Grade K Health Education, Quarter 1, Unit 1 of 2. Mental and Emotional Health: You Think and Feel. Overview

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1 Grade K Health Education, Quarter 1, Unit 1 of 2 Mental and Emotional Health: You Think and Feel Overview Overall Days: 4-5 days (1 day = 30 minutes) Content to be learned Choose healthy behaviors. Identify and share feelings. Demonstrate what good character looks like. Communicate your feelings in an appropriate manner. 21 st Century Learning Expectations Speak effectively with clarity and purpose. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and the community. Essential questions students should be able to answer by the end of the unit. How do you know you are healthy? How do you react to your many feelings? How are you respectful in all situations? How do you show your many emotions and feelings? (sad, angry, glad, happy, mad) Providence Public Schools Health Education Curriculum Framework Committee D-1

2 Grade K Health Education, Quarter 1, Unit 1 Written Curriculum Rhode Island State Standards/Instructional Outcomes Mental and Emotional Health Instructional Outcomes Standard describe relationships between one s feelings and behaviors. REQUIRED TOPICS: basic, complex and mixed emotions; situations provoking various feelings; self-concept; impact of success/failure on self worth identify common childhood problems related to poor mental & emotional health. REQUIRED TOPICS: self concept; caring & sharing; appropriate expression of feelings identify mental health problems that should be detected and treated early. REQUIRED TOPICS: dealing with feelings; signals of emotional problems; emotional or other abuse. Standard identify responsible interpersonal behaviors. REQUIRED TOPICS: sharing; respecting others rights, differences; promoting cooperation compare behaviors that are safe to those that are risky or harmful. REQUIRED TOPICS: expressing emotions appropriately. Standard distinguish between verbal and non-verbal communication. REQUIRED TOPICS: recognize facial and behavioral cues; empathy, compassion and tolerance. Notes Learning Objectives Taught Curriculum Students will be able to: Describe the three parts of Health (Mental, Physical, Social). Identify basic feelings and how to express them. Demonstrate good ways to show character. Communicate in a respectful manner. Key Concepts Health Feelings/Handling Your Feelings Character Communication Resources Health & Wellness Teacher s Edition Grade K Macmillan/McGraw-Hill Chapter 1 Lesson 1 o Teacher s Edition pp. 4-5 o Health Big Ideas Book pp. 4-5 D-2 Providence Public Schools Health Education Curriculum Framework Committee

3 Grade K Health Education, Quarter 1, Unit 1 Materials Health &Wellness Kit o Health Masters pp. 1-2 Lesson 2 o Teacher s Edition pp. 6-7 o Health Big Ideas Book pp. 6-7 o Health Masters pp. 3-4 o Poster 8B Lesson 3 o Teacher s Edition pp. 8-9 o Health Big Ideas Book pp. 8-9 o Health Masters pp. 5-6 Lesson 4 o Teacher s Edition pp o Health Big Ideas Book pp. 4-5 o Health Masters pp. 7-8 Lesson 5 o Teacher s Edition pp o Health Big Idea Book pp o Health Masters pp o Transparency Book pp. 1-6 Lesson 6 o Teacher s Edition pp o Health Masters pp o Life Skills Book pp. 4-5 o Poster 1A Instructional Considerations Key Vocabulary communicate feeling good character health Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Providence Public Schools Health Education Curriculum Framework Committee D-3

4 Grade K Health Education, Quarter 1, Unit 1 Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction Formative Assessments Health Masters pp Questions and Answers Summative Assessments ELL Activity Guide pp Teacher Designed Assessment Assessed Curriculum Notes D-4 Providence Public Schools Health Education Curriculum Framework Committee

5 Grade K Health Education, Quarter 1, Unit 2 of 2 Sexuality and Family Life: Your Family and Friends Overview Overall Days: 4-5 days (1 day = 30 minutes) Content to be learned Explain how families are all different. Discuss how family members should be respectful, helpful and show good manners. Describe what makes a good friend. Discuss that family and friends have conflicts and need to resolve them peacefully. 21 st Century Learning Expectations Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and the community. Essential questions students should be able to answer by the end of the unit. What is a family? What are friends? How do family members help each other? What is conflict? How do you appropriately handle conflict? Providence Public Schools Health Education Curriculum Framework Committee D-5

