Standard - Trenton Public Schools Third Grade Guide.d… · Web viewAll students will learn and...

Trenton Public Schools

Grade 3 Health and Physical Education2009-2010

STANDARD 2.1 WELLNESSAll students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle.

Strand A. Personal Health

GoalsBy the end of Grade 3, students will:

Understand and demonstrate a variety of way to access and convey health information and ideas. Understand different types of conflict and demonstrate appropriate nonviolent strategies to resolve it. Develop interpersonal and conflict resolution skills. Understand how culture and the media affect the ways individuals communicate, show emotions, and cope with stress. Understand appropriate health, well being, and personal hygiene. Understand dimensions of personal wellness. Understand appropriate self control and management skills. Responsibility for health behaviors promotes personal good health and disease prevention. Follow the safety rules for school and games we play. Be aware of the importance of safety for yourself and others. Understand characteristics of intentional and unintentional injuries and how do they occur. Choose positive strategies to deal with conflict, violence, harassment, vandalism, and bullying. Peer pressure might influence ones goals, choices, and behaviors.

Enduring Understandings What is healthy living? Know about personal Hygiene. Develop self control and body awareness. General knowledge of health data. Personal decisions affect my overall health. What influences my physical, social, and mental well-being?

Essential Questions What are the benefits of practicing hygiene? What is a healthy lifestyles? What are different types of data to achieve a healthy lifestyle? What is healthy well being?

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What are ways I can stay healthy? How do safety, nutrition and exercise keep me healthy?

Refer to Section 5 for Assessment Options

Refer to Section 7 for Differentiated Strategies

Refer to Section 8 for Technology Support

Refer to Section 9 for Instructional Resources and Cross-Curricular Integration

Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.1.3.A.1 Discuss the physical, social, emotional, and intellectual dimensions of wellness.

define what is health. describe the dimensions of health. list how to make better health decisions.

Friendships Feelings Interactions Thoughtfulness

2.1.3.A.2 Describe the appropriate use of healthcare and personal hygiene products.

describe how some germs may be spread by casual contact, sneezing, sharing a drinking glass, etc.

discuss that germs make us sick and can be spread from one food to another by cross- contamination.

discuss how to practice good hygiene.

Hand Washing Germs Cleanliness Hygiene

2.1.3.A.3 Discuss how health data, such as blood pressure, body composition, and cholesterol, can be used to assess and improve wellness.

discuss different health data and how it applies to them.

listen to the terms blood pressure, body composition, and cholesterol.

discuss how to improve wellness.

Health Data Blood Pressure Body Composition Cholesterol

2.1.3.A.4 Discuss how health knowledge, health choices, self-control, resistance, and self-management skills influence wellness.

discuss health knowledge and self management skills.

describe healthful self-concepts. make a short term and long term goal.

Decision making Self management Health choices

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2.1.3.A.5 Discuss how technology impacts wellness. demonstrate the operation of technological devices. using a web based nutrition program or software

program to analyze student diet. using a web based or software program to evaluate

the fitness activity.

Computer Internet Software Hardware Keyboarding Word processing

Strand B. Growth and Development

Enduring Understandings The human body is made of many systems.

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The body systems work together. We keep the body healthy eating right and by getting enough sleep.

Essential Questions How do I hiccup, sneeze, and yawn? How does a making an informed choice about wellness enhance my life? What are the systems of the human body? How do we differentiate between smells? How do muscles work?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.1.3.B.1 Compare and contrast body systems, their parts and functions, and explain that body systems must work together to ensure wellness.

identify different body systems discuss the role of body systems understand how body systems work together

Nervous System The Senses Skeletal System Muscular System Digestive System Respiratory System Circulatory System

2.1.3.B.2 Compare the rate of physical, social, emotional, and intellectual change during various life stages and discuss ways to foster healthy growth.

identify three parts of total health. explain how to improve health. practice steps that lead to healthful behaviors.

Health Wellness Mind body connection

2.1.3.B.3 Discuss how heredity and physiological changes contribute to an individual’s uniqueness.

identify what makes them special. identify actions that help you have a healthful

self-concept. identify and know about different ways that

people learn.

Growth Development Heredity

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Strand C. Nutrition

Enduring Understandings What is the relationship of nutrients and overall health? Exercise is essential for good health The food pyramid is a guide to healthy eating habits.

Essential Questions

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How can learning about nutrition improve your health? What are healthy eating habits? How do I read a food label?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.1.3.C.1 Discuss factors that influence food choices. understand and discuss how media can affects the

decisions we make when eating out. discuss and identify how holidays influence what we

eat. understand and explain how going on vacation

affects what we eat.

Media Holidays Food choices

2.1.3.C.2 Compare food choices based on nutrient content and value, calories, and cost and create a healthy meal plan.

enjoy deciding what to make for dinner. making choices and plan a balanced meal. help shop for ingredients and prepare the meal.

Nutrients Calories Fats Sugars

2.1.3.C.3 Analyze nutrition information on food packages and labels. discuss labels found of various foods. identify how to consume a variety of nutrient

dense breakfast foods and beverages. discuss that labels help us know if a food is

nutritious. discuss what is meant by serving size found

on a food label.

Serving sizes Nutrients Food Labels

2.1.3.C.4 Discuss the short- and long-term benefits and risks associated with nutritional choices.

discuss that eating healthy promotes a healthy active lifestyle.

discuss that eating healthy decreases your chances of developing some diseases.

Lifestyle Nutritional choices Eating healthy

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discuss and understand that choices they make affect them now and not just in the future.

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Strand D. Diseases and Health Conditions

Enduring Understandings Some diseases are communicable and some are not. Medical professionals use many methods to diagnose and treat diseases and health conditions. Public health agencies have many strategies to prevent diseases and health conditions.

Essential Questions How do we keep our bodies free from diseases? What is a disease? What are signs and symptoms?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.1.3.D.1 Compare and contrast methods used to diagnose and treat diseases and health conditions.

identify what methods are used to diagnose and treat diseases and health conditions.

discuss there are different kinds of doctors. discuss that different kinds of doctors diagnosis treat

different conditions.

