Grade 3 Health Education, Quarter 1, Unit 1 of 2. Mental and Emotional Health: Mental, Emotional, Family, and Social Health.

Transcription

1 Grade 3 Health Education, Quarter 1, Unit 1 of 2 Mental and Emotional Health: Mental, Emotional, Family, and Social Health Overview Overall Days: 5-6 days (1 day = 30 minutes) Content to be learned Take responsibility for one s health. Choose actions for a healthful self-concept. Communicate emotions in healthful ways. Make responsible decisions. Plan to manage stress. 21 st Century Learning Expectation 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 knowledge. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and the community. Become a flexible and collaborative learner able to work in and appreciate diverse groups, environments and situations. Essential questions students should be able to answer by the end of the unit. What are the three parts of health? How can practicing life skills help you take responsibility for your health? What are emotions? What are resistance skills? What is a stressor? Providence Public Schools Health Education Curriculum Framework Committee D-125

2 Grade 3 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 describe the influence of family and friends on an individual s emotional health. REQUIRED TOPICS: family structure; how people are similar & different; role of parents/guardians; ways to make friends; sharing; satisfaction through family & friends; mixed feelings and social pressures explain how childhood illnesses related to poor mental or emotional health can be prevented or treated. REQUIRED TOPICS: self concept; stress/eutress & distress; role of family & friends. Standard identify responsible interpersonal behaviors. REQUIRED TOPICS: sharing; respecting others rights, differences; promoting cooperation. Standard distinguish between verbal and non-verbal communication. REQUIRED TOPICS: recognize facial and behavioral cues; empathy, compassion and tolerance describe characteristics needed to be a responsible friend and family member demonstrate healthy ways to express needs, wants and feelings. REQUIRED TOPICS: names of various emotions and situations which elicit them; how feelings affect ability to make rational choices and other behavior; impact of behaviors on others feelings. Standard apply a decision-making process to a mental health or emotional issue. REQUIRED TOPICS: e.g. identifying/defining problem; alternative solution, predicting consequences, choosing course of action, evaluating outcome predict outcomes of specific decisions recognize that everyone has personal strengths and needs. REQUIRED TOPICS: coping with changing emotions; dealing with anger-eliciting situations. Notes Review key concepts from grade 2. Learning Objectives Taught Curriculum Students will be able to: Describe the three parts of health. Understand actions that help you have a healthful self-concept. Give examples of how to share emotions in healthful ways. Tell how to use resistance skills. D-126 Providence Public Schools Health Education Curriculum Framework Committee

3 Grade 3 Health Education, Quarter 1, Unit 1 Report ways to manage your stress. Key Concepts Well-being Self-Concept Emotions Good Character Responsible Decisions Stress Materials Health & Wellness Kit Resources Health & Wellness Teacher s Edition Grade 3 Macmillan/McGraw-Hill Chapter 1 Lesson 1 o Teacher s Edition pp. A4-A9 o Health Masters pp. 1-4 o Transparency Book pp. 1, 42, 44 o Poster 5B Lesson 2 o Teacher s Edition pp. A10-A15 o Health Masters pp. 5-6 o Transparency Book pp o Poster 2A Lesson 3 o Teacher s Edition pp. A16-A21 o Health Masters pp. 7-8 o Transparency Book p. 47 Lesson 4 o Teacher s Edition pp. A22-A27 o Health Masters pp o Transparency Book pp. 2, 41 o Poster 7A Lesson 5 o Teacher s Edition pp. A28-A33 o Health Masters pp o Transparency Book p. 46 o Posters 1A, 1B Lesson 6 o Teacher s Edition pp. A34-A39 o Health Masters pp o Transparency Book pp. 41, 44 o Poster 4B School to Home pp. 3-4 Instructional Considerations Key Vocabulary attitude emotion harmful stress Providence Public Schools Health Education Curriculum Framework Committee D-127

