health and physical education curriculum health and physical education curriculum . ... see district...

STAFFORD TOWNSHIP SCHOOL DISTRICT

Manahawkin, NJ

Third Grade

Health and Physical Education Curriculum

“Aligned to the CCCS 2009”

This Curriculum is reviewed and updated annually as needed

This Curriculum was approved at the Board of Education Meeting

August 16, 2012, January 3, 2013, January 6, 2014, January 7, 2015

Acknowledgements

The following Stafford Township School District Administrators and Faculty members collaborated with teachers and administrators from around Ocean County to develop

the Health and Physical Education Curriculum

Lori Coyne

Susan D’Alessandro

Barbara D’Apuzzo

~

Kenneth Costigan

Jaclyn Denman

Lee Maier

Susan Malmstrom

Jeffrey Martin

Brian Nelson

Kathleen Redling

Ryan Savianeso

Deborah Seitz

OCEAN COUNTY HEALTH CURRICULUM

Content Area: Health

Course Title: Elementary Grade Level: Third

Families

See District Pacing Guide

Medicine Alcohol, Tobacco and other Drugs


Character Development


Decision Making


Nutrition


Safety


Disease and other Health Conditions


Stafford Township School District

Health Pacing Guides

Kindergarten – Fourth Grade:

• Families • Medicine (alcohol, tobacco, & other drugs) • Character Development • Decision Making • Nutrition • Safety • Disease & other Health Conditions

Fifth Grade:

• Families • Medicine (alcohol, tobacco, & other drugs) • Character Development • Decision Making • Nutrition • Safety • Disease & other Health Conditions • Human Relationships & Sexuality

Grade Six:

• Wellness • Sexual Harassment & Bullying • Family Life • HIV/AIDS • Substance Abuse

Stafford Township School District Curriculum Map for Physical Education

Grade Level: Third and Fourth

Marking Period: 1

Unit Topic

Time Frame

Curricular Integration

Rules and Safety 1 Week Health

Fitness Gram 3 Weeks Technology Language Arts Health

Cooperative Games 1 Week Science

Soccer 3 Weeks Math Language Arts

Football 3 Weeks Language Arts

Fitness 10 Months ongoing

Language Arts Health Math

Low Organizational Games 1 week Math Language Arts

Field Hockey 2 Weeks



Marking Period: 2

Unit Topic

Time Frame


Volleyball 3 Weeks Math

Basketball 3 Weeks Language Arts Math

Low Organizational Games 2 Weeks Language Arts Math

Scooters 1 Week

Fitness 10 months ongoing

Health Math Language Arts



Marking Period: 3

Unit Topic

Time Frame


Sportsmanship 1 Week Language Arts

Low Organizational Activities 2 Weeks Math Language Arts

Baseball and Softball 3 Weeks Math Language Arts


Language Arts Math



Marking Period: 4

Unit Topic

Time Frame


Fitness Gram 3 Weeks Language Arts Math Health

Track and Field 3 Weeks Language Arts Math

Frisbee Activities 2 weeks Math


Health Language Arts Math

OCEAN COUNTY HEALTH & PHYSICAL EDUCATION CURRICULUM

Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION

Grade: 3

Standard: 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Strand: A. Personal Growth and Development Summary: The dimensions of wellness are interrelated and impact overall personal well-being. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.1.2.A.1

Explain what being “well” means and identify self-care practices that support wellness.

2.1.2.A.2 Use correct terminology to identify body parts, and explain how body parts work together to support wellness.

Number Common Core Standard for Introduction 2.1.2.A.1 Explain the physical, social, emotional, and mental dimensions of personal

wellness and how they interact. 2.1.2.A.2 Determine the relationship of personal health practices and behaviors on an

individual’s body systems. Unit Essential Questions • What are the physical, social, emotional, and mental dimensions of personal wellness and how do they interact? • What are the effects of the personal health practices and behaviors on an individual’s body systems?

Unit Enduring Understandings Students will understand that… • The physical, social, emotional, and mental dimensions of personal wellness and how they interact. • Personal health practices and behaviors have an impact on an individual’s body systems.

William Fall – Point Pleasant Borough, Martha Groh – Ocean Township, Jeff Martin – Stafford Township, Kaitlyn Prior- Island Heights Grade School, Nina Rispoli- Island Heights Grade School, Ryan Savianeso – Stafford Township, Tracy Williams – Little Egg Harbor

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Unit Objectives Students will know… • The physical, social, emotional, and mental dimensions of personal wellness and how they interact. • Personal health practices and behaviors have an impact on an individual’s body systems.