6 Grade K Health Education, Quarter 1, Unit 2 Written Curriculum Rhode Island State Standards/Instructional Outcomes Sexuality and Family Life Instructional Outcomes Standard describe how physical, social, emotional, and family environments influence personal health. REQUIRED TOPICS: roles of families; roles of family members; differences found in human families - e.g. single parent, extended families; parenting issues and responsibilities; friendship; roles and responsibilities of friends; ways to show caring in families and in friendships. Standard discuss the influence culture has on family values, health behaviors, and practices recognize the value and influence of cultural differences. Standard use healthy ways to express needs, wants and feelings. REQUIRED TOPICS: Skills for talking to trusted adults; respecting others when expressing feelings; positive ways to express different feelings (e.g. like, love, anger, happiness, frustration etc use positive ways families can communicate and show consideration, and take care of each other use appropriate forms of communication when expressing personal feelings. Notes Learning Objectives Taught Curriculum Students will be able to: Recognize different kinds of families. Show respect for others. Make wise decisions about friends. Get along with family and friends. Describe conflicts and ways to avoid and resolve conflicts. Key Concepts Family Friends Chores Manners Conflict Resources Health & Wellness Teacher s Edition Grade K Macmillan/McGraw-Hill Chapter 2 Lesson 1 o Teacher s Edition pp o Health Big Ideas Book pp. 8-9, D-6 Providence Public Schools Health Education Curriculum Framework Committee

7 Grade K Health Education, Quarter 1, Unit 2 Conflict Resolution o Health Masters pp Lesson 2 Materials Health & Wellness Kit Instructional Considerations Key Vocabulary o Teacher s Edition pp o Health Big ideas Book pp o Health Masters pp o Poster 8A Lesson 3 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Transparency Book p.4 Lesson 4 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Transparency book pp. 8, 42, 46 Lesson 5 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Poster 9A Lesson 6 o Teacher s Edition pp o Life Skills pp. 6-7 o Health Masters pp o Poster 1B agree chore conflict family rules friend manners Providence Public Schools Health Education Curriculum Framework Committee D-7

8 Grade K Health Education, Quarter 1, Unit 2 Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction Formative Assessments Health Masters pp Questions and Answers Summative Assessments ELL Activity Guide pp Teacher Designed Assessment Assessed Curriculum Notes D-8 Providence Public Schools Health Education Curriculum Framework Committee

9 Grade K Health Education, Quarter 2, Unit 1 of 2 Personal Health: You Grow and Change Overview Overall Days: 4-5 days (1 day = 30 minutes) Content to be learned Describe growth and development. Recognize and understand differences among people. Demonstrate skills for practicing healthful habits. Name various body parts. Describe the functions of various body parts. Name and describe the five senses. 21 st Century Learning Expectations Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and the community. Essential questions students should be able to answer by the end of the unit. How have you changed since you were a baby? How can you tell that you ve grown? What are some ways you take care of your body? How do our senses help keep us safe? What are some habits that you can choose now to help you grow up healthy? Providence Public Schools Health Education Curriculum Framework Committee D-9

10 Grade K Health Education, Quarter 2, Unit 1 Written Curriculum Rhode Island State Standards/Instructional Outcomes Personal Health Instructional Outcomes Standard describe relationships among heredity, environment, physical activity, lifestyle and individual well being. REQUIRED TOPICS: characteristics of a fit and an unfit individual; health practices and levels of wellness identify indicators of health-related fitness during childhood. REQUIRED TOPICS: benefits of physical activity; activities which contribute to fitness; changes in the body during physical activity describe the basic structure and functions of the human body systems. REQUIRED TOPICS: major role of each body part; interrelationships of body systems; muscular, skeletal and respiratory systems. Standard identify personal health needs and health habits pertaining to physical activity, hygiene, nutrition and other aspects of wellness. Notes Taught Curriculum Learning Objectives Students will be able to: Describe human growth and development. Name and describe functions of various body parts. Describe the five senses. Key Concepts Growing and Changing Important Body Parts Senses Healthful Habits Resources Health & Wellness Teacher s Edition Grade K Macmillan/McGraw-Hill Chapter 3 Lesson 1 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp Lesson 2 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp D-10 Providence Public Schools Health Education Curriculum Framework Committee