Diseases Health conditions Diagnosis

2.1.3.D.2 Differentiate among communicable, non-communicable, acute, chronic, and inherited diseases and health conditions.

explain the difference between communicable and non communicable.

discuss the difference between acute of chronic. discuss inherited conditions.

Contagious Heredity Germs

2.1.3.D.3 Compare and contrast communicable, non-communicable, acute, chronic, and inherited diseases and health conditions

identify about communicable, non-communicable, acute, chronic, and inherited diseases and health conditions.

AIDS HIV Obesity

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discuss diseases and conditions prevalent in adolescents (asthma, obesity, diabetes, lyme disease, STDs, and HIV/AIDS).

discuss that obesity contributes diabetes.2.1.3.D.4 Discuss the use of public health strategies to prevent diseases and health conditions.

discuss how education has an impact on health. discuss that the media has an impact on health. understand how various organizations promote

health.

Health School Hospitals

2.1.3.D.5 Compare and contrast forms of mental illness such as phobias, anxiety and panic disorders, and depression.

explain that some people suffer from phobias. discuss what are common phobias. identify and understand why people might get

depressed.

Mental Health Phobias Disorders Depression

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Strand E. Safety

Enduring Understandings Injuries can occur unintentionally Safety precautions should be practiced at school and at home Be safety aware of the things going on around you

Essential Questions What is safety? Why do I need to be aware of my surroundings? How does practicing safety awareness at home benefit my family? When should I call 911?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.1.3.E.1 Compare and contrast the incidence and characteristics of intentional and unintentional injuries in adolescents.

write why we should increase use of safety belts. identify and discuss why we should always wear

bicycle helmets. identify the advantages of using sports-related

protective gear.

Safety awareness Injuries Accidents

2.1.3.E.2 Analyze the short- and long-term impacts of injuries on explain why they should not engage in physical Injuries and how they

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individuals and families and develop strategies to reduce the incidence of such injuries.

fighting. discuss why not to carry weapons. state why you should not ride with a driver who has

been drinking alcohol.

occur Fighting Aggression

2.1.3.E.3 Demonstrate and assess basic first aid procedures, including victim and situation assessment, rescue breathing and choking, and care of minor cuts, sprains, and bleeding. .

attend to a small scrape; by cleaning the area, using antibiotic cream, then applying a band-Aid.

call 911 in case of emergencies. explain what to do in case of a nosebleed.

First Aid Causes of minor injuries Treatments of minor

injuries

2.1.3.E.4 Discuss the physical, social, and emotional impacts of all forms of abuse and discuss what to do if any form of abuse is suspected or occurs

explain what is considered abuse. write a short story about emotional abuse. know that medical attention is sometimes required.

Abuse Getting help Impact of mistreatment

Strand F. Social and Emotional Health

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Enduring Understandings Combining positive personal assets with protective factors supports healthy social and emotional development We are responsible for the choices that we make Taking responsibility for your own choices

Essential Questions Why are personal assets and protective factors important to my healthy social and emotional development? What are different ways to appropriately convey my feelings and emotions? What is peer pressure and is it always bad and what are my choices?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.1.3.F.1 Examine how personal assets, (e.g., self esteem, positive peer relationships) and protective factors (e.g., parental involvement) support healthy social and emotional development.

learn ways to stay in a good mood. talk to parents or guardians to express emotions. identify positive personal assets.

Development Relationships Talking

2.1.3.F.2 Choose and justify appropriate strategies to deal with conflict, violence, harassment, vandalism, and bullying.

share emotions in healthful ways. use “I” messages. learn ways to keep away negative thoughts.

Strategies Communication Coping

2.1.3.F.3 Describe home, school, and community efforts to prevent conflict, vandalism, bullying, harassment, and violence.

use steps to resolve conflict by staying calm, talking,, listing possible solutions, and settling the conflict.

know that some conflicts are harder to resolve and may require an adult for guidance

Violence Conflict strategies Bullying

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2.1.3.F.4 Describe the physical and emotional signs of stress and the short-and long-term impacts of stress on the human body.

know what kind of effect stress can have on the body

explain the difference between healthful and harmful stress.

know ways to manage stress.

Stress The body Mental wellness

2.1.3.F.5 Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.

understand how to express emotions know that family can support them during a crisis.

Coping Environment around us

2.1.3.F.6 Discuss how stereotyping might influence one’s goals, choices, and behaviors.

write about what it means to be a man. write about what it means to be a woman. write about goals. identify goals.

Assumptions Public attitudes Careers

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

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Strand A. Communication


Demonstrate decision making and refusal skills in situations affecting health and safety. Define health goals, differentiate between long and short term goals, and set a personal health goal to track progress. Develop interpersonal and conflict resolution skills. Describe how culture and the media affect the ways individuals communicate, show emotions, and cope with stress. Learners will be able to identify reliable health resources. Learners will be able to express health information both orally and in writing. Learners will realize the importance of improved listening skills. Understand what is meant by character traits and core ethical values. Realize that character positively impacts individual and group goals and success.

Enduring Understandings There are many reliable health resources. Cleary communicating health information. Good listening skills enhances communication.

Essential Questions What are reliable health resources and why are they important? Why do I need to know how to communicate both orally and in writing? Why do I need to learn how to listen in order to express myself?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.2.3.A.1 Explain how to determine the validity and reliability of a health resource.

understand to get health information from a trusted responsible professional.

Health Resources Research

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understand that you may need to get a second opinion.

2.2.3.A.2 Present health information, orally and in writing, to peers. communicate their feelings, thoughts, and information by sending messages and listening.

Listening Skills Demonstrate Practice

2.2.3.A.3 Describe and demonstrate the effective use of communication skills, including refusal, negotiation, and assertiveness.

describe healthful communication through speaking, writing, body language, and sign language.

choose the best way to communicate. send a clear message. listen to each other. make sure you understand each other.