Unit Objectives Students will be able to… • Explain the physical, social, emotional, and mental dimensions of personal wellness and how they interact. • Determine the relationship of personal health practices and behaviors on an individual’s body systems.


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Evidence of Learning

Formative Assessments • Teacher observation • Student participation • Checklist • Rubric • Verbal question and answer Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learner’s multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject specified

interactive websites. • Provide more challenging opportunities with use of manipultives that will challenge the skill

being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes:


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50 Ways To Use Technology

Each of the activities below can be used by teachers for their classes, but imagine how much more powerful they might be if students worked on these as class projects, under a teacher's direction. There are substantial opportunities for classroom creativity, student ownership, and

integrating technology into the curriculum.

Word Processing (with graphics and draw tools) 1. Compose a story/news article/book review and illustrate it with clip art or graphics

2. Expand vocabulary within any written work using the thesaurus in your word processing application

3. Create a resume for any famous person in history 4. Compare and contrast any two (or more) things using a Venn diagram

5. Plan steps or activities with a concept web or map—or use special software designed for this purpose

6. Devise a character comparison chart in table format 7. Use a table to generate timelines for projects or to record historical events 8. Design a postcard highlighting your school, local community, or Ohio (for the bicentennial!) 9. Publish a class or grade "newspaper" or student-produced newsletter or flyer

Spreadsheets and Databases 10. Document progress for a unit or an activity in your class 11. Take a survey and chart the results

12. Collect information about define the differences graphically—the heights of the tallest roller coasters

13. Make a "real world" budget to learn about income, purchasing, and consumer science

14. Do a "reality check" for a "dream car" or "dream house" by calculating payments with varied interest rates

15. Strategize for a fund-raiser by working with supply, demand, and price 16. Build a class "contact list" for homework help and information sharing 17. Keep an updated inventory of class materials and resources

18. Measure and record data to show cumulative results—"Hands Across the Class" or a "Dance-a-Thon"

Internet 19. Go on an Internet Scavenger Hunt 20. Explore places you could never visit through streaming video

21. Investigate any situation through a WebQuest—created by someone else or you can create your own

22. Track data—the weather over time, or in different places, or changes in the Stock Market

23. Start the day or week with "Current Events," even in a content area, from major news sources

24. Watch or join an adventure online

25. Contribute to a research team—student data contributions and tracking are used for many projects

26. Research what happened the day you were born 27. Play a role in an online simulation - there is even a United Nations simulation for Middle


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School

28. Test your knowledge with daily quizzes—the National Geography Bee posts new questions daily

29. Become a "Jason Project" member 30. Follow the Iditarod

Email 31. Ask an expert or an author for his or her opinion or insight on a topic you are studying 32. Become an "e-pal" to someone anywhere in the world

33. Contact your Congressional Representative, Senators, or state officials with your concerns or questions

34. Share your expertise or opinion, or post a question on a message board

35. Initiate a friendly competition in reading or physical fitness activities with another class or school and share results

Presentation Software

36. Pull group work together in a class presentation with each group having a few slides in a presentation

37. Compile information into a common format—"Math Formulas We Use" created by and for students

38. Record "class info and rules" for new student orientation 39. Make a digital "memory book" for the year

Digital Camera 40. Capture the moment—class presentations, field trips, or activities! 41. Provide supporting "evidence" in a project or report

Digital Video 42. Document processes for use and review—lab equipment and procedures

43. Record a class project or event, such as a field trip or guest speaker, for further learning activities

44. Create a "newscast" of some event—current or historical—students presenting the information

Web Page 45. Design a web page or site to direct students’ learning activities in a class or for a project 46. Upload a page with results of students’ work—art, maps, or even digital presentations 47. Share the results of student investigations by posting results on the Web 48. Use web page creation software to create a portfolio on a CD-ROM

Videoconferencing 49. Converse and collaborate with another class on a project 50. Take a course, in real time, from an instructor and with other students at various locations


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Low and High Prep Differentiation Strategies

Differentiation strategies can require varied amounts of preparation time. High-prep strategies often require a teacher to both create multiple pathways to process information/demonstrate learning and to assign students to those pathways. Hence, more ongoing monitoring and assessment is often required. In contrast, low-prep strategies might require a teacher to strategically create process and product choices for students, but students are allowed to choose which option to pursue given their learning profile or readiness level. Also, a low-prep strategy might be focused on a discrete skill (such as vocabulary words), so there are fewer details to consider. Most teachers find that integration of one to two new low-prep strategies and one high-prep strategy each quarter is a reasonable goal.

Low Prep Strategies

Varied journal prompts, spelling or vocabulary lists

Students are given a choice of different journal prompts, spelling lists or vocabulary lists depending on level of proficiency/assessment results.