11 Grade K Health Education, Quarter 2, Unit 1 Materials Health & Wellness Kit Lesson 3 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp Lesson 4 o Teacher s Edition pp o Life Book Skills pp. 8-9 o Health Masters pp o Poster 2B Instructional Considerations Key Vocabulary body part checkup grow habit healthful senses Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Providence Public Schools Health Education Curriculum Framework Committee D-11

12 Grade K Health Education, Quarter 2, Unit 1 Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction Formative Assessments Health Masters pp Questions and Answers Summative Assessments ELL Activity Guide pp Teacher Designed Assessment Assessed Curriculum Notes D-12 Providence Public Schools Health Education Curriculum Framework Committee

13 Grade K Health Education, Quarter 2, Unit 2 of 2 Nutrition Education: Food for Health Overview Overall Days: 4-5 days (1 day = 30 minutes) Content to be learned Identify food labels. Discuss recommended daily amounts of food. Name healthy meals and snacks. Practice life skills in making good decisions. 21 st Century Learning Expectations Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Utilize a variety of methods and resources to reason and think critically. Creatively solve problems by acquiring and applying new knowledge. Essential questions students should be able to answer by the end of the unit. Why is food important for health? What tool can help you eat the correct amount of food each day? What steps can you use when you have to make a choice about what food to eat? Providence Public Schools Health Education Curriculum Framework Committee D-13

14 Grade K Health Education, Quarter 2, Unit 2 Written Curriculum Rhode Island State Standards/Instructional Outcomes Nutrition Education Instructional Outcomes Standard describe relationships between proper nutrition and individual well being on a daily basis and throughout the life span. REQUIRED TOPICS: food as fuel identify indicators of good nutrition during childhood. REQUIRED TOPICS: food pyramid. Standard identify responsible nutrition behaviors. REQUIRED TOPICS: importance of beginning healthy diet at young age identify personal nutritional needs and nutrition habits. Notes Learning Objectives Taught Curriculum Students will be able to: Identify health foods in advertisements. Demonstrate skills for practicing healthful habits. Discuss ways foods are used by the body and mind. Identify foods that belong in each food group. Plan healthful food choices using My Pyramid. Key Concepts Many Kinds of Foods Are All Foods Healthful Eating Right Making the Right Choices Think About Your Health Choices Resources Health & Wellness Teacher s Edition Grade K Macmillan/McGraw-Hill Chapter 4 Lesson 1 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp Lesson 2 o Teacher s Edition pp o Health Big Ideas Book pp D-14 Providence Public Schools Health Education Curriculum Framework Committee

15 Grade K Health Education, Quarter 2, Unit 2 Materials Health & Wellness Kit o Health Masters pp o Transparency Book p. 18 Lesson 3 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Transparency Book pp. 15, 17 Lesson 4 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp Lesson 5 o Teacher s Edition pp o Health Masters pp o Life Skills Book pp Instructional Considerations Key Vocabulary ad food group germ label meal My Plate serving snack Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Providence Public Schools Health Education Curriculum Framework Committee D-15

16 Grade K Health Education, Quarter 2, Unit 2 Incorporates learning strategies, teaching methods, and materials that culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction Formative Assessments Health Masters pp Questions and Answers Summative Assessments ELL Activity Guide pp Teachers Designed Assessment Assessed Curriculum Notes D-16 Providence Public Schools Health Education Curriculum Framework Committee

17 Grade K Health Education, Quarter 3, Unit 1 of 2 Personal Health: A Clean and Fit You Overview Overall Days: 4-5 days (1 day = 30 minutes) Content to be learned Explain ways to keep your body neat and clean. Describe life skills. Identify healthy dental steps. Describe the importance of regular exercise. Discuss important exercise safety. Identify recommended amounts of sleep. 21 st Century Learning Expectations Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Utilize a variety of methods and resources to reason and think critically. Creatively solve problems by acquiring and applying new knowledge. Essential questions students should be able to answer by the end of the unit. What are some ways to stay neat and clean? When are good times to brush your teeth? How does exercise help your health? How can you stay safe during exercise? Why is it important to get enough sleep? Providence Public Schools Health Education Curriculum Framework Committee D-17