4 Grade 3 Health Education, Quarter 1, Unit 1 health health behavior contract health goal healthful stress heredity I-message life skill personality resistance skills responsible decision rule self-concept self-control stressor 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-128 Providence Public Schools Health Education Curriculum Framework Committee

5 Grade 3 Health Education, Quarter 1, Unit 1 Assessed Curriculum Formative Assessments Health Masters pp Questions and Answers Summative Assessments Assessment Book pp Teacher Designed Assessment Notes Providence Public Schools Health Education Curriculum Framework Committee D-129

6 Grade 3 Health Education, Quarter 1, Unit 1 D-130 Providence Public Schools Health Education Curriculum Framework Committee

7 Grade 3 Health Education, Quarter 1, Unit 2 of 2 Sexuality and Family Life: Family and Social Health Overview Overall Days: 3-4 days (1 day = 30 minutes) Content to be learned Discuss how to work to have healthful family relationships. Identify how to adjust to family changes in healthful ways. Show respect for all people. Resolve conflicts in healthful ways. 21 st Century Learning Expectation Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Engage in and demonstrate an awareness of how elements of the arts and culture communicate values. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and the community. Become a flexible and collaborative learner able to work in and appreciate diverse groups, environments and situations. Essential questions students should be able to answer by the end of the unit. What are three types of families? What are family values? What is one of the hardest changes to deal with? What is a relationship? What is peer pressure? What is the first step to use to resolve conflict? Providence Public Schools Health Education Curriculum Framework Committee D-131

8 Grade 3 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: gender roles; personal choices regarding play, work, clothes, hobbies, sports, etc.; 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 describe why it is good to have and express many kinds of feelings. REQUIRED TOPICS: benefits of expressing feelings to parents, siblings, friends, teachers, trusted adults recognize that all people, including children have rights and a child is never at fault if someone touches him/her in a way that is wrong or uncomfortable differentiate between good and bad touch. Standard use strategies to improve or maintain personal health. REQUIRED TOPICS: good health habits which can improve the way a person looks and feels. (e.g. diet, exercise, sleep) identify and use ways to avoid and/or reduce threatening situations, including ways to deal with someone who is trying to harm a child or pressure them into doing something he or she does not want to do. REQUIRED TOPICS: resistance skills; sexual abuse prevention strategies, knowing how to say no to any unwanted touch, etc. 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. Standard apply a decision making process to issues regarding family, friends, and feelings. REQUIRED TOPICS: everyone makes decisions; all decisions have consequences explain when it is appropriate to ask for assistance in making health related decisions. REQUIRED TOPICS: role of parents, and trusted adults; why children need help from adults when making decisions. Standard influence or support others in making positive choices about feelings, friends and family. Notes Review key concepts from grade 2. D-132 Providence Public Schools Health Education Curriculum Framework Committee

9 Grade 3 Health Education, Quarter 1, Unit 2 Taught Curriculum Learning Objectives Students will be able to: Explain what it means to be a family. List ways to be a responsible family member. Describe how to adjust to family changes in healthful ways. Identify healthful ways to communicate. List and apply the four steps to use for resolving conflicts. Key Concepts Healthful Relationships Resolving Conflicts Family Friends Materials Health & Wellness Kit Resources Health & Wellness Teacher s Edition Grade 3 Macmillan/McGraw-Hill Chapter 2 Lesson 1 o Teacher s Edition pp. A44-A49 o Health Masters pp o Transparency Book p. 42 o Poster 5A Lesson 2 o Teacher s Edition pp. A50-A57 o Health Masters pp o Transparency Book p. 46 o Poster 3B Lesson 3 o Teacher s Edition pp. A56-A63 o Health Masters pp o Transparency Book pp. 44,47 Lesson 4 o Teacher s Edition pp. A64-A69 o Health Masters pp o Transparency Book p. 45 Instructional Considerations Key Vocabulary body language communicate conflict disability family friend Providence Public Schools Health Education Curriculum Framework Committee D-133

