look at the last column in the document. This is the eligible content.

The coding for eligible content looks similar to this: R11 A 1.3.2 “R” stands for reading, “M” for math and “S” for science. The next number

is the grade level and the last sets of numbers are descriptors and content. Don’t get concerned with these numbers : simply place the entire code next

to the concept or concepts you have chosen.


STEP 5: IDENTIFY NEW VOCABULARY FOR EACH UNIT

PURPOSE: Identifying content vocabulary for each unit ensures that the vocabulary is taught by all teachers. Vocabulary associated with PSSA assessments must be utilized in context. These vocabulary words are potential words for previewing.

DIRECTIONS:

1. You will now be asked to identify key vocabulary for each unit.2. Begin with the glossary at the back of your Academic Standards packet. This

is the vocabulary that students must know in order to be successful on this assessment or in this content area.

3. Read each word and definition and place it with the appropriate concept.4. Follow the same procedures again using your district curriculum. (You may

have added vocabulary based upon our curricular expectations.)5. You do not have to list every word possible. You will add other vocabulary

words on the KUD chart at a later step.6. Limit your vocabulary list to no more than 6 words per concept. These are the words that a

teacher might preview. These vocabulary words will appear on the student learning map. This is never an inclusive list nor is it the only vocabulary words students will be required to know. These are the words that are critical to understanding the concept.

HELPFUL HINTS:

These should be terms that are new to this course not vocabulary students have already had in other courses.

This vocabulary should represent the foundation of the unit without which students would have “holes” in their learning.

Consider those words in which students have had the most difficulty understanding in the past.

Consider words which have multiple meanings. Include each word under only one unit. Since all units will be taught, there

is no need to include it every time.


STEP 6: IDENTIFY EACH UNIT AS “ESSENTIAL”, “IMPORTANT”, “COMPACT”

PURPOSE: Not all academic standards, units or concepts are created equal and not all can be realistically taught to the same depth. Identifying each unit as Essential (E), Important (I) or Compact (C) helps identify which units are more important to this course and which ones require more instructional time. This identification will ensure that all students have a similar learning experience when taking this course. This identification process helps teachers manage a curriculum in both emphasis and time which can sometimes be overwhelming.

DIRECTIONS:

1. In this step, you will need to determine the significance of each unit to the course.

2. You will identify each unit as either Essential (E), Important (I) or Compact (C).

3. You will first use a mathematical calculation to make this determination: 50% of the total number of units in your course will be labeled

Essential (E). 30% of the total number of units in your course will be labeled

Important (I) 20% of the total number of units in your course will be labeled

Compact (C).4. Make this calculation.5. To determine which units will be labeled as Essential (E), consider the

following:Essential Units contain:

The most PA Academic Standards and/or PSSA Eligible Content.

The content and skills that are the foundation of the course. The content and skills that every student must know and do

and every teacher must teach. The content and skills that you want students to understand at

a much greater depth.


6. To determine which units will be labeled as Important (I), consider the following:

Important Units contain: Key knowledge and skills that lead students to use the

essential units. Important pre-requisite skills that must be taught in order for

students to understand the information in the essential units. Content and skills that will not be taught to the greatest depth.

7. To determine which units will be labeled as Compact (C), consider the following:

Compact Units contain: Less important information. Information that students may learn elsewhere, perhaps in

other courses or through real-life experiences. Content and skills that students can get by without knowing. Content and skills that the next grade level teacher is not

expecting students to know. Content and skills that some teachers may eliminate in the

course of the school year based upon the needs of their students.

HELPFUL HINTS:

Spend time on this process!This process will affect the total number of instructional days devoted to each type of unit.

Teachers frequently express frustration that their curriculum is far too big to teach. This is your time to truly “prioritize” your curriculum and lessen or eliminate some components.

STEP 7: IDENTIFY THE ORDER IN WHICH EACH UNIT WILL BE TAUGHT


PURPOSE: In a standards-based learning environment, schools must deliver a similar curriculum to all students. This includes certain topics, content and skills that are the same for all students regardless of the curricular tract or teacher assigned. In addition, we must ensure that our curriculum has a starting point, a mid-point and an end-point for instruction. This must be a district decision with input from the professional staff that has the most content knowledge to make these decisions.

DIRECTIONS:

1. You will now be asked to determine the order in which each unit is most likely to be taught.

2. There is no “right” order; however, some content naturally follows a sequential order.

3. Label each flipchart with the correct order number.

HELPFUL HINTS:

Choose the most natural progression of content and skills that works for this course.

Keep in mind what would make the most sense to student learning and understanding.

It is OK to mix up the order of Essential, Important and Compact throughout the course of the year. (See attached document entitled Map Units Across Year/Course for a visual representation.)

Don’t schedule all Essential Units at the start of the school year or all Compact Units at the end of the year.