18 Grade K Health Education, Quarter 3, Unit 1 Written Curriculum Rhode Island State Standards/Instructional Outcomes Personal Health Instructional Outcomes Standard describe relationships among heredity, environment, physical activity, lifestyle and individual well being. REQUIRED TOPICS: characteristics of a fit and an unfit individual identify indicators of health-related fitness during childhood. REQUIRED TOPICS: benefits of physical activity; activities which contribute to fitness; changes in the body during physical activity. Standard describe the relationship between personal health products and services and money. REQUIRED TOPICS: how to select and purchase basic safety equipment (e.g. helmets) avoiding quackery products. Standard identify personal health needs and health habits pertaining to physical activity, hygiene, nutrition and other aspects of wellness. Standard apply a decision-making process to a personal health issue. REQUIRED TOPICS: identifying appropriate physical activities and selecting one for personal implementation. Notes Learning Objectives Taught Curriculum Students will be able to: Demonstrate skills for setting healthy goals. Explain how to care for your teeth and gums. Explain the importance of regular exercise. Describe different types of exercise. Discuss how to stay safe before, during, and after exercise. Describe sports safety equipment. Identify recommended amounts of sleep and rest. Key Concepts Healthful Habits Set Health Goals Resources Health & Wellness Teacher s Edition Grade K Macmillan/McGraw-Hill Chapter 5 D-18 Providence Public Schools Health Education Curriculum Framework Committee

19 Grade K Health Education, Quarter 3, Unit 1 Caring for Your Teeth Why do You Need Exercise Staying Safe When You Exercise Getting Enough Sleep Materials Health & Wellness Kit Lesson 1 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Transparency Book p. 23 Lesson 2 o Teacher s Edition pp o Health Masters pp o Life Skills Book pp o Poster 2A Lesson 3 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Transparency Book p. 21 Lesson 4 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp Lesson 5 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Transparency Book p. 24 Lesson 6 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp Instructional Considerations Key Vocabulary brush cool down exercise floss rest safety gear sleep teeth warm-up Teaching Strategies Providence Public Schools Health Education Curriculum Framework Committee D-19

20 Grade K Health Education, Quarter 3, Unit 1 Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playingc Demonstrations Uses concepts of differentiated instruction Formative Assessments Health Masters pp Questions and Answers Summative Assessments ELL Activity Guide pp Teacher Designed Assessment Assessed Curriculum Notes D-20 Providence Public Schools Health Education Curriculum Framework Committee

21 Grade K Health Education, Quarter 3, Unit 2 of 2 Injury Prevention: Staying Safe Overview Content to be learned Demonstrate refusal skills. Describe how to prevent injuries inside and outside the home and at school. Identify threatening situations and how to prevent them to be safe. Describe how to be safe in different kinds of weather. 21 st Century Learning Expectations Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Utilize a variety of methods and resources to reason and think critically. Creatively solve problems by acquiring and applying new knowledge. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and community. Essential questions students should be able to answer by the end of the unit. What are three ways you can stay safe at home? When should you stop, look, and listen? What is the number one rule you should follow when you ride in a car? Who can help if someone makes you feel unsafe? What numbers can you call when you need help with an emergency? Written Curriculum Providence Public Schools Health Education Curriculum Framework Committee D-21