Anchor activities Anchor activities provide meaningful options for students when they are not actively engaged in classroom activities (e.g., when they finish early, are waiting for further directions, are stumped, first enter class, or when the teacher is working with other students). Anchors should be directly related to the current learning goals.

Choices of books Different textbooks or novels (often at different levels) that students are allowed to choose from for content study or for literature circles.

Choices of review activities

Different review or extension activities are made available to students during a specific section of the class (such as at the beginning or end of the period).

Homework options Students are provided with choices about the assignments they complete as homework. Or, students are directed to specific homework based on student needs.

Student-teacher goal setting

The teacher and student work together to develop individual learning goals for the student.

Flexible grouping Students might be instructed as a whole group, in small groups of various permutations (homogeneous or heterogeneous by skill or interest), in pairs or individual. Any small groups or pairs change over time based on assessment data.

Varied computer programs

The computer is used as an additional center in the classroom, and students are directed to specific websites or software that allows them to work on skills at their level.


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Multiple Intelligence or Learning Style options

Students select activities or are assigned an activity that is designed for learning a specific area of content through their strong intelligence (verbal-linguistic, interpersonal, musical, etc.)

Varying scaffolding of same organizer

Provide graphic organizers that require students to complete various amounts of information. Some will be more filled out (by the teacher) than others.

Think-Pair-Share by readiness, interest, and/or learning profile

Students are placed in pre-determined pairs, asked to think about a question for a specific amount of time, then are asked to share their answers first with their partner and then with the whole group.

Mini workshops to re-teach or extend skills

A short, specific lesson with a student or group of students that focuses on one area of interest or reinforcement of a specific skill.

Orbitals Students conduct independent investigations generally lasting 3-6 weeks. The investigations “orbit” or revolve around some facet of the curriculum.

Games to practice mastery of information and skill

Use games as a way to review and reinforce concepts. Include questions and tasks that are on a variety of cognitive levels.

Multiple levels of questions

Teachers vary the sorts of questions posed to different students based on their ability to handle them. Varying questions is an excellent way to build the confidence (and motivation) of students who are reluctant to contribute to class discourse. Note: Most teachers would probably admit that without even thinking about it they tend to address particular types of questions to particular students. In some cases, such tendencies may need to be corrected. (For example, a teacher may be unknowingly addressing all of the more challenging questions to one student, thereby inhibiting other students’ learning and fostering class resentment of that student.)


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High Prep. Strategies

Cubing Designed to help students think about a topic or idea

from many different angles or perspectives. The tasks are placed on the six sides of a cube and use commands that help support thinking (justify, describe, evaluate, connect, etc.). The students complete the task on the side that ends face up, either independently or in homogenous groups.

Tiered assignment/ product

The content and objective are the same, but the process and/or the products that students must create to demonstrate mastery are varied according to the students’ readiness level.

Independent studies

Students choose a topic of interest that they are curious about and wants to discover new information on. Research is done from questions developed by the student and/or teacher. The researcher produces a product to share learning with classmates.

4MAT Teachers plan instruction for each of four learning preferences over the course of several days on a given topic. Some lessons focus on mastery, some on understanding, some on personal involvement, and some on synthesis. Each learner has a chance to approach the topic through preferred modes and to strengthen weaker areas.

Jigsaw Students are grouped based on their reading proficiency and each group is given an appropriate text on a specific aspect of a topic (the economic, political and social impact of the Civil War, for example). Students later get into heterogeneous groups to share their findings with their peers, who have read about different areas of study from source texts on their own reading levels. The jigsaw technique allows you to tackle the same subject with all of your students while discreetly providing them the different tools they need to get there.

Multiple texts The teacher obtains or creates a variety of texts at different reading levels to assign strategically to students.

Alternative assessments

After completing a learning experience via the same content or process, the student may have a choice of products to show what has been learned. This differentiation creates possibilities for students who excel in different modalities over others (verbal versus visual).


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Modified Assessments

Assessments can be modified in a variety of ways – for example by formatting the document differently (e.g. more space between questions) or by using different types of questions (matching vs. open ended) or by asking only the truly essential questions.

Learning contracts or Personal Agendas

A contract is a negotiated agreement between teacher and student that may have a mix of requirements and choice based on skills and understandings considered important by the teacher. A personal agenda could be quite similar, as it would list the tasks the teacher wants each student to accomplish in a given day/lesson/unit. Both Learning contracts and personal agendas will likely vary between students within a classroom.

Compacting This strategy begins with a student assessment to determine level of knowledge or skill already attained (i.e. pretest). Students who demonstrate proficiency before the unit even begins are given the opportunity to work at a higher level (either independently or in a group).