Demonstrate Communicate Practice

2.2.3.A.4 Identify and employ ways to improve listening skills. give the other person their full attention. pay attention to body language. be polite and patient while listening. take turns talking.

Listening skills Practice Identify

2.2.3.A.5 Explain how to identify a health problem or issue for possible research.

discuss disease and how they are spread. discuss ways in which diseases are treated. understand that disease maybe reoccurring.

Demonstrate Communicate Practice

Strand B. Decision Making

Enduring Understandings The stepping stones to make an effective decision That there are outside influences the sway your health decisions

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Health and safety issues always require careful decisions.

Essential Questions What is an effective decision? How could I be influenced to make poor health decisions? Why am I learning about health and safety issues that require careful decisions How can we protect our bodies in harmful situations?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.2.3.B.1 Outline the steps to making an effective decision. know what questions to ask before making a

decision. Critical thinking Effective decision

making Outlines

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2.2.3.B.2 Discuss how parents, peers, and the media influence health decisions and behaviors.

know ways to communicate with responsible adults about health decisions.

know that families support each other in health decisions.

describe various health ads they have seen in the media that influence health decisions

Communication Health decisions

regarding families Advertisements:

Billboards, Television, and Sporting Events

2.2.3.B.3 Describe situations that might require a decision about health and safety.

discuss people who keep us safe. articulate the importance of the roll of fire safety practice regular fire drills. describe safety procedures for riding on the school

bus.

Safety on a school bus Fire Safety Public officials who

keep us safe

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Strand C. Planning and Goal Setting

Enduring Understandings Health goals can be made to maintain and improve health. Progress can be made by setting goals.

Essential Questions What is a health goal? Why do I need to know about goal setting?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.2.3.C.1 Develop a personal health goal and track progress. determine what is a health goal.

determine what is progress in goal setting. understand that goals sometimes have set backs.

Planning Fitness Goals Progression

2.2.3.C.2 Describe ways to support the achievement of health goals. make a health contract. know the effect of their health goal. analyze how their plan worked.

Planning Outcomes of goals Evaluating

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Strand D. Character Development

Enduring Understandings Character is composed of many attributes. Character impacts individuals and group goal success.

Essential Questions What is a character trait? What is an ethical value? Who could be a role model for me?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.2.3.D.1 Describe character traits and core ethical values such as trustworthiness, responsibility, respect, caring, justice, fairness, civic virtue, and citizenship.

show caring and respect to individuals in and out of school by their actions.

discuss respect and what it means. understand citizenship and what it means.

Character Traits Values

2.2.3.D.2 Discuss how an individual’s character positively impacts individual and group goals and success.

know why your friends and heroes should have good character.

identify the six traits of good character.

Morals Ethical actions Reactions

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Strand E. Leadership, Advocacy, and Service

Enduring Understandings Many individuals in communities are leaders. Have awareness of age and cultural diversity. Others may have different views than my own and that is okay.

Essential Questions What makes a good leader? What is respect? How do I express myself in a group setting?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.2.3.E.1 Describe and demonstrate the characteristics of an effective leader.

identify that effective leaders influence and engage others.

identify that leaders have a clear purpose. identify that effective leaders work in a timely

manner.

Leadership Team building Character

2.2.3.E.2 Acknowledge the contributions of group members and choose appropriate ways to motivate them and celebrate their accomplishments.

explain that they can motivate others by being a leader on offering positive choices.

explain if you are inspired you can inspire others. explain how enthusiasm plays a role in motivation.

Preparation Contribution Respect Flexibility

2.2.3.E.3 Demonstrate respect for the opinions and abilities of group listen to others when they speak. Opinions

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members. identify the value other people's opinions. explain why we should be considerate of people's

likes and dislikes.

Respect Contributions

2.2.3.E.4 Develop and articulate group goals. realize what kinds of goals groups need. understand the importance of starting on time. understand group rules.

Change Cohesiveness Expectations

2.2.3.E.5 Develop a position on a wellness issue. describe why it is not good to over eat. identify and understand that obesity can harm your

health. describe why it is not good to eat too many food

with empty calories.

Exercise Safety Eating right

2.2.3.E.6 Discuss laws and regulations created to enhance wellness. demonstrate how to obey various traffic sign for pedestrians.

write a short story why it is important to eat healthy foods.

explain what is a clean safe environment.

Safety Eating right Clean safe environments Nutritional Education

2.2.3.E.7 Organize and participate in a school or community service activity and discuss how helping others impacts personal and community wellness.

write letters to local spot celebrities asking them to come speak at their school.

write to community leaders asking for help with getting equipment for the school.

write a poem how helping your community makes you feel good.

Community service Volunteering Getting involved

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Strand F. Health Services and Careers

Enduring Understandings Schools and the community offer health services Help is available for many health and fitness related concerns There are many types of jobs in fitness and wellness

Essential Questions What kinds of health services are available in my school? What do I need to know about my health and fitness? What are some types of jobs in fitness and wellness?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.2.3.F.1 Describe health and fitness services provided in the school and community.

identify when to go to the school nurse in case of injury.

discuss how health department workers give vaccinations.

Fitness Services Health

2.2.3.F.2 Describe and demonstrate how to seek help for a variety of health and fitness concerns.

know and discuss how they can get their eyes checked at school.

know and discuss how they may get their hearing tested at school.

Health Services Fitness Services Total wellness

2.2.3.F.3 Discuss wellness and fitness careers. discuss how doctors treat people who are ill. discuss how dieticians plan healthful meals. discuss how health inspectors check

restaurants to make sure they are clean.

Fitness Trainers Coaches Fitness coordinators Personal Trainers

Standard 2.3: DRUGS AND MEDICINES

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

Strand A. Medicines


Define drugs and medicines describe the purposes and correct uses of medicines,, and describe the role they play in the maintenance or achievement of wellness.