10 Grade 3 Health Education, Quarter 1, Unit 2 memories peer peer pressure relationship respect value 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 Assessment Book pp Teacher Designed Assessment Assessed Curriculum D-134 Providence Public Schools Health Education Curriculum Framework Committee

11 Grade 3 Health Education, Quarter 1, Unit 2 Notes Providence Public Schools Health Education Curriculum Framework Committee D-135

12 Grade 3 Health Education, Quarter 1, Unit 2 D-136 Providence Public Schools Health Education Curriculum Framework Committee

13 Grade 3 Health Education, Quarter 2, Unit 1 of 1 Personal Health: Growth and Development Overview Overall Days: 4-5 days (1 day = 30 minutes) Content to be learned Describe the stages of the life cycle. Discuss how to care for the systems of the body. 21 st Century Learning Expectation 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. What are the five stages of the human life cycle? What is puberty? What are the two functions of the skeleton? What are two ways to keep muscles healthy? What are two ways to take care of your lungs? What are the five sense organs? What are the main parts of the nervous system? Providence Public Schools Health Education Curriculum Framework Committee D-137

14 Grade 3 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; effects of age, gender, and health status on physical activity levels; the environment and how it influences personal health 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; health-related fitness and performance-related fitness; various forms of 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; the effect of these systems on the size, shape and movement of the body; posture and postural defects, their identification and treatment; oral health and hygiene, including prevention of tooth decay; the senses and how one learns through them; uniqueness of each person s pattern and rate of growth; acceptance of one s own unique body; accepting physically challenged individuals describe how physical activity is influenced by physical, social, emotional and family environments. REQUIRED TOPICS: promoting the health of muscles and bones; family activities; physical, social and emotional benefits of physical activity and exercise; barriers to physical activity and wellness; short and long-term effects of lifestyle choices on wellness. Standard identify responsible personal health behaviors. REQUIRED TOPICS: care of the body. Standard communicate care, consideration, and respect of self and others during physical activity. Standard apply a decision-making process to a personal health issue. REQUIRED TOPICS: identifying appropriate physical activities and selecting one for personal implementation explain when it is appropriate to ask for assistance in making personal health decisions and setting personal health goals. REQUIRED TOPICS: selecting appropriate physical activities predict outcomes of specific decisions about personal health. 6.4 goal and track progress toward its achievement. Standard influence and support others in making choices about personal health choices, including positive physical activity. REQUIRED TOPICS: peer support for physical activity, care of the body and other wellness behaviors. Notes Review key concepts from grade 2 D-138 Providence Public Schools Health Education Curriculum Framework Committee

15 Grade 3 Health Education, Quarter 2, Unit 1 Taught Curriculum Learning Objectives Students will be able to: Describe the stages of the life cycle. Explain how the body grows. Identify ways to care for muscles and bones. Describe how to care for heart and lungs. Discuss how the digestive system works. List the five senses. Discuss what the nervous system does. Key Concepts Growing and Changing Muscles and Bones Heart and Lungs Digestive System Senses and Nervous System Materials Health & Wellness Kit Resources Health & Wellness Teacher s Edition Grade 3 Macmillan/McGraw-Hill Chapter 3 Lesson 1 o Teacher s Edition pp. B4-B9 o Health Masters pp o Transparency book pp. 6, 41, 45, 46 Lesson 2 o Teacher s Edition pp. B10-B15 o Health Masters pp o Transparency Book pp. 7, 8, 41 Lesson 3 o Teacher s Edition pp. B16-B21 o Health Masters pp o Transparency Book pp. 10, 11, 44, 45 Lesson 4 o Teacher s Edition pp. B22-B25 o Health Masters pp o Transparency Book pp. 9, 46 Lesson 5 o Teacher s Edition pp. B26-B31 o Health Masters pp o Transparency Book pp. 12, 44, 48 o Poster 4B School to Home pp. 7-8 Providence Public Schools Health Education Curriculum Framework Committee D-139