22 Grade K Health Education, Quarter 3, Unit 2 Rhode Island State Standards/Instructional Outcomes Injury Prevention Instructional Outcomes Standard describe relationships between the causes and effects of injuries, including personal behaviors and injury prevention. REQUIRED TOPICS: concept of prevention; need for basic safety rules in the home, at school and at play; pedestrian and traffic safety; bus safety; use of protective gear; auto safety, including use of car seats and safety belts; railroad safety identify common injuries of children and their prevention. REQUIRED TOPICS: pedestrian safety; auto safety, bicycle safety; residential safety; fire safety; water/boating safety. Standard identify injuries requiring professional health services. REQUIRED TOPICS: getting an adult to help when injury occurs; using 911. Standard identify need for personal safety and own injury prevention habits. REQUIRED TOPICS: use of protective sports and play gear, seat belt use; use of medicines compare behaviors that are safe to those that are risky or harmful. REQUIRED TOPICS: avoiding dangerous objects -- guns, knives, needles use strategies for preventing injuries. REQUIRED TOPICS: use of bike helmets develop injury prevention and management strategies for personal health. REQUIRED TOPICS: reducing or eliminating the potential for injury in the home, school and play environment; fire safety; locking up dangerous substances and items in the home. Notes Learning Objectives Taught Curriculum Students will be able to: Explain ways they can be safe at home, school and at play. Discuss why they should stop, look and listen. Describe rules they should follow in a car. Explain what they should do if someone makes them feel unsafe. Explain how they can get help in an emergency (911). Key Concepts Say No Staying Safe from Fire Resources Health & Wellness Teacher s Edition Grade K Macmillan/McGraw-Hill Chapter 6 D-22 Providence Public Schools Health Education Curriculum Framework Committee

23 Grade K Health Education, Quarter 3, Unit 2 Staying Safe Inside Staying Safe on the Go Staying Safe from Weather Staying Safe during Play Staying Safe from Others How do You Act in an Emergency Materials Health & Wellness Kit Lesson 1 o Teacher s Edition pp o Health Masters pp o Life Skills Book pp o Poster 4A Lesson 2 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Transparency Book p. 33 Lesson 3 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp Lesson 4 o Teacher s Edition pp o Health Big Ideas Book pp , o Health Masters pp Lesson 5 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp Lesson 6 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Transparency Book pp Lesson 7 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Life Skills Book pp Lesson 8 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Transparency Book pp. 27, 29, 35 Providence Public Schools Health Education Curriculum Framework Committee D-23

24 Grade K Health Education, Quarter 3, Unit 2 Instructional Considerations Key Vocabulary bully caution emergency fire drill first aid gang stranger symbol warning Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction D-24 Providence Public Schools Health Education Curriculum Framework Committee

25 Grade K Health Education, Quarter 3, Unit 2 Formative Assessments Health Masters pp Questions and Answers Summative Assessments ELL Activity Guide pp Teacher Designed Assessment Assessed Curriculum Notes Providence Public Schools Health Education Curriculum Framework Committee D-25

26 Grade K Health Education, Quarter 3, Unit 2 D-26 Providence Public Schools Health Education Curriculum Framework Committee

27 Grade K Health Education, Quarter 4, Unit 1 of 2 Substance Use and Abuse Prevention: Medicines and Drugs Overview Overall Days: 4-5 days (1 day = 30 minutes) Content to be learned Define drug and medicine. Identify the dangers of drugs. Describe the effects of tobacco use. Explain the dangers of second hand smoke. Recite the steps of making wise decisions. 21 st Century Learning Expectations Speak effectively with clarity and purpose. Creatively solve problems by acquiring and applying new knowledge. Essential questions students should be able to answer by the end of the unit. How do medicines help you? What rules should you follow when taking medicine? What should you do if someone tries to give you harmful drugs? How can secondhand smoke harm you? How can you get help for someone who uses drugs? Providence Public Schools Health Education Curriculum Framework Committee D-27

28 Grade K Health Education, Quarter 4, Unit 1 Written Curriculum Rhode Island State Standards/Instructional Outcomes Substance Use and Abuse Instructional Outcomes Standard describe the effects drug use has on the function of body systems. REQUIRED TOPICS: nature/effects of poisonous substances; how and why tobacco is harmful; effects of alcohol, caffeine on the body; role of medicine; difference between medicine and drugs. Standard identifies how misuse/abuse of ATOD causes problems for the user, family and society. REQUIRED TOPICS: drugs/non-drugs; effects on judgment; legal consequences. Standard use strategies needed to enhance health. REQUIRED TOPICS: refusal skills; assertiveness; role of communication; impact of situations on emotions; avoiding drugs. Standard identify community agencies that advocate for substance abuse prevention. Notes Learning Objectives Taught Curriculum Students will be able to: Explain how to use medicine in a safe way. Describe ways to make wise decisions. Demonstrate ways to say NO to harmful situations. Identify the dangers of secondhand smoke. Key Concepts What is a Drug? How can Drugs Harm You? Secondhand Smoke Make Wise Decisions Resources Health & Wellness Teacher s Edition Grade K Macmillan/McGraw-Hill Chapter 7 Lesson 1 o Teacher s Edition pp D-28 Providence Public Schools Health Education Curriculum Framework Committee