Recognize the physical and behavioral effects of alcohol, marijuana.. tobacco products, inhalants, anabolic steroids, and household substances that may be misused for mood-altering effects

Recognize the signs and symptoms of chemical abuse and dependency, discuss their impact on personal and family health, and identify resources for help and information

Identify laws related to the sale and use of alcohol, tobacco and other drugs Describe how the use, misuses and abuse of alcohol, tobacco, and other drugs contribute to the incidence of illness and injury

Enduring Understandings Medicines should be taken as directed. Many medicines look alike. Some medicines may not work well with everyone.

Essential Questions What is the difference between medicine I can buy and the one a health care provider prescribes? Why can’t I take a medicine that looks like the one that worked for me before? What is an adverse side effect of a medicine?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.3.3.A.1 Distinguish between over-the-counter and prescription understand that doctors prescribe medicine when you are Over the counter

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medicines.

ill. understand that medicines you buy without a doctors

order are called over the counter medicines. define medicine as a substance that is used to prevent,

treat, or cure an illness or infection. identify that medicine comes in the form of liquid, pills,

sprays, creams, injections, shampoos, soaps, etc.

Medicines Prescription

Medications

2.3.3.A.2 Identify commonly used medicines and discuss why they are used.

explain what cough medicine is used for. describe that antibiotics help kill germs. describe that allergy medicine helps relieve itchy eyes

and runny noses. name medicines people take to treat or cure an illness or

infection.

Aspirin Penicillin Antibiotics Cough syrup Antibiotic ointment Insulin

2.3.3.A.3 Discuss the importance of taking medicines as ordered, not sharing medicines with others, and reporting any side effects to a trusted adult.

discuss why it is important to follow the directions on the label of medicine.

discuss why it is important to finish all medicine that a doctor prescribes.

know that a side effect is an unwanted feeling or illness that occurs after taking a medicine.

Higher Death Rates Counseling Written instruction

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Strand B. Alcohol, Tobacco, and Other Drugs

Enduring Understandings Drugs can harm your body. Short term and long term effects of drugs happen to everyone. Some drugs are illegal even for grownups.

Essential Questions What types of drugs can harm my body? What is the difference of a short term effect and a long term effect? What kinds of drugs are illegal for grownups?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.3.3. B.1 Explain why it is illegal to use or possess certain drugs/substances.

explain that illegal means against the law. explain that it is never safe to use an illegal drug. understand that being in possession of an illegal drug

can get you into trouble with the law.

Illegal Substances Possession Laws

2.3.3. B.2 Describe the short- and long-term physical effects of tobacco use.

describe how tobacco causes wrinkles and makes you look older.

explain how tobacco can cause gum disease and cancer.

discuss how tobacco harms the heart and can cause high blood pressure

Chronic Bronchitis Emphysema Cancer Pulmonary Disease Second hand smoke Breast Cancer

2.3.3.B.3 Discuss the impact of second-hand/passive smoke on the health of nonsmokers.

discuss that second hand smoke is the smoke that the smoker breathes out.

Second hand smoke Breathing

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explain how second hand smoke can make your eyes itch and water.

discuss that over time of breathing in second hand smoke can cause heart disease, lung cancer, and breathing problems.

Heart disease Lung Cancer Emphysema

2.3.3.B.4 Identify the short- and long-term physical and behavioral effects of alcohol use and abuse.

discuss how alcohol affects the brain. discuss how under the influence of alcohol a person

may not make proper decisions. discuss how under the influence of alcohol a person

may be unable to walk or talk properly.

Persons size, age, gender, weight

Food and alcohol consumed

Addiction2.3.3.B.5 Identify the physical and behavioral effects of marijuana use.

discuss how marijuana is an illegal drug that contains harmful chemicals.

discuss how marijuana use can make a person confused and make it hard to think.

discuss how the use of marijuana can harm the lungs and heart, just as smoking can.

Sleep Patterns Mood altering Eating patterns Behavioral tasks Thinking Heart rates Motor Skills

2.3.3.B.6 Explain that brain damage, lung damage, and death can occur from inhaling certain substances, such as solvents, propellants, and medicinal gases.

explain and understand that inhalants are a chemical that is breathed into the lungs.

identify how the body is starved for oxygen. discuss that inhalants can come from glue, spray paint,

and gasoline. discuss how inhalants can cause headaches,

nosebleeds, brain damage, and death.

Mental development Huffing Stimulant effects Dizziness Perceptions of time and

space Lethargic Body Organs Leukemia

Strand C. Dependency/Addiction and Treatment

Enduring Understandings

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Some companies market to children People who use drugs can become addicted to them There are different types of drug use

Essential Questions How do companies market to children? What is addiction? Where should someone go to get help for drug abuse?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.3.3.C.1 Discuss signs that a person might have a problem with the use of alcohol, tobacco, and other drugs.

discuss that addiction is experienced by the person taking drugs and signs of addiction can be observed.

discuss common signs of addiction extreme mood changes, change in sleeping patterns, and sudden weight loss and weight gain.

discuss other signs are secretiveness, lying, and stealing.

Physical signs Loss of appetite, increase in appetite,

any changes in eating habits, unexplained weight loss or gain.

Slowed or staggering walk; poor physical coordination.

Inability to sleep, awake at unusual times, unusual laziness.

Red, watery eyes; pupils larger or smaller than usual; blank stare.

Cold, sweaty palms; shaking hands. Puffy face, blushing or paleness. Smell of substance on breath, body or

clothes. Extreme hyperactivity; excessive

talkativeness. Runny nose; hacking cough. Needle marks on lower arm, leg or

bottom of feet. Nausea, vomiting or excessive

sweating. Tremors or shakes of hands, feet or

head.

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Irregular heartbeat.

Behavioral signs Change in overall attitude/personality

with no other identifiable cause. Changes in friends; new hang-outs;

sudden avoidance of old crowd; doesn't want to talk about new friends; friends are known drug users.

Change in activities or hobbies. Drop in grades at school or

performance at work; skips school or is late for school.

Change in habits at home; loss of interest in family and family activities.

Difficulty in paying attention; forgetfulness.

General lack of motivation, energy, self-esteem, "I don't care" attitude.

