Subject Area: 4th Grade Health
Unit 1: The Digestive System
Unit Outcomes: Students will be able to identify the parts of the digestive system, explain the
their functions, understand how common problems and disease affects this
system, and explain ways to prevent them in order to keep this body system
healthy.
Essential Outcome and Related Standards:
A. Students will identify structures and explain the functions of the digestive system.
State Standard(s): 10.1.6A & 10.1.6B
B. Students will demonstrate knowledge of common problems, disorders and diseases of the
digestive system.
State Standard(s): 10.1.6E
C. Students will identify and explain way’s to protect this system from the above problems
and keep their digestive system in good working order.
State Standard(s): 10.2.6A, 10.2.6C & 10.2.6E
Content and Instructional Activities:
A. Reading from text, Pair Share, coloring & labeling the parts of digestive system, viewing a
pig’s stomach and make comparisons to our human organ, smart board activities.
Remediation: Copy of teacher’s notes, student shortened definitions
Enrichment: Teacher directed research, creating a review game or other project
Assessment Criteria: Test or DI project, completion of packets, participation in discussions & small
group activities.
Resources and Materials: Text book, educational websites, laptops/iPads, pig’s stomach, smart
board DVD, art supplies necessary for coloring & labeling the structures.
B. & C. Video- Food Into Fuel or updated version, teacher directed research, games, video or
DVD clips.
Remediation: Choose one disease/disorder to explain
Enrichment: Develop a disease station or prevention bulletin board
Assessment Criteria: Test or DI project
Resources and Materials: Text books, pamphlets, laptops/iPads, materials for small group
activities and DI stations.
Subject Area: 4th Grade Health
Unit 2: The Circulatory System
Unit Outcomes: Students will be able to identify the parts of the circulatory system, explain the
their functions, understand how common problems and disease affects this
system, and explain ways to prevent them in order to keep this body system
healthy.
Essential Outcome and Related Standards:
A. Students will identify structures and explain the functions of the circulatory system.
State Standard(s): 10.1.6A & 10.1.6B
B. Students will demonstrate knowledge of common problems, disorders and diseases of the
circulatory system.
State Standard(s): 10.1.6E
C. Students will identify and explain way’s to protect this system from the above problems
and keep their circulatory system in good working order.
State Standard(s): 10.2.6A, 10.2.6C & 10.2.6E
Content and Instructional Activities:
A. Reading from text, smart board DVD of the heart, small group activities, coloring & labeling
the parts of the heart, viewing a dissection of a cow or deer heart, making comparisons
from animal heart to human heart.
Remediation: Copy of teacher’s notes, student shortened definitions
Enrichment: Teacher directed research, creating a review game or other project, games on
kidshealth.org
Assessment Criteria: Test or DI project, completion of packets, participation in discussions & small
group activities.
Resources and Materials: Text book, teacher directed research, deer/cow heart, video- The Pump
of Life or updated version, heart models, stethoscope, and disease
pamphlets.
B. & C. video- The Pump of Life or updated version, teacher directed research, games, video
or DVD clips.
Remediation: Choose one disease/disorder to explain
Enrichment: Develop a disease station or prevention bulletin board
Assessment Criteria: Test or DI project
Resources and Materials: Text books, pamphlets, laptops/iPads, materials for small group
activities and DI stations.
Subject Area: 4th Grade Health
Unit 3: The Nervous System
Unit Outcomes: Students will be able to identify the parts of the nervous system, explain their
functions, and understand how common problems, disorders, and disease affect
this system and demonstrate ways to prevent them.
Essential Outcome and Related Standards:
A. Students will identify structures and explain the functions of the nervous system.
State Standard(s): 10.1.6A & 10.1.6B
B. Students will demonstrate knowledge of common problems, disorders and diseases of the
nervous system.
State Standard(s): 10.1.6E
C. Students will identify and explain way’s to protect this system from the above problems
and keep their nervous system healthy.
State Standard(s): 10.2.6A, 10.2.6C & 10.2.6E
Content and Instructional Activities:
A. Reading from text, sense organ models, skeleton, smart board activities, brain & nerve
models,
Remediation: Copy of teacher’s notes, student shortened definitions
Enrichment: Teacher directed research, creating a review game or other project
Assessment Criteria: Test or DI project, completion of packets, participation in discussions & small
group activities.
Resources and Materials: Text book, educational websites, laptops/sense organ & brain models,
smart board DVD, art supplies necessary for coloring & labeling the
structures, video- In Control: The brain and nervous system or updated
version.