Literature circles Flexible grouping of students who engage in different studies of a piece of literature. Groups can be heterogeneous and homogeneous.

Readers’ Workshop (Writers’ Workshop is a parallel strategy)

The Readers’ Workshop approach involves students in three types of activities: • Mini-lessons (5-10 minutes) on some aspect of

literature or a reading strategy. • Independent Reading Time (30-40 minutes), where

students keep a journal and respond to the literature in terms of what they think or how they feel about what they are reading.

• Sharing Time (10 minutes), where students share with another person their journal entries and the other person gives feedback.

Stations/ Learning Centers

A station (or simply a collection of materials) that students might use independently to explore topics or practice skills. Centers allow individual or groups of students to work at their own pace. Students are constantly reassessed to determine which centers are appropriate for students at a particular time, and to plan activities at those centers to build the most pressing skills.

Tape recorded materials at different levels

Books on tape are purchased or (created by the teacher) so that students can listen to the book being read aloud to them while they follow along in the text. This is often done at a listening station, where tapes of books/information on various reading levels are available.


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Tic-Tac-Toe Choice Board (sometimes called “Think-Tac-Toe”)

The tic-tac-toe choice board is a strategy that enables students to choose multiple tasks to practice a skill, or demonstrate and extend understanding of a process or concept. From the board, students choose (or teacher assigns) three adjacent or diagonal. To design a tic-tac-toe board: - Identify the outcomes and instructional focus - Design 9 different tasks - Use assessment data to determine student levels - Arrange the tasks on a tic-tac-toe board either randomly, in rows according to level of difficulty, or you may want to select one critical task to place in the center of the board for all students to complete.

Choice Boards Work assignments are written on cards that are placed in hanging pockets. By asking students to select a card from a particular row of pockets, the teacher targets work toward student needs yet allows student choice.


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Lesson Closure with Examples or

40 Ways to Leave a Lesson

CLOSURE - what the instructor does to facilitate wrap-up at the end of the lesson - it is a quick review, to remind students what it was that they have learned (or should have learned) and allows you to see where the students are to assist you in planning for the next lesson. The intellectual work should be done by the students – not the instructor summarizing for the students and telling them what they learned. Closure allows students to summarize main ideas, evaluate class processes, answer questions posed at the beginning of the lesson, and link to both the past and the future. Closure is an opportunity for formative assessment and helps the instructor decide: 1. If additional practice is needed 2. Whether you need to re-teach 3. Whether you can move on to the next part of the lesson Closure comes in the form of information from students about what they learned during the class; for example, a restatement of the instructional purpose. This information then provides a knowledge of the results for the teacher, i.e., did you teach what you intended to teach and have the students learned what you intended to have them learn? Lesson Closing in a nutshell – can be one or some combination of the purposes below. It should be a meaningful end to the lesson. • Reviewing the key points of the lesson. • Giving students opportunities to draw conclusions from the lesson. • Describing when the students can use this new information. • Previewing future lessons. • Demonstrating student’s problem-solving process. • Exhibiting student learning. • Creating a smooth transition from one lesson to the next lesson. Title Synopsis 1. Cornell Notes Notes can be used in a variety of ways. Completing the summary, checking with a partner for completeness, comparing to teacher’s idea of what the key ideas were. http://coe.jmu.edu/learningtoolbox/cornellnotes.html 2. Journal Entry Each day students write about 2 things they learned (use of a journal could incorporate most of these other closure examples) http://content.scholastic.com/browse/article.jsp?id=3583 3. Exit Pass Student must answer in writing questions or reflect in some way about the learning before being allowed to leave the room. Math example – work a question from the material covered during the lesson, use as formative assessment for the following day, sort into piles: got it/ didn’t get it or minor errors / conceptual errors. Examples ☺ I really understood this idea… I have a few questions about… before I can say I understand I don’t even know where to start on …


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I am excited about… I’d like to learn more about… A question I have is… This point is really clear One thing that squares with things I already know is… An idea that is still going around in my head is… 4. You’re stuck here until… This is a variation of the exit pass and great for a 90-30 second gap before dismissal. Depending on time, have students discuss the day’s vocabulary and then they have to define one word in their own words, to you, before they go out the door. If they are having difficulty, have them step to the side and listen to several other students and then try again. This should be framed in good humor, not in a punitive way. 5. Whip Around Students quickly and verbally share one thing they learned in the class today. You can have them toss a ball from one to another or just have volunteers. (Caveat – you have to have a safe trusting environment. I have seen this done where kids chose others based on their perception that the student won’t have anything to say.) 6. 3-2-1 3 things they learned, 2 things they have a question about, 1 thing they want the instructor to know – post-its, index cards, whatever 7. Fishbowl Student writes one question they have about the topic of this lesson. This can be something for which they know the answer or for which they want an answer. Form an inner and outer circle. Share question with the person in front of you see if they know the answer, switch who is asking question, if time rotate to a new partner 8. Summary Paragraph What was learned today – be specific with examples! 9. Explain a Procedure Write to an absent student and explain how to …….. 10. Here’s How… Students write a detailed explanation of a procedure - with an example to demonstrate their understanding of the concept. They then give their partner the un-worked example and the detailed instructions and have the partner work the example from the directions. Then they peer edit the procedures for clarity. 11. Cliff Notes, Jr. Students prepare a “cheat sheet” that would be useful for having during a quiz over the day’s topic. 12. Three W’s Students discuss or write · What did we learn today? · So What ?(relevancy, importance, usefulness) · Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going) 13. Pair / Share Tell the person next to you 2 (3,4,5,…) things you have learned today, then the groups report out. Variation is to have students Think/Write/Pair/ Share 14. Gallery Walk Students create graphic representations of their learning and post them. Students can either share out the posters or students can move from station to station – writing questions or comments, noting similarities and differences, reflect on what they might do differently if they were to repeat the process.


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15. Choose from the Daily Dozen Student choose two questions from a generic list to respond to about the day’s lesson. 16. Quiz Could be daily or intermittent. 2-4 questions to show what they learned. Small individual whiteboards work well for a formative assessment and reduces the paperwork. Don’t forget to ask conceptual questions! 17. Thumbs Up /Thumbs down Pose some questions that can be answered thumbs up/down/ sideways, ask for explanation of the decisions. 18. Quick doodles Doodle / draw two or three concepts presented in the lesson may include words or numbers. 19. Key Ideas Students list the key ideas from the lesson and why they were important. 20. “What am I?” (riddles for key terms) Have students construct clues (riddles) about the key terms and quiz partners or the room 21. Jeopardy Teacher gives answer. Students create the question. This works well with dry erase boards. http://www.hardin.k12.ky.us/res_techn/countyjeopardygames.htm 22. Be Alex Trebek Student poses answer/question to group about lesson –responses should come from other students, not the teacher 23. Be the Teacher Students present three key ideas they think everyone should have learned. Could be done with a group or individually –responses can be either oral or written. 24. The Five W’s Students explain the who, what, where, when, why and how of the lesson. 25. Credit Cards Students are given an index card and required to state the lesson’s objective and if they feel that objective was met. Credit given for participating. 26. Postcard Students are given an index card and they write a postcard to their parents explaining the day’s lesson. 27. Pros and Cons Students list pros and cons of the issue discussed in class (might be a challenge in a math class.) 28. So What’s Up With ….? Students raise questions about something they either were unsure about or need clarification. Can be done orally or written. 29. Quiz Master Students prepare a short quiz (+ 5 questions with answers) At least 2 of the questions must start How…? or Why…? 30. Journal Entry Each day students write about 2 things they learned (use of a journal could incorporate most of these other closure examples.) 31. I Care Why? Students explain relevancy of the concept to their life or how they might use it. 32. It Fits Where? Students create a “time line “ of the concepts taught (sequence the concepts) or explain a connection to something else they know. 33. Element of Surprise Students receive an envelope containing a card with a word or phrase selected by the teacher. Students discuss the concept and list the content-specific vocabulary necessary to discuss it.


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34. Numbered Heads Together Students in groups of up to five are numbered sequentially. As a group they create a list of 3-5 things learned in the lesson and then the teacher calls one number from each group to report to the class something they learned. 35. We Learned What? Students write open ended questions on index cards. Two students are selected to come forward. The first student draws a question card and poses the question to the class. After the class discusses the question and answers with their partner - the second student draws a student name card to respond to the question. (These questions could also be used to launch the next day’s lesson.) 36. We’re Going Where? Students predict the topic of tomorrow’s lesson – be sure to refer to the predictions the next day as either an opener or in closure. 37. It Looks Like This An actual object or model that directly relates to the lesson is shown and students explain how it connects to the day’s concept. 38. Sell It To Us Write a jingle that explains the main idea of the lesson. 39. Commercial Students write a 1 – 2 minute commercial to use at home when asked, “What happened in math class today?” 40. 4 box synectics Synectics connect unrelated ideas through metaphor. Students have a sheet with four boxes. In each box is a stem. Solving equations in like eating and orange because…” “Solving equations is like driving a car because…” Resources used www.eduref.org/Virtual/