Sudden oversensitivity, temper tantrums, or resentful behavior.

Moodiness, irritability, or nervousness.

Silliness or giddiness. Paranoia Excessive need for privacy;

unreachable. Secretive or suspicious behavior. Car accidents. Chronic dishonesty. Unexplained need for money, stealing

money or items. Change in personal grooming habits. Possession of drug paraphernalia.

Drug specific symptoms Marijuana: Glassy, red eyes; loud

talking and inappropriate laughter

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followed by sleepiness; a sweet burnt scent; loss of interest, motivation; weight gain or loss.

Alcohol: Clumsiness; difficulty walking; slurred speech; sleepiness; poor judgment; dilated pupils; possession of a false ID card.

Depressants: (including barbiturates and tranquilizers) Seems drunk as if from alcohol but without the associated odor of alcohol; difficulty concentrating; clumsiness; poor judgment; slurred speech; sleepiness; and contracted pupils.

Stimulants: Hyperactivity; euphoria; irritability; anxiety; excessive talking followed by depression or excessive sleeping at odd times; may go long periods of time without eating or sleeping; dilated pupils; weight loss; dry mouth and nose.

Inhalants: (Glues, aerosols, and vapors ) Watery eyes; impaired vision, memory and thought; secretions from the nose or rashes around the nose and mouth; headaches and nausea; appearance of intoxication; drowsiness; poor muscle control; changes in appetite; anxiety; irritability; an unusual number of spray cans in the trash.

Hallucinogens: Dilated pupils; bizarre and irrational behavior including paranoia, aggression, hallucinations; mood swings; detachment from people; absorption with self or other objects, slurred speech; confusion.

Heroin: Needle marks; sleeping at

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unusual times; sweating; vomiting; coughing and sniffling; twitching; loss of appetite; contracted pupils; no response of pupils to light.

Tobacco/Nicotine: Smell of tobacco; stained fingers or teeth.

2.3.3.C.2 Identify where individuals with a substance abuse problem can get help.

discuss a person who can not stop taking drugs needs help.

discuss how a doctor can help. discuss how a counselor about different

programs that help people recover.

Addiction Substance abuse Programs Substance Abuse and Mental

Health Services Administration (SAMHSA)

Treatment Centers2.3.3.C.3 Differentiate among drug use, abuse, and misuse. discuss how drug use is taking a drug that is

over the counter or prescription by the directions on the label.

discuss that drug misuse is the unsafe use of medicine taken by accident.

discuss that drug abuse is the unsafe use of a medicine or an illegal drug on purpose.

Prescriptions Medications Illegal drugs Steroids

2.3.3.C.4 Describe how advertising, peers, and adults influence children and teenagers to try alcohol, tobacco, and other drugs.

discuss how advertising of tobacco can be found at sporting events, billboards, and magazines.

Discuss how companies need to acquire new consumers to stay in business

Discuss how tobacco companies must also warn people that tobacco harms health, cause disease, and have harmful gases

Television In-store displays Magazines Concession stands Social influences Social bonds Problem behavior Alcohol beliefs Television exposure Demographics.

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Standard 2.4: HUMAN RELATIONSHIPS AND SEXUALITY All students will learn the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle.

Strand A. Relationships


Know the stages of human development form conception to death. Explain different kinds of families and that all family members have rights, privileges and responsibilities. Discuss the influence of the media on the development of gender stereotypes.

Enduring Understandings Family and friends are important throughout life and that relationships require respect for others. There are may kinds of families. There are many ways people show affection.

Essential Questions Why are family and friends important throughout life? What different types of families are there? What is a true friend?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.4.3.A.1 Describe different kinds of families and discuss how families can share love, values, and traditions, provide emotional support, and set boundaries and limits.

follow family guidelines or rules that tell them how to act.

discuss that families provide support and set rules. discuss how traditions are handed down.

Families Values Traditions

2.4.3.A.2 Compare the roles, rights, and responsibilities of various family members.

explain how parents or guardians set rules for members of a family.

Rules Guidelines

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make a list of family guidelines. Rights

2.4.3.A.3 Discuss ways that families adjust to changes in the nature or structure of the family.

discuss how families support each other when there is an addition of a newborn baby.

explain what happens when there is a disagreement at home.

discuss what happens when parents are unable to resolve conflicts.

Families Disagreements Conflicts

2.4.3.A.4 Discuss how culture and tradition influence personal and family development.

discuss how traditions differ in different families. explain how traditions are a part of your heritage. discuss traditions you would like to experiences in

other cultures.

Families Traditions Culture

2.4.3.A.5 Discuss factors that support healthy relationships with friends and family.

know ways to make a healthful friendship. explain that respect supports relationships. explain that listening to friends supports healthy

relationships.

Friendships Relationships Family

2.4.3.A.6 Describe the characteristics of a friend. know ways to show respect for other people. show good character by not asking others to do

something wrong. encourage friends to eat healthy.

Friendships Respect Caring

2.4.3.A.7 Describe appropriate ways to show affection and caring. discuss different ways to say hello. explain why greeting people are a way of showing

caring.

Affection Greetings Caring

Strand B. Sexuality

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Enduring Understandings Our bodies change as we mature. Puberty begins and ends at different times for different people. Assuring students that growing and changing is natural and curiosity is normal.

Essential Questions What are the benefits of learning about our bodies growth and development? What are some of the ways that our bodies change?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.4.3.B.1 Describe the physical, social, and emotional changes occurring at puberty.

discuss how you change from being an infant to a toddler.

explain how you change from a child to a teen. discuss how you change from being an adult to a

senior citizen.

Stages of life Growing Adulthood

2.4.3.B.2 Discuss why puberty begins and ends at different ages for different people.

discuss how hormones bring on the stages of puberty.

discuss how everyone starts puberty at different ages and that is normal.

Hormones Puberty

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Strand C. Pregnancy and Parenting

Enduring Understandings It is important for people to take care of themselves when they are expecting a baby. Eating healthy foods is essential for the human body. Planning to have a child requires many resources.