B. & C. video- In Control or updated version, teacher directed research, games, video or DVD
clips.
Remediation: Choose one disease/disorder to explain
Enrichment: Develop a disease station or prevention bulletin board
Assessment Criteria: Test or DI project
Resources and Materials: Text books, pamphlets, laptops/iPads, materials for small group
activities and DI stations.
Subject Area: 4th Grade Health
Unit 4: The Respiratory and Excretory Systems
Unit Outcomes: Students will be able to identify the parts of the respiratory and excretory
systems, explain their functions, understand how common problems and disease
affects this system, and explain ways to prevent them in order to keep this body
system healthy.
Essential Outcome and Related Standards:
A. Students will identify structures and explain the functions of both the respiratory and
excretory systems.
State Standard(s): 10.1.6A & 10.1.6B
B. Students will demonstrate knowledge of common problems, disorders and diseases of the
respiratory and excretory systems.
State Standard(s): 10.1.6E
C. Students will identify and explain way’s to protect this system from the above problems
and keep their nervous system healthy.
State Standard(s): 10.2.6A, 10.2.6C & 10.2.6E
Content and Instructional Activities:
A. Reading from text, small group activities, labeling & coloring parts of these systems,
viewing a swine’s lung or model of kidney and making comparisons to human
lungs/kidneys, smart board activities
Remediation: Copy of teacher’s notes, student shortened definitions
Enrichment: Teacher directed research, creating a review game or other project
Assessment Criteria: Test or DI project, completion of packets, participation in discussions & small
group activities.
Resources and Materials: Text book, educational websites, laptops/swine’s lung & kidney models,
smart board DVD, art supplies necessary for coloring & labeling the
structures, video- The Breathe of Life or updated version.
B. & C. Video- The Breathe of Life or updated version, teacher directed research, games,
video or DVD clips.
Remediation: Choose one disease/disorder to explain
Enrichment: Develop a disease station or prevention bulletin board
Assessment Criteria: Test or DI project
Resources and Materials: Text books, pamphlets, laptops/iPads, materials for small group
activities and DI stations, video- The Breathe of Life or updated version.
Subject Area: 4th Grade Health
Unit 5: Tobacco Prevention
Unit Outcomes: Students will be able to identify various types of tobacco and explain the effects of
nicotine on the body. Students will demonstrate refusal skills necessary to aid
them in their decision not to smoke.
Essential Outcome and Related Standards:
A. Students will brainstorm ideas about why adolescents try tobacco when they know it is so
harmful.
State Standard(s): 10.1.6A & 10.1.6D
B. Students will identify various forms of tobacco products and demonstrate their knowledge
of the affects of nicotine on the body.
State Standard(s): 10.1.6E & 10.2.6C
C. Students will demonstrate their knowledge of refusal skills by role-playing the skills in
various situations. Using the steps in the decision making process, students will be lead to
the correct choice of not using tobacco.
State Standard(s): 10.2.6A & 10.2.6E
Content and Instructional Activities:
A. Brainstorming, small group games & activities, reading from text
Remediation: Create a cartoon, poster or pamphlet
Enrichment: Create a review game, poster, or unit bulletin board
Assessment Criteria: Test and/or commercial or rap song
Resources and Materials: PowerPoint Presentation and pamphlets
B. Demonstrations, DVDs, small group activities, lecture, PowerPoint Presentations
Remediation: Poster showing two affects of smoking
Enrichment: Poster or bulletin board showing how nicotine affects the body organs
Assessment Criteria: Poster or book jacket
Resources and Materials: Text book, pamphlets, PowerPoint Presentations, small group activities,
DVDs: Leader of the Pack, Spit Tobacco Exposed, Secondhand Smoke,
and worksheets associated with DVD lessons, magazines and
newpapers.
C. PowerPoint Presentations, DVDs, worksheets, role-playing, Steps in decision making
process poster
Remediation: Role plays one refusal skill
Enrichment: Role plays all four refusal skills, commercial, skit
Assessment Criteria: Group project, commercial or skit
Resources and Materials: Text, DVDs and worksheets, Steps in decision making Poster, , video-
Trouble with Tobacco
Subject Area: 4th Grade Health
Unit 6: The Growing Up Class (Intro to Puberty)
Unit Outcomes: The class will be separated by gender and require parental permission to attend.
Students will be able to identify the parts of either the female or male
reproductive system and explain a few basic functions. Both genders will discuss
what to do if someone tries to touch them in their private areas of their body.