29 Grade K Health Education, Quarter 4, Unit 1 Materials Health & Wellness Kit o Health Big Ideas Book pp o Health Masters pp Lesson 2 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Life Skills Book pp o Transparency Book p. 36 Lesson 3 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Life Skills Book pp Lesson 4 o Teacher s Edition pp o Health Masters pp o Life Skills Book pp o Poster 3A Instructional Considerations Key Vocabulary alcohol decisions drug medicine secondhand smoke tobacco wise decision Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Providence Public Schools Health Education Curriculum Framework Committee D-29

30 Grade K Health Education, Quarter 4, Unit 1 Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction Formative Assessments Health Masters pp Questions and Answers Summative Assessments ELL Activity Guide p. 80 Teacher Designed Assessment Assessed Curriculum Notes D-30 Providence Public Schools Health Education Curriculum Framework Committee

31 Grade K Health Education, Quarter 4, Unit 2 of 2 Disease Prevention and Control: Staying Well Overview Overall Days: 4-5 days (1 day = 30 minutes) Content to be learned Explain how germs can make you sick. Discuss how stress can make you sick. Describe ways to manage stress. Identify ways to help you stay well. 21 st Century Learning Expectations Speak effectively with clarity and purpose. Utilize a variety of methods and resources to reason and think critically. Essential questions students should be able to answer by the end of the unit. How do germs make you sick? What should you do for symptoms of stress? What can you do to help your body get well when you are sick? Why should you have regular checkups? What are ways you can prevent disease? Providence Public Schools Health Education Curriculum Framework Committee D-31

32 Grade K Health Education, Quarter 4, Unit 2 Written Curriculum Rhode Island State Standards/Instructional Outcomes Disease Control and Prevention Instructional Outcomes Standard describe relationships between personal health behaviors and individual well-being. REQUIRED TOPICS: distinguish among illness, disease and health; disease causing agents; factors which contribute to disease and infection describe the basic structure and functions of the body systems responsible for fighting illness. REQUIRED TOPICS: common methods of disease transmission; how infections can spread through the body. Standard identify responsible disease prevention behaviors. Communicable Disease: REQUIRED TOPICS: healthy habits such as universal precautions; hand washing; avoiding contact with others blood and body fluids; covering mouth when sneezing, etc. Standard communicate care, consideration and respect of self and others. REQUIRED TOPICS: how to communicate health problems or concerns about one s body to parents, teachers, school nurse or other trusted adult. Notes Learning Objectives Taught Curriculum Students will be able to: Describe the role of germs in spreading disease. Identify ways to control the spread of germs. Describe ways to manage stress. Explain what symptoms are. Discuss the importance of regular checkups. Describe healthy ways to prevent disease. Key Concepts Germs make You Sick Stress can Make You Sick Managing Stress When You Get Sick Staying Well Resources Health & Wellness Teacher s Edition Grade K Macmillan/McGraw-Hill Chapter 8 Lesson 1 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp D-32 Providence Public Schools Health Education Curriculum Framework Committee

33 Grade K Health Education, Quarter 4, Unit 2 Materials Health & Wellness Kit Lesson 2 o Teacher s Edition pp o Health Big Ideas Book pp. 6-7 o Health Masters pp Lesson 3 o Teacher s Edition pp o Health Masters pp o Life Skills Book pp o Poster 4B Lesson 4 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp o Transparency Book p. 37 Lesson 5 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp Lesson 6 o Teacher s Edition pp o Health Big Ideas Book pp o Health Masters pp Instructional Considerations Key Vocabulary allergy asthma disease health record manage prevent stress symptom vaccine Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Providence Public Schools Health Education Curriculum Framework Committee D-33

34 Grade K Health Education, Quarter 4, Unit 2 Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to healthpromoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction Formative Assessments Health Masters pp Questions and Answers Summative Assessments ELL Activity Guide pp Teacher Designed Assessment Assessed Curriculum Notes D-34 Providence Public Schools Health Education Curriculum Framework Committee

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