16 Grade 3 Health Education, Quarter 2, Unit 1 Instructional Considerations Key Vocabulary adolescence body system brain carbon dioxide cell digestion heart joint life cycle lungs muscle nerve cell oxygen puberty skeleton spinal cord tissue 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 D-140 Providence Public Schools Health Education Curriculum Framework Committee

17 Grade 3 Health Education, Quarter 2, Unit 1 Uses concepts of differentiated instruction Formative Assessments Health Masters pp Questions and Answers Summative Assessments Chapter Test pp Teacher Designed Assessment Assessed Curriculum Notes Providence Public Schools Health Education Curriculum Framework Committee D-141

18 Grade 3 Health Education, Quarter 2, Unit 1 D-142 Providence Public Schools Health Education Curriculum Framework Committee

19 Grade 3 Health Education, Quarter 2, Unit 2 of 2 Nutrition Education: Nutrition Overview Overall Days: 4-5 days (1 day = 30 minutes) Content to be learned Discuss how to eat the correct amounts from My Plate. Explain how to follow the dietary guidelines. Give examples of healthful meals and snacks. Tell how to read food labels. Discuss how to protect yourself and others from germs in foods and beverages. Identify what proper table manners are. 21 st Century Learning Expectation 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. Engage in and demonstrate an awareness of how elements of the arts and culture communicate values. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and the community. Become a flexible and collaborative learner able to work in and appreciate diverse groups, environments, and situations. Essential questions students should be able to answer by the end of the unit. What is a nutrient? What is a food group? What is the goal of the dietary guidelines? What is a snack? What is an ingredient? What makes food spoil? Why is it important to use good table manners? Providence Public Schools Health Education Curriculum Framework Committee D-143

20 Grade 3 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, sensory and functional characteristics of food, various needs throughout lifespan, variety and moderation identify indicators of good nutrition during childhood. REQUIRED TOPICS: food pyramid, major nutrients, impact of proper nutrition on health and personal wellness describe how the body digests and uses food. REQUIRED TOPICS: anatomy of digestive system, plant and animal sources of foods identify common childhood problems related to poor nutrition. REQUIRED TOPICS: dental health, energy levels, foods and non-foods. Standard identify characteristics of valid nutrition information and good nutrition promoting products and services. REQUIRED TOPICS: identifying health helpers -- e.g. persons, books locate resources from home, school and community that provide valid health information about nutrition locate school and community nutrition helpers. REQUIRED TOPICS: identifying health helpers. 2.5 identify situations requiring professional health services for nutrition. REQUIRED TOPICS: e.g. special diets for diabetes, food safety. Standard identify responsible nutrition behaviors. REQUIRED TOPICS: importance of beginning healthy diet at young age identify personal nutritional needs and nutrition habits compare eating behaviors that are safe to those that are risky or harmful. REQUIRED TOPICS: safe snack preparation; what things are edible demonstrate strategies to improve or maintain nutrition behaviors which enhance health. REQUIRED TOPICS: dental health; exercise develop injury prevention and management strategies for personal health. REQUIRED TOPICS: safe food preparation. Standard discuss the influence of culture upon nutrition behaviors, such as food choice and food preparation explain how media influences thoughts, feeling and behaviors about nutrition explain how media influences selection of foods, information about nutrition, food and nutrition products and services. REQUIRED TOPICS: relationship of money and nutrition; advertisements and food selection explain how information from school, family and society influences nutrition. Standard use healthy ways to express nutritional wants, needs and feelings choose healthy foods in a social context. Standard apply a decision-making process to a nutritional issue explain when it is appropriate to ask for assistance in making a nutrition-related decision and setting healthy eating goals. REQUIRED TOPICS: food guide pyramid and own eating patterns. D-144 Providence Public Schools Health Education Curriculum Framework Committee