Essential Questions What is pregnancy? What is fertilization? What is an embryo?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.4.3.C.1 Explain that after fertilization, cells divide to create a fetus/embryo that grows and develops inside the uterus during pregnancy.

identify that a fetus grows and develops inside a mothers uterus.

describe how cells divide. discuss what happens after fertilization.

Conception Cells Fetus

2.4.3.C.2 Discuss how the health of the birth mother impacts the development of the fetus.

describe how mothers should take care of themselves while pregnant.

discuss how a fetus develops. describe how a birth mother should eat during

pregnancy.

Nutrition Development Health

Standard 2.5: MOTOR SKILL DEVELOPMENT

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All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle.Strand

A. Movement SkillsGoals

By the end of Grade 3, students will: Apply movement skills. Execute movement skills through instruction, various problem solving and solving activity-type situations and games. Modify basic movement skills by applying movement concepts (direction, speed) biomechanical principles (force, projection), and movement (tempo,

beat). Identify awareness of ranges of various uses of body parts while gaining good body control for safe play. Adapt movement skills in relation to objects, other participants, and boundaries. Perform basic skills, increase development through kinesthetic awareness and develop self-confidence. Demonstrate abilities to perform and apply necessary basic skills in game situations. Develop abilities and willingness to follow rules, adjust skills, and strategies to enable cooperative interaction and competition with other students. Observe physical activities and provide feedback to participants to improve performance. Reinforce skills and strategies to enable cooperative interaction and competition with other students.

Enduring Understandings Perform locomotor (walk, run, jump), non-jump (bend, reach, turn), and manipulative (throw, strike, kick) movement skills. Adapt movement skills in physical activities. Cooperate with others. Know that a cue is a type of communication used by an adult to let a child know what is expected of him/her in a given situation. A complete fitness program promotes participation in grade level skills and activities that build health and wellness including cardiovascular, flexibility,

body composition, muscular strength and endurance, and lifetime activity. Good sportsmanship includes following rules of play and being responsible for yourself and the safety of others. We can increase our health and wellness by participating in the physical activities we lead or participate in by ourselves and with others. We can measure and monitor their muscle growth and endurance in a variety of ways. Rules help keep games and activities safe and fair. Responsible participants demonstrate positive and appropriate interpersonal skills while participating in physical activity. Responsible participants understand the need to take care of all equipment and facilities.

Essential Questions Where can you move? (space)

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What can you move? (body awareness) How do you move? (force, balance, weight transfer) How does movement, muscle stretching, doing sit ups, push ups and pull ups increase body strength and overall health? How can people protect themselves from sore muscles or injury from over exercising? How can people measure and monitor the endurance and strength of their major muscles? Why do we have to be responsible for our own behavior? What is the purpose for rules of play in athletic or competitive sports? How do class rules and team rules help make competitive sports and individual sports more enjoyable? Why are consequences for not following rules necessary? Why are honesty, responsibility, sportsmanship, confidence, courtesy, respect, judgment, integrity, perseverance, and being a good team mate important

skills in P.E. and in life? How does knowledge of the purpose and care of equipment help create responsible physical education participants? Where does one’s personal space end and someone else’s space begin? Why is cooperation important in games and in life?

How does cooperation in games impact the final outcome? What does good sportsmanship look like?





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Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.5.3.A.1 Perform movement skills with developmentally appropriate form in both isolated and applied settings.

combine and perform basic locomotor skills, moving on a specific pathway (e.g., skip in circles, slide in zigzags, run in a variety of linear paths).

combine and perform locomotor and axial movements (e.g., walk and turn, stretch and slide).

demonstrate the ability to start, change, and stop movement.

Pathways Isolated Applied

2.5.3.A.2 Demonstrate smooth transitions between sequential movement skills used in applied settings (e.g., creative dance, gymnastics routine, trap-dribble-shoot).

demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance and gymnastics.

perform short movement problems, emphasizing the element of force/energy (e.g., swing, melt, explode, and quiver).

expand the ability to incorporate spatial and time concepts in movement problems (e.g., select and combine three locomotor movements traveling in three different path-ways and using three different tempos).

Transitions Sequential Movement Spatial and time

concepts

2.5.3.A.3 Demonstrate weight transfer, balance, coordination, and agility while employing various movement skills.

demonstrate control in balancing and traveling activities. develop skillful movements that involves daily practice

and applications of movement skills. participate in climbing, tumbling, and gymnastics.

Climbing Tumbling /Gymnastics Bike riding Golfing Basketball Soccer Adventure & Outdoor

Activities Swimming Kickball

2.5.3.A.4 Employ various rhythms, tempos, musical styles, demonstrate change of focus and directions when Rhythms

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relationships, directions, pathways, speeds, and levels during movement.

musical phrases change or on accents. demonstrate how to dance quickly or sharply during

(4/4) and slowly or smoothly during (3/4). Continue to alternate movements with the music.

alternate locomotor movements such as walk, run, jump, hop, crawl, leap with non locomotor movements such as twist, turn, swing, sway, stretch, curl.

explain the use for changing directions or pathways: forward or sideways on 4/4, backward on 3/4; straight or zigzag path-ways on 4/4, curvy pathways on 3/4 meter.

shadow each other’s movements on 4/4 and mirror movements on 3/4 meter.

Tempos Musical styles Pathways Speeds Level of movements

2.5.3.A.5 Respond to multiple changes in rhythm, tempo, beat, and musical style.

dance freely during the melody and on the sustained chords form shapes on different levels, balancing on different body parts or stretching in different directions.

dance with multi-focus on the melody then use single focus on the chords, changing focus on each chord. Try this with a scarf, looking at all the scarves during the melody and focusing on your own scarf during the chords or vice versa.

move with free flow or sharp energy during the melody and bound flow or smooth energy during the chords.

Rhythm Tempo Beat Musical Style

2.5.3.A.6 Change the effort or range of a movement skill or combination to improve performance.

determine appropriate movements for specific situations. develop a concept of the order of a sequence in

movement.