Due to possible sharing of curricular materials and books, this process will not be perfect. In addition, some units will not require pre-requisite skills and can be taught in any order. Please document these options on the final documentation to be collected by your department coordinator.

Make as many decisions as you can regarding the order of units to which you all can agree.

Document any decisions that are still outstanding.



MAP UNITS ACROSS YEAR/COURSE

1 2 3 4 5 6 7 8 9 10 11

- Units 2, 5, 6, 7, 9, 10 are the most critical, the most “Essential”, take the most time!

- Units 1, 4, 11 are “Important” but not as critical.- Units 3, 8 are part of the course but are the least important. You can

“Compact” them.

1. Map out your course(s).2. Develop content maps first for the essential units and then for all the

others.3. Put course maps and content maps online.


STEP 8: DEVELOP A KUD CHART FOR EACH UNIT

PURPOSE: A KUD chart identifies the essential content and skills that all teachers who teach this course agree must be taught as part of this unit. It is a critical step prior to developing student learning map and is required by all departments. These KUD charts will become part of your district-approved curriculum documents when completed.

DIRECTIONS:

1. Review the KUD guide sheet that your department coordinator shared with you. Be sure you understand each component and how each component is written. See the attached verb list to help you with the DO column.

2. Read each academic standard and PSSA eligible content for each unit/concept and identify it as a KNOW, UNDERSTAND or DO statement.

3. Determine if this academic standard is new learning. If so, it should be placed in one of the three columns. Follow the directions provided for writing this KUD chart on the attached handout.

4. *Every KUD chart should identify two components: a thinking strategy and a writing assignment. These components will be placed in the DO column. In some cases, the thinking strategy and writing assignment can be combined. These thinking strategies are listed on the KUD Guide Sheet. (See attached packet of thinking strategies for appropriate definitions and sample content.)

5. Thinking strategies were taught in Days 3 and 4 of your LFS training. You may have some difficulty in identifying these strategies. Do the best you can by at least identifying a potential strategy for each unit. Remember we can revisit this later.

6. Identify the critical content, facts, formulas, vocabulary and people under the KNOW column.

7. Identify the skills that all students will have to demonstrate under the DO column.

8. Identify the long-term learnings under the UNDERSTAND column. This is a combination of both the KNOW and DO columns.

9. Review your district curriculum to determine if there are any other content or skills that should be identified on this KUD chart. (Remember you may


not eliminate standards or assessment anchors for your content. You need to prioritize them.)

HELPFUL HINTS:

Spend time on this process as it is critical to the next step in developing student learning maps.

Once this process is done, the KUD chart should represent what you all believe are the essential content and skills that all teachers will teach in your course and unit.

This KUD chart cannot identify every single aspect of your curriculum. Don’t try to place every possible topic, concept or discussion that might arise as part of good instruction.


STEP 9: DEVELOP A CURRICULUM/ STUDENT LEARNING MAP FOR EACH UNIT

PURPOSE: Learning maps provide visual graphic organizers for students at the beginning of a new unit. Learning maps organize the future instruction under units and concepts so students glean the most important content and skills from your instruction. Learning maps identify the essential questions that students will need to answer at the end of each lesson and unit.

DIRECTIONS:

1. Take blank Curriculum/ Student Learning Maps and label each with the Unit name and concepts in the appropriate blocks.

2. Take the UNDERSTAND statement from the KUD Chart. This becomes your Key Learning Statement.

3. Turn this Key Learning Statement into a question. This becomes the Unit Essential Question.

4. Read each statement from the KNOW column of the KUD Chart. Turn each of these into an essential question. Place this essential question onto the curriculum/ student learning map under the appropriate concept. Occasionally, you will be able to combine two statements into one essential question.

5. See the attached list of essential questions stems to help you write these questions.

6. Read each statement from the DO column of the KUD Chart. Turn each of these into an essential question. Please this essential question onto the student learning map under the appropriate concept.

HELPFUL HINTS:

Curriculum maps identify the skills and processes that are critical for the course or content. You can have one curriculum map that spans the entire school year. Other curriculum maps may be specific for a particular unit. A student learning map is how you organize the curriculum map(s) for


maximum student learning. Therefore, you may be able to use the curriculum map as the student learning map. (See Curriculum and Student Learning Map graphic.)

Remember that each essential question is approximately 1 to 3 days of instruction.

You want to write enough essential questions to cover the entire KUD Chart. Remember that essential questions are open-ended: ask students to connect

concepts together; transfer learning and require more than rote, memorized responses.

Essential questions provide teachers another form of assessment that should guide and change instruction as necessary.


Once Board adopted, the Curriculum Maps remain the same from year to year UNLESS there is a change in standards, assessment anchors, or prioritization through a district approved committee. Student Learning Maps may change yearly based upon the ability and needs of your students as well as how you organize the curriculum for instruction in your classroom.