21 Grade 3 Health Education, Quarter 2, Unit predict outcomes of specific nutrition decisions set a personal nutritional goal and track progress towards its achievement. Standard discuss accurate information and express opinions about nutrition issues describe a variety of methods that convey accurate information and ideas about nutrition influence and support others in making positive nutritional choices work cooperatively when advocating for good nutrition. Learning Objectives Notes Review key concepts from grade 2. Taught Curriculum Students will be able to: Identify the nutrients your body needs. Explain how to use My Plate to make healthful food choices. Explain how to follow the dietary guidelines. Describe what facts are found on food labels. Key Concepts Why You Need Food Dietary Guidelines Choosing Healthful Meals and Snacks What Influences Your Health Food Safety Materials Health & Wellness Kit Resources Health & Wellness Teacher s Edition Grade 3 Macmillan/McGraw-Hill Chapter 4 Lesson 1 o Teacher s Edition pp. B38-B43 o Health Masters pp o Transparency Book pp. 15, 18, 47 o Poster 6A Lesson 2 o Teacher s Edition pp. B44-B49 o Health Masters pp o Transparency Book pp. 3, 16, 41 Lesson 3 o Teacher s Edition pp. B50-B55 o Health Masters pp o Transparency Book pp. 4, 17, 44 o Poster 6B Lesson 4 o Teacher s Edition pp. B58-B61 o Health Masters pp o Transparency Book p. 42 Providence Public Schools Health Education Curriculum Framework Committee D-145

22 Grade 3 Health Education, Quarter 2, Unit 2 Additional Resources URI SNAP ED Program (My Plate) myplate.gov Instructional Considerations Key Vocabulary ad diet dietary guidelines energy food label ingredient My Plate nutrient snack spoiled vitamin 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 D-146 Providence Public Schools Health Education Curriculum Framework Committee

23 Grade 3 Health Education, Quarter 2, Unit 2 Demonstrations Uses concepts of differentiated instruction Formative Assessments Health Masters pp Questions and Answers Summative Assessments Assessment Book pp Teacher Designed Assessment Assessed Curriculum Notes Providence Public Schools Health Education Curriculum Framework Committee D-147

24 Grade 3 Health Education, Quarter 2, Unit 2 D-148 Providence Public Schools Health Education Curriculum Framework Committee

25 Grade 3 Health Education, Quarter 3, Unit 1 of 2 Personal Health: Personal Health and Physical Activity Overview Overall Days: 4-5 days (1 day = 30 minutes) Content to be learned Explain why you need regular checkups. Describe how to keep your eyes and ears healthy. Explain why good grooming is important. Discuss why being physically active is important. Tell why it is important to follow safety rules for sports and games. Give examples of how to prevent injuries during physical activity. Explain why getting enough rest is important to good health. 21 st Century Learning Expectation 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. Apply a variety of technology skills and tools to access information, analyze data, and communicate ideas and information, Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and the community. Become a flexible and collaborative learner able to work in and appreciate diverse groups, environments, and situations. Essential questions students should be able to answer by the end of the unit. Why is it important to have regular medical checkups? Why should you limit foods and drinks with sugar? Why is it important to take care of your eyes? What should you do if you have an earache? What is an important part of grooming skin, hair, and nails? What are three things you can do to get plenty of sleep at night? What should you do if you feel pain during a physical activity? Why is it important to warm-up before you begin physical activity? Providence Public Schools Health Education Curriculum Framework Committee D-149