Essential Outcome and Related Standards:
A. Girls will learn and be able to identify the following parts of their reproductive systems:
ovaries, fallopian tubes, uterus, and vagina. Girls will be able to explain the menstrual
process and discuss various changes that will be occuring to them during puberty. Girls will
also discuss why and when wearing bras are appropriate.
State Standard(s): 10.1.6B
B. Boys will learn and be able to identify the following parts of their reproductive system:
penis, scrotum, testes, vas deferens, prostate gland, and urethra. Boys will be able to
identify bodily changes that will be occuring to them during puberty. Boys will also discuss
why and when to wear an athletic supporter.
State Standard(s): 10.1.6B
C. Both genders will discuss that their bodies are their own and should be respected and
what is proper hygiene. Students will also discuss what inappropriate behavior is and when
and who to tell if someone tries to get them involved in these hehaviors.
State Standard(s): 10.1.6E
Content and Instructional Activities:
A. Lecture, PowerPoint Presentation, Posters, small group instruction and activities, Puberty
DVD, and pamphlets.
Remediation: none
Enrichment: none
Assessment criteria: none
Resources and Materials: Posters, pamphlets, PowerPoint Presentation, Puberty videos/DVDs
(male & female); free samples companies offer- sanitary pad beginner
kits, deoderant, skin cleanser.
Subject Area: 5th Grade Health
Unit 1: Skeletal and Muscular Systems
Unit Outcomes: Students will be able to identify the parts of both the skeletal and muscular
systems and explain their cooresponding functions within the body. Students will
identify and demonstrate understanding of common problems, disorders and
diseases that affect these systems while explaining ways to keep these systems
healthy.
Essential Outcomes and Related Standards:
A. Students will be able to identify basic structures of the skeletal and muscular systems
including types of bone: short, long, and flat and types of muscle: cardiac, skeletal and
smooth. Students will explain each of the structure’s functions within the body.
State Standard(s): 10.1.6A & 10.1.6B
B. Students will demonstrate knowledge of common problems, disorders and diseases that
affect these systems and discover ways to prevent them.
State Standard(s): 10.1.6E, 10.2.6A, 10.2.6C and 10.2.6E
Content and Instructional Activities:
A. Reading from text, video or DVD on these systems, small group activities, coloring &
labeling parts of these systems, viewing skeleton and muscle models.
Remediation: Copy of teacher’s notes, shortened definitions, identify 2 of 3 types of bone &
muscle
Enrichment: Name and locate ten bones and ten skeletal muscles in the body
Assessment Criteria: Test, DI project, identifying bones & muscles in packets.
B. Video or DVD on these systems, disease stations, pamphlets, teacher directed research
Remediation: Require less at each disease station, become an expert on one skeletal and one
muscular disease or identify ways to treat minor problems of these systems.
Enrichment: Research diseases, Create a model, poster of bulletin board showing how bone and
muscle work with cartilage, ligaments, and tendons.
Assessment Criteria: Test or DI project identifying a disease
Resources and Materials: Skeleton, muscle models, DVD/video of systems, laptops/iPads,
necessary materials to make DI stations work, art supplies, text book,
and pamphlets.
Subject Area: 5th Grade Health
Unit 2: Communicable and Non-communicable Disease
Unit Outcomes: Students will be able to differentiate between a communicable disease and a non-
communicable disease. They will be able to explain their causes and identify ways
of preventing disease.
Essential Outcomes and Related Standards:
A. Students will define what a communicable disease is, what causes them, and how to
prevent them from occuring.
State Standard(s): 10.1.6E & 10.2.6A
B. Students will define what a non-communicable disease is, what its causes are, and how to
prevent them from occuring.
State Standard(s): 10.1.6E, 10.2.6A, 10.2.6B, 10.2.6C, 10.2.6D and 10.2.6E
Content and Instructional Activities:
A. Reading from text, video- The Body’s Defense Against Disease or updated version.small
group activities, PowerPoint Presentations, Lecture, discussion.
Remediation: Copy of teacher’s notes, student shortened definitions, identify one communicable
disease and its cause and one con-communicable disease and its cause
Enrichment: Identify four communicable diseases all caused by a different pathogen and three
different non-communicable disease caused by heredity, environment and behavior.
Assessment Criteria: Test or DI project
Resource Materials: Text book, laptops/iPads, teacher directed research, PowerPoint
Presentations, disease pamphlets, video or updated DVD. DVD clips of
diseases, materials to make DI stations work, video- The Body’s Defense
Against Disease or updated version.