STEP 10: DEVELOP A CURRICULUM TIMELINE FOR EACH UNIT

PURPOSE: In a standards-based learning environment, schools must deliver a similar curriculum to all students. This includes certain topics, content and skills that are the same for all students regardless of the curricular track or assigned teacher. In addition, we must ensure that our curriculum has a starting point, a mid-point and an end-point for instruction. This must be a district decision with input from the professional staff who have the most content knowledge to make these decisions. Finally, students must have similar curricular experiences in terms of instructional time. A curriculum time line is no different than scope and sequence charts or pacing guides in previous curriculum documents. A curriculum time line identifies the minimal instructional time that teachers will devote to a particular topic and concepts. If additional time is needed, Compact units are deleted.

DIRECTIONS:

1. Start with one unit.2. Count the number of essential questions contained in that unit.3. Essential questions represent 1 – 3 days of instruction. A unit that contains

6 essential questions has between 6 and 18 days of instruction.4. Determine these ranges for each unit.5. Considering all of the disruptions there are to school schedules use the

following timeframes as a guide 109 total days for Essential Units. 31 total days for Important Units. 15 total days for Compact Units.

6. Determine a total number of days for each unit.

HELPFUL HINTS:


18 review days have been already calculated into the total instructional days. (Review time was discussed in Days 3 and 4 of your training. Refer to your manual for additional information.)

3 days have been calculated into these instructional days for mid-term and final exams. There is no way to calculate which courses are affected on any given day by testing. This is a best guess estimate!

Teachers needing more time for Essential or Important Units will get these days be deleting all or a portion of the Compact Units.


STEP 11: SUBMITTING YOUR WORK TO THE OFFICE OF THE ASSISTANT TO THE SUPERINTENDENT: CURRICULUM AND

INSTRUCTION

PURPOSE: The work that is completed by each department will be submitted to the office of the assistant to the superintendent: curriculum and instruction. This work will be reviewed for consistency and adherence to the curriculum guidelines. The hard work of each department will be the foundation of what will be submitted to the School Board for recommendation for approval. The curriculum will be formatted so that the documents can be shared and put on public display for 30 days. After this curriculum is “Board Approved’, it will become the official document which guides instruction for each content area. These official curricular documents will be placed on the district website as well as shared throughout the district. Feedback in encouraged as teachers use these maps in their classrooms.

DIRECTIONS:1. Make copies of all work that is to be submitted to office of the

assistant to the superintendent: curriculum and instruction. 2. Department coordinators will ensure that all work for the department is

complete prior to submission. They will verify the attendance of all members who participated in the curriculum writing process.

3. Documents should be legible and clearly delineate the information that is to be included on the maps, K-U-D charts, and curricular timelines.

4. Be sure to adhere to the timelines provided by the district office in order to meet the deadlines for Board approval.

5. All work will be considered “draft” until Board approval. 6. Department coordinators will be contacted once the curriculum is

officially approved. 7. Payment for all curriculum writing will occur at the end of August, if

applicable.


KNOW, UNDERSTAND, DO (KUD) CHARTGUIDE SHEET

UNIT:

KNOW UNDERSTAND DOFacts, formulas, vocabulary(written in terms or phrases)Use PA Academic Standards

to help

Concepts, principles, generalizations, big ideas,

enduring learning(Written in sentence format)

Use PA Academic Standards to help

Skills(Starts with a measurable verb)Use PA Academic Standards and

Performance Indicators from your existing curriculum to help

Finishes the statement: Students will know how to ………….

Identify content and facts that are new to this unit

Identify key vocabulary that is new to this unit.

Identify key people new to this unit.

Identify memorized content with a mnemonic device that will be used to help students remember (FOIL in algebra)

Identify the broad ideas, big understandings, enduring

learning that you want students to remember 6 months or 10

years from now. These understandings are the

foundation of this unit. Without this understanding students would have “holes” in their

learning.

To identify these broad understandings ask yourself, “Why is this important?” or “Why are we teaching this

unit?”

Identify only 1 to 3 understandings per unit.

Identify a thinking skill in this column (cause/effect,

compare/contrast, classify, construct support, analyze

perspectives, induction, deduction, error analysis)

Identify a writing assignment here (informational or

persuasive).

Identify other skills that students will get in this unit. These may

include: make predictions, make inferences, summarize,

question, evaluate, reflect, use scientific method, etc.

NOTE: The “KNOW” and “DO” columns must reflect the “UNDERSTAND” column.