26 Grade 3 Health Education, Quarter 3, Unit 1 What can happen if your safety gear does not fit properly? 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; effects of age, gender, and health status on physical activity levels; the environment and how it influences personal health 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; health-related fitness and performance-related fitness; various forms of 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; the effect of these systems on the size, shape and movement of the body; posture and postural defects, their identification and treatment; oral health and hygiene, including prevention of tooth decay; the senses and how one learns through them; uniqueness of each person s pattern and rate of growth; acceptance of one s own unique body; accepting physically challenged individuals describe how physical activity is influenced by physical, social, emotional and family environments. REQUIRED TOPICS: promoting the health of muscles and bones; family activities; physical, social and emotional benefits of physical activity and exercise; barriers to physical activity and wellness; short and long-term effects of lifestyle choices on wellness explain how simple injuries from physical activity can be prevented or treated. REQUIRED TOPICS: use of protective gear, including mouth guards, pads and helmets; warm up and cool down activities; care of simple injuries. Standard identify characteristics of valid personal health information and health-promoting products and services. REQUIRED TOPICS: sources of information regarding physical activity; hygiene-related products explain how media influences the selection of information about physical activity, personal hygiene, and other wellness information. REQUIRED TOPICS: advertising and personal hygiene products; the value of special physical fitness equipment and services vs. no-cost activities; use of role models and personal health choices locate school and community health helpers in the area of physical activity, personal hygiene and overall wellness 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 responsible personal health behaviors. REQUIRED TOPICS: use of protective gear; seat belt use; responsible physical activity including safe and controlled movements; potential risks; safe use of physical activity equipment; care of the body; good posture; need for sleep; managing stress; effects of substances on personal health and performance in physical activity identify personal health needs and health habits pertaining to physical activity, hygiene, nutrition and other aspects of wellness compare physical activity behaviors that are safe to those that are risky or harmful. D-150 Providence Public Schools Health Education Curriculum Framework Committee

27 Grade 3 Health Education, Quarter 3, Unit 1 Standard explain the influence of culture upon personal health behaviors. REQUIRED TOPICS: physical activity habits; hygiene practices; food choices; use of substances describe ways technology can influence personal health. REQUIRED TOPICS: state-of-the-art improvements in physical activity equipment - e.g. computerized exercise equipment explain how information from school and family influences personal health. Standard identify healthy ways to express needs, wants, and feelings. REQUIRED TOPICS: appropriate behaviors for participating with others in physical activity; cooperation and sharing; conflict and communication in relationships with family members, friends communicate care, consideration, and respect of self and others during physical activity understand and apply non-violent strategies to resolve conflicts during physical activity explain attentive listening skills needed to build and maintain healthy relationships. REQUIRED TOPICS: making friend; influence of peers differentiate between negative and positive responses to conflict situations. REQUIRED TOPICS: managing stress; making and keeping friend. Standard apply a decision-making process to a personal health issue. REQUIRED TOPICS: identifying appropriate physical activities and selecting one for personal implementation explain when it is appropriate to ask for assistance in making personal health decisions and setting personal health goals. REQUIRED TOPICS: selecting appropriate physical activities predict outcomes of specific decisions about personal health goal and track progress toward its achievement. Standard discuss accurate information and express opinions about personal health issues describe a variety of methods that convey accurate information and ideas about personal health, including physical activity influence and support others in making choices about personal health choices, including positive physical activity. REQUIRED TOPICS: peer support for physical activity, care of the body and other wellness behaviors. Notes Review key concepts from grade 2 Learning Objectives Taught Curriculum Students will be able to: Describe why they need to keep their teeth healthy. Cite ways to keep their eyes and ears healthy. Explain why grooming your skin, hair, and nails are important. Tell why getting enough rest is important to good health. Discuss why being physically active is important. Describe the steps that should be included in a physical fitness plan. Providence Public Schools Health Education Curriculum Framework Committee D-151