Range Movement Skills Movement

combinations

2.5.3.A.7 Modify and adapt movement skills in relation to body parts (e.g., clapping over one’s head), other participants (e.g., dance partner, teammate), objects, and boundaries.

respond to changes of routines. transition from performing with objects to partners. modify movements in relation to surrounding stimuli.

Modification Adapting Movement Skills

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2.5.3.A.8 Respond appropriately to visual and verbal cues during physical activity.

respond to touch cues from a teacher to communicate a desired action. (e.g., an adult may gently pull a child's arm upward with a grasp at the wrist to cue the child to lift arm during a warm up exercise).

respond to sensory cues; sensory input used to help a child anticipate an event.

Verbal Cues Visual Cues Sensory Cues

2.5.3.A.9 Correct movement errors in response to feedback and explain how the change improves performance.

discuss when children learn something new they go through three stages of learning.

assess one's own previous performance and making corrections when needed.

develop self evaluation by concentrating on one to two important points to practice.

Thinking Stage (working out what do we do)

Learning Stage (trying out ways of doing it)

Skilled Stage (performing the skill)

Self evaluation techniques

2.5.3.A.10 Apply a learned skill to another movement setting. perform routines then break the skill up into subroutines and practice skills by repetition.

practice the whole skill on it's own by repetition in isolation.

apply learned skills and link them with other skills.

Skills in parts Whole Skill Game Skills

2.5.3.A.11 Demonstrate both improvised and choreographed movement sequences such as moving to poetry, or performing a folk dance or an aerobic routine.

have a movement conversation with a partner - one moves while the other watches. Change roles on each musical change. OR shadow or mirror your partner’s or trio’s movements - change leadership on each musical phrase.

create a combination for 3/4 meter such as: (4 measures) 12 walks changing direction and focus every three steps;

Improvising Choreographing Dance Aerobic Routines

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(4 measures) 2 big slow swings down and up with eyes closed, (4 measures) fast curvy run with mutli-focus, (4 measures) 4 shapes changing focus on each shape.

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Strand B. Movement Concepts

Enduring Understandings Moving and transitioning smoothly when performing activities. Moving in various ways causes different outcomes. Self awareness of my body.

Essential Questions How do I position my body when moving though various skills? What is the base of support and when is it applied? What is important about effort, flow and quality of movement?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.5.3.B.1 Discuss the importance of proper body mechanics when performing movement skills.

identify main body parts. demonstrate the ability to move in a given direction.

demonstrate proper movement skills in various activities.

Injury prevention Ability to move with ease Back, muscle, and

ligament injuries2.5.3.B.2 Explain the fundamental principles of force, motion, base of support, and center of gravity as applied to physical activity.

demonstrates changing direction and force using locomotion patterns.

show kinesthetic awareness (balance, base of support, personal space).

utilizes body awareness, body parts, shapes, symmetry etc. Discuss how the body performs movement (effort).

Principles of force Gravity Base of support Stability

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2.5.3.B.3 Explain how changing the energy, flow, effort, or range of movement skill changes the quality of the movement (e.g., baby steps vs. giant steps).

identify the basic fundamentals balance, agility, and coordination.

identify Effort Awareness – I am learning how my body can move.

discuss muscular effort needed to produce, sustain, stop and regulate a movement.

Effort Movement Regulate

2.5.3.B.4 Discuss ways to refine and increase control when performing movement skills.

integrate sensory and motor development. discuss and realize that nothing happens to the human

body in isolation. perform movement experiences primarily using visual

and kinesthetic receptors.

Motor development Open skills

(unpredictable environment)

Closed skills (predictable environment)

2.5.3.B.5 Discuss ways that personal and general space is used in all forms of physical activity (e.g., using the entire dance floor, position play in a sport).

understand vocabulary of basic movement concepts such as personal space, qualities of movement, body awareness, and the relationship of movement.

discuss where the body moves (space). discuss and identify with whom and with what the body

moves (relationships).

Personal space General space Body awareness

2.5.3.B.6 Explain how a movement skill can be used in another movement setting.

perform and discuss the way the movement patterns are used or performed. (e.g., Sending—throwing or striking.

perform and discuss how with different parts of the body, using different body actions, while in different body shapes, while at a low/medium/high level, using a large/small action, rapidly/slowly, standing near to/far away from a partner, teammates, individually, using different implements—scoops, bats, racquets, sticks).

Movement patterns Body parts Levels

2.5.3.B.7 Give examples of verbal and visual cues used to demonstrate Hands relaxed (Motion cue: shake your Verbal Cues

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improve movement skill performance. hands out). show a Swing forward and back (Motion cue: swing

bent arms forward and back). display a SUPERMAN---point hand without the ball at

the target, put the ball with the arm bent by the ear, turn feet to face where you are throwing.

demonstrate instructional cues head up, eyes forward, point toes straight ahead, walk quietly, hold tummy in, chest up and push off from the floor with the toes.

Visual Cues Kinesthetic Cues

2.5.3.B.8 Define and use skill- and activity-specific vocabulary. define commonly used terms in locomotor movements. define commonly used terms in games.

Vocabulary Speaking Writing

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Strand C. Strategy

Enduring Understandings Use cooperative strategies. Thinking ahead results in better outcomes. Working together with a partner can help me solve a goal.

Essential Questions What do I need to know about strategies?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.5.3.C.1 Explain and demonstrate the use of simple strategies,

including player positioning, faking and dodging, and defending space.

perform basic team drills. anticipate outcomes. discuss outcomes.

Team work Player positioning Defending

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Strand D. Sportsmanship, Rules and Safety

Enduring Understandings Follow the rules leads to fair play Following safety instructions makes the environment safe for everyone Taking care of equipment ensures that it will last longer

Essential Questions What is sportsmanship? What rules do I need to know? Why do I have to show good sportsmanship and follow the rules when others do not?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.5.3.D.1 Discuss the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer during physical activity.

play fair. follow the rules of the game. respect the judgment of referees and officials. treat opponents with respect.