Subject Area: 5th Grade Health
Unit 3- Healthy Lifestyles
Unit Outcomes: Students will develop a plan of action for achieving a healthy lifestyle.
Essential Outcomes and Related Standards:
A. Students will identify the three components of creating a healthy lifestyle: diet, fitness, and
sleep. Students will demonstrate knowledge of how the six nutrients work to build a
strong healthy body.
State Standard(s): 10.1.6C, 10.1.6E, and 10.2.6B
B. Students will explain how sleep and fitness are important to one’s overall well-being.
State Standard(s): 10.1.6E, 10.2.6A, 10.2.6B, 10.2.6C, 10.2.6D, and 10.2.6E
Content and Instructional Activities:
A. Reading from text, nutrient DVDs, PowerPoint Presentations, teacher instructed research,
website games- Blast-Off
Remediation: Copy of teacher notes, student shortened definitions, explain the importance of two
nutrients
Enrichment: Explain the importance of all six nutrients.
Assessment Criteria: Test, DI project, or 5 paragraph essay
Resources and Materials: Nutrient DVDs: carbohydrates, protien, fats, vegetables, minerals, water
and fiber; PowerPoint Presentations, DVD- To The Max, art supplies.
B. Students will explain the relationship between one’s health and the amount of sleep and
exercise they get.
Remediation: Explain how sleep or fitness affects one’s overall health
Enrichment: Explain how both sleep and fitness affects one’s overall health, create a bulletin board
or Healthy Lifestyles review game.
Assessment Criteria: Test, DI Project or 5 paragraph essay
Resources and Materials: Text book, nutrient pamphlets, laptops/iPads, art supplies and materials
needed to make DI stations work, fitness charts, PowerPoint
Presentations
Subject Area: 5th Grade Health
Unit 4: Alcohol Prevention
Unit Outcomes: Students will identify three types of alcoholic beverages, discover reasons
teenages use alcohol, and explain the effects of alcohol on the body. Students will
demonstrate ways to avoid trying or using alcohol.
Essential Outcomes and Related Standards:
A. Students will identify three types of alcoholic beverages and know which the strongest
concentration of alcohol is.
State Standard(s): 10.1.6A, 10.1.6D, 10.1.6E, 10.2.6A, and 10.2.6C
B. Students will demonstrate knowledge of how alcohol affects the body.
State Standard(s): 10.1.6D
C. Listing the steps in the decision making process, students will role play various refusal skills
in dealing with pressures of trying NOT to use alcohol.
State Standard(s): 10.3.6A & 10.3.6C
Content and Instructional Activities:
A. Brainstorm, small group activities, lecture, PowerPoint Presentation & discussion.
B. PowerPoint Presentation, reading from Text, teacher directed research, DVD sets, &
worksheets.
C. Games, small group activities, role-playing,
Remediation: Creating a cartoon, poster, or pamphlet, role-playing one refusal skill
Enrichment: Creating a comercial, rap song, or review game
Assessment Criteria: Authentic assessment project or test
Resources and Materials: Text book, DVD sets: Alcohol Exposed and Your Brain on Alcohol, set
worksheets, art supplies for projects, organ models- liver, Steps in
Decision Making Poster, PowerPoint Presentations, pamphlets, Alcohol
goggles.
Subject Area: 5th Grade Health
Unit 5: Safety
Unit Outcomes: Students will be able to perform simple basic first aid procedures and identify
situations for which CPR and the Heimlich Maneuver are used.
Essential Outcomes and Related Standards:
A. Students will perform basic first aid procedures for cleaning out a wound, stopping
bleeding, and preventing burns.
State Standards: 10.3.6A & 10.3.6B
B. Students will identify circumstances when 911 should be dialed and what type of
emergencies CPR and the Heimlich Maneuver are used for.
State Standards: 10.3.6B
Content and Instructional Activities:
A. Reading from safety manuals/pamphlets, video or DVD- In a Split Second or updated
version. Manikins, gauze and bandages, demonstrations, and small group activities
B. Demonstration of CPR and the Heimlich Manuever.
Remediation: Creating a safety poster or bulletin board
Enrichment: Creating a babysitting Guide or Poster, Taking a babysitting course
Assessment Criteria: Test, DI project or demonstration
Resources and Materials: CPR and first aid Posters, safety manuals/pamphlets, manikins, gauze
and bandages, video- In A Split Second or updated version.