28 Grade 3 Health Education, Quarter 3, Unit 1 Discuss ways to prevent injuries during physical activity. Identify ways to be a good sport. Key Concepts Checkups Eyes and Ears Grooming Physical Activity A Good Workout Safety Materials Health & Wellness Kit Resources Health & Wellness Teacher s Edition Grade 3 Macmillan/McGraw-Hill Chapter 5 Lesson 1 o Teacher s Edition pp. C4-C9 o Health Masters pp o Transparency Book pp. 22, 43 o Poster 9A Lesson 2 o Teacher s Edition pp. C10-C13 o Health Masters pp o Transparency Book pp , 41, 43-44, 47 Lesson 3 o Teacher s Edition pp. C14-C19 o Health Masters pp o Transparency Book p. 41 o Poster 6B Lesson 4 o Teacher s Edition pp. C20-C23 o Health Masters pp o Transparency Book pp. 27, 42 o Poster 8A Lesson 5 o Teacher s Edition pp. C24-C29 o Health Masters pp o Transparency Book pp , 44 o Poster 8B Lesson 6 o Teacher s Edition pp. C30-C35 o Health Masters pp o Transparency Book pp , 41, 47 Instructional Considerations Key Vocabulary cavity checkup cool down D-152 Providence Public Schools Health Education Curriculum Framework Committee

29 Grade 3 Health Education, Quarter 3, Unit 1 dental floss dental plaque ear canal ear drum flexibility grooming health care products heart fitness low body fat mouth guard muscle endurance muscle strength physical fitness physical fitness plan safety equipment skin sunscreen vision warm-up 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 Providence Public Schools Health Education Curriculum Framework Committee D-153

30 Grade 3 Health Education, Quarter 3, Unit 1 Formative Assessments Health Masters pp Questions and Answers Summative Assessments Assessment Book pp Teacher Designed Assessment Assessed Curriculum Notes D-154 Providence Public Schools Health Education Curriculum Framework Committee

31 Grade 3 Health Education, Quarter 3, Unit 2 of 2 Injury Prevention: Violence and Injury Prevention Overview Overall Days: 4-5 days (1 day = 30 minutes) Content to be learned List safety rules for home and school. Follow safety rules for biking, walking, skating, swimming, and riding in a car or bus. Describe what safety rules to follow for hazardous weather conditions. Explain how to protect yourself from people who might harm you. 21 st Century Learning Expectation 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. Apply a variety of technology skills and tools to access information, analyze data, and communicate ideas and information. Engage in and demonstrate an awareness of how elements of the arts and culture communicate values. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and the community. Become a flexible and collaborative learner able to work in and appreciate diverse groups, environments, and situations. Essential questions students should be able to answer by the end of the unit. Why is it important to follow safety rules? How can you swim safely? How can you stay safe during a natural disaster? What is an unsafe touch? Providence Public Schools Health Education Curriculum Framework Committee D-155

32 Grade 3 Health Education, Quarter 3, Unit 2 Written Curriculum 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 describe how physical, social, emotional and family environments influence personal safety. REQUIRED TOPICS: importance of listening to parents, safety personnel; paying attention to surroundings; potentially hazardous situations at home, school & play; safe vs. dangerous places to play; avoiding settings with risk for assault; access to tools, poisons, drugs, weapons; risk taking; school and home fire safety; water safety; playground equipment use and maintenance describe the effect of injuries on the body. REQUIRED TOPICS: accidents implies not under our control vs. injuries as predictable and preventable; burns; poisoning; falls; unintentional weapon injury; sports injuries; water/boating injuries; biking; injuries related to occupation identify common injuries of children and their prevention. REQUIRED TOPICS: pedestrian safety; auto safety, bicycle safety; residential safety; fire safety; water/boating safety; firearms; fighting; identifying situations that threaten safety and may result in neglect or abuse. Standard demonstrate the ability to locate resources from home, school and community that provide help for injured individuals REQUIRED TOPICS: who should provide care; responding to an emergency; using describe the relationship between injury prevention products and money. REQUIRED TOPICS: first aid products; home first aid kits; products promoting safety-- child-proof caps, air bags in autos; crumbling glass; shatter-proof windshields; smoke detectors; fire extinguishers; importance of maintenance of bicycles, skateboards, motorcycles, etc identify injuries requiring professional health services. REQUIRED TOPICS: getting an adult to help when injury occurs; simple vs. serious injury care; using 911; reporting an injury; reporting abuse identify different kinds of health providers who can provide information about injury prevention and can provide emergency services. REQUIRED TOPICS: trusted adults; health helpers; other community helpers - e.g. police, firefighters, EMTs. Standard identify responsible injury prevention and treatment behaviors. REQUIRED TOPICS: use of protective gear; seat belt use; avoiding dangerous objects such as needles, weapons, fire; treatment for cuts, scrapes, bruises, burns, falls; no-go-tell strategies; disaster preparedness 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, injured animals; abiding by safety rules use strategies for preventing injuries. REQUIRED TOPICS: use of bike helmets, seatbelts, avoiding dangerous items, places; abiding by safety rules e.g. bus 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; infant/child issues. D-156 Providence Public Schools Health Education Curriculum Framework Committee

33 Grade 3 Health Education, Quarter 3, Unit 2 Standard explain how media influences thoughts, feelings and behaviors about injury prevention. REQUIRED TOPICS: safety equipment use; violence as a means to resolve conflict and/or express feelings describe ways technology can influence injury prevention. REQUIRED TOPICS: state-of-the-art improvements in safety equipment - e.g. auto safety belts explain how information from peers, school and family influences injury prevention behaviors. Standard demonstrate healthy ways to express needs, wants, and feelings. REQUIRED TOPICS: conflict and communication in relationships with family members, friends understand and demonstrate non-violent strategies to resolve conflicts. Standard apply a decision-making process to an injury prevention issue. REQUIRED TOPICS: decision-making models. e.g. identifying/defining problem; alternative solution, predicting consequences, choosing course of action, evaluating outcome explain when it is appropriate to ask for assistance in preventing or treating injuries, including abuse or assault predict outcomes of specific decisions. Standard discuss accurate information and express opinions about injury prevention issues identify community agencies that advocate for prevention of injuries influence and support others in making choices about avoiding risks with potential for injuries. REQUIRED TOPICS: peer support for prevention of injuries. Notes Review key concepts from grade 2 Learning Objectives Taught Curriculum Students will be able to: List ways to avoid injury. Explain how to keep safe around cars, buses, and water. Describe how to stay safe in bad weather. List ways to stay safe from strangers. Define what an unsafe touch is? Key Concepts Indoor Safety Safety on the Go Bad Weather Trusted Adults Resources Health & Wellness Teacher s Edition Grade 3 Macmillan/McGraw-Hill Chapter 6 Lesson 1 o Teacher s Edition pp. C4-C9 Providence Public Schools Health Education Curriculum Framework Committee D-157

34 Grade 3 Health Education, Quarter 3, Unit 2 Materials Health & Wellness Kit o Health Masters pp o Transparency Book pp. 22, 43 o Poster 9A Lesson 2 o Teacher s Edition pp. C10-C13 o Health Masters pp o Transparency Book pp , 41, 43-44, 47 Lesson 3 o Teacher s Edition pp. C14-C19 o Health Masters pp o Transparency Book p. 41 o Poster 6B Lesson 4 o Teacher s Edition pp. C20-C23 o Health Masters pp o Transparency Book pp. 27, 42 o Poster 8A Lesson 5 o Teacher s Edition pp. C24-C29 o Health Masters pp o Transparency Book pp , 44 o Poster 8B Lesson 6 o Teacher s Edition pp. C30-C35 o Health Masters pp o Transparency Book pp , 41, 47 Instructional Considerations Key Vocabulary accident earthquake fire escape plan flood hazard injury personal flotation device poison seat belt stranger thunderstorm tornado unsafe touch violence D-158 Providence Public Schools Health Education Curriculum Framework Committee

35 Grade 3 Health Education, Quarter 3, 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 , 93 Questions and Answers Assessed Curriculum Summative Assessments Assessment Book, Lessons 1-4, Quizzes pp Teachers Designed Assessment Providence Public Schools Health Education Curriculum Framework Committee D-159