SAMPLE VERB LIST FOR WRITING COURSE GOALS:

Remembering Understanding Analysis and Evaluation(knowledge) (comprehension)

distinguish differentiatememorize restate deduce assessstate review conclude analyzecite explain score contrastrecognize discuss evaluate inventorydistinguish paraphrase question appraiserepeat report compare criticizedefine display detect testname respond rate diagramidentify express outline judgerecall describe experiment inspectlist give examples discriminate validatelabel interpret examineselect

Application and Synthesis Additional Assessment Procedures:

Assemble use Standardized tests Teach-made testsOperate imitate Peer rating Essay testsModify formulate Commercial tests Oral testsPrepare reorganize Written Tests Self-evaluationDramatize revise Performance tests Project completionCollect develop Pre and Post testing ConferencesAdapt construct Simulation Formative testingIntegrate demonstrate Summative testing Checklists of skillsTranslate sketch Audio tapes Role – playSynthesize plan Product rating Diagnostic testingManage compile Recognition tests Skill demonstrationsBuild calibrate Completion tests Computational testsRelate perform Spelling tests Textbook testsDesign arrange Anecdotal records Student profilesChange calculate Homework SpeechesPredict combine Diary/journals Computer productsMeasure practice Teacher observationCreate classify Criteria and reference testsInterpret compose Participation in class workSchedule apply Performance testing, i.e. oral, athletic, and artisticOriginate illustratePrepare organize


ESSENTIAL QUESTION STEMS

How would you recognize a __________ if you saw one?How do readers ____________ to better understand what they read?How do effective writers _____________?How do I solve ________________?What are the possible relationships between ____________ and____________?What might the relationship be between ____________ and ______________?How did/does __________ effect ___________?What are/were the major causes and effects of ____________?Why would we study ______________?How are ______________useful in ______________?What influence did _______________ have on _________________?How does _________________ impact ________________?What are the most effective ways to ____________________?How do we use ______________ to ____________________?How do the essential components of ___________ relate to _____________?How are the essential components/parts of ______________ interconnected/organized?What can we learn from _______________?How can I identify ___________________?What similarities/differences exist between _______ and ____________?What are the responsibilities of ____________ when ______________?How does _____________ illustrate __________________?How do ______________ interact with ____________ to _______________?What events led up to _____________________?How can _______________ be classified?Why do we classify ____________________?Where are _____________ found in our world?How can you describe a missing ______________?How do ___________ and ____________ work together to _________________?How do/does ________________ reflect _________________?Where would I ever use ____________________ anyway?How can you use _______________ to find ____________________?What strategies can we use to solve _______________________?What are the representations of ______________________?How can we show _____________________?


What might happen to ______________ during _________________?How does _______________ allow us to reflect on ____________________?What parameters can be set up to determine ___________________?What role does judgment play in solving __________________?What does ______________ data tell you about _____________________?How does __________________ influence ___________________?What if I couldn’t _____________________?What would happen if we didn’t have __________________?

Is it an “Essential Question"?

Does the EQ represent an objective in the prioritized curriculum?When answered at the end of the unit/lesson, is it what I want students to know, understand or do?


EXAMPLE: KNOW, UNDERSTAND, DO (KUD) CHART

UNIT: Drugs

KNOW UNDERSTAND DOFacts, formulas, vocabulary(written in terms or phrases)

Concepts, principles, generalizations, big ideas,

enduring learning(Written in sentence format)

Skills(Starts with a measurable

verb)

Factors that influence drug use (peers, media, stress, social

acceptance)

Consequences of illegal drug use

Steps in a decision-making process

Understanding the influences of drug use helps us make healthy

choices

Apply a decision making process

Develop a personal plan to avoid drug use

Convince a peer not to use drugs(persuasive writing) (constructing support)

NOTE: These three columns are independent of each other. All “essential” units and most “important” units will identify thinking skills in the “do” column. These thinking skills include: compare/contrast, classifying, construct support, analyzing perspectives, induction, deduction, error analysis, abstracting and writing.


Student Learning Map EXAMPLE Topic: Subject(s): OtherDrugs Grade(s): 6Days (10)

Concept:Influences

Concept:Legal consequences

Concept:Decision making process

Lesson Essential Questions: How do such factors as the

media, peer pressure, stress and the need for social acceptance influence illegal drug use? (A)

Lesson Essential Questions: What are the legal

consequences of drug use and how do these consequences deter this use? (A)

Lesson Essential Questions: How can we apply the steps

of a decision making process to avoid illegal drug use? (A)

How can I apply a decision making process to my personal plan to avoid illegal drug use? (E/R)

How can I convince a peer not to use illegal drugs? (E/R)

Vocabulary:drug abuse, influences, media

Vocabulary:consequences

Vocabulary:decision-making

Attached documents:

Additional info:


Key learning(s):Understanding the influences and consequences of illegal drug use can help us make health choices.

Optional/InstructionalTools

Unit Essential Questions(s):How does understanding the influences and consequences of illegal drug use help us make healthy choices?