Playing Fair Rules Caring

2.5.3.D.2 Describe activity-specific rules, explain their importance for the safety and enjoyment of participants, and follow the rules during physical activity.

identify how to be a good listener. explain the importance of always follow directions. treat others with respect. use equipment correctly. always try your best.

Rules Safety Equipment

2.5.3.D.3 Describe and demonstrate ways to handle and care for equipment safely and responsibly.

Handle all equipment with care Put away all materials in a safe manner Only use materials in the way they are meant

Listen and following directions Equipment care Rules

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Grade 3 Health and Physical Education2009-2010to be used

Strand E. Sport Psychology

Enduring Understandings Sport psychology techniques prepare athletes to compete at the optimum level. Physical activity involves using movement and motor skills across your life span. Physical activity is fun.

Essential Questions How can I become more mentally prepared for competition and sports performance?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.5.3.E.1 Describe a variety of mental strategies used to prepare for physical activity.

adapt body movements according to particular obstacles.

understand how appropriate practice improves performance.

improve performance by participating in new and difficult tasks.

Body movements Practice Participating

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Standard 2.6: FITNESS All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Strand A. Fitness and Physical Activity


Identify the components of health-related fitness and describe activities related to each component. Demonstrate appropriate techniques used in fitness activities. Participate in health and fitness related activities. Develop and attain a personal fitness goal to improve performance.

Enduring Understandings Exercising creates a healthier body system. Exercising creates stronger muscles and bones. Basic elements of fitness are endurance, strength, and flexibility.

Essential Questions What is an aerobic activity? What is an anaerobic activity? How much exercise is enough?





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Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.6.3.A.1 Discuss the physical, social, and emotional benefits of regular physical activity.

describe how fitness activities enhance wellness.

describe how exercise improves your mood. describe how exercise helps you manage your

weight.

Fitness Exercise Mental health

2.6.3.A.2 Explain each component of health-related and skill-related fitness and explain how specific activities develop each component.

identify cardiovascular fitness. describe muscular strength. describe muscular endurance. describe flexibility. define body composition.

Cardiovascular health Muscular strength Flexibility Body composition

2.6.3.A.3 Describe how body systems respond to vigorous exercise. describe how a strong heart, healthy lungs, and clear blood vessels are needed to supply the body with oxygen.

describe how muscles are attached to bones which give the body better posture and allows for repetitive movement.

discuss three types of muscle in your body: skeletal (voluntary, like the muscles that move your limbs), smooth (involuntary, like around organs), and cardiac (the heart).

Heart Lungs Muscle

2.6.3.A.4 Discuss factors such as heredity, training, and diet that influence fitness.

discuss if genes really play a role in athletic performance.

discuss training versus heredity. discuss DNA.

Genes DNA Training Dieting

2.6.3.A.5 Describe how technology has improved fitness activities. identify the role of technology with exercise. discuss various equipment using technology. make goals using technology

Technology Training Goal planning

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Strand B. Training

Enduring Understandings There are many benefits to physical exercise. Exercise can mean playing and being physically active. The importance of regular physical activity. Exercise is part of a healthy active lifestyle.

Essential Questions What are the health benefits of being physically active? What kinds of activities will keep me healthy? What are the training principles of F.I.T.





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content2.6.3.B.1 Discuss the importance of regular physical activity.

explain how exercise helps prevent diseases. identify how exercise improves stamina. discuss how exercise strengthens and tones. identify how exercise enhances flexibility. discuss how exercise controls weight. explain how exercise improves quality of life.

Disease Stamina Endurance

2.6.3.B.2 Describe and apply the training principles of frequency, discuss the F.I.T. principle. Frequency

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intensity, and time (FIT) during physical activity. discuss how to apply the principle. discus overload and progression.

Intensity Time Specificity

2.6.3.B.3 Explain that using performance-enhancing substances, including anabolic steroids and supplements, may be unsafe and illegal.

explain the dangers of using drugs to enhance performance.

discuss steroids. discuss health issues related to drug use.

Substances Steroids Supplements

StrandC. Achieving and Assessing Fitness

Enduring Understandings Being involved in physical activity develops fitness. How to monitor the bodies response to activity. How to make a fitness goal.

Essential Questions Why kinds of activities are right for me? How do I monitor my body’s response to activity? How do I make a fitness goal?





Cumulative Progress Indicators (CPIs) Objective: Students will be able to… Content

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2.6.3.C.1 Engage in moderate to vigorous physical activity that develops all components of fitness.

perform various activities that develop cardiovascular health.

perform various activities that develop muscular endurance.

perform various activities that develop muscular strength.

execute various activities that develop flexibility. achieve various activities that develop lean body

mass for body composition. perform the presidents challenge.

Cardiovascular health Muscular endurance Muscular Strength Flexibility Body composition

2.6.3.C.2 Maintain continuous aerobic activity for a specified time period.

engage in moderate to vigorous physical activity that develops all components of fitness.

monitor heart rate and breathing before, during, and after exercise.

develop a fitness goal and monitor achievement of the goal.

Anaerobic Aerobic Breathing

2.6.3.C.3 Monitor physiological responses before, during, and after exercise.

identify their pulse. discuss where to find their pulse. take their pulse before and after exercise.

Heart Pulse Record keeping of

pulse rates

2.6.3.C.4 Develop a health-related fitness goal and use technology to track fitness status.

develop a goal. use technology to tack levels of fitness. record results.

Goals Technology Record keeping

2.6.3.C.5 Demonstrate age and gender-specific progress towards improving each component of fitness.

discuss what is a warm-up exercise. perform each of the components of fitness.

Components of fitness Progress

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discuss the cool down of exercising. Improving fitness

2.6.3.C.6 Demonstrate safe and appropriate techniques while engaging in fitness activities.

explain why we should warm up and stretch. discuss the need to take breaks from working out. understand the importance of wearing proper

clothing.

Injury prevention Rejuvenate Rest

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Standard - Trenton Public Schools Third Grade Guide.d… · Web viewAll students will learn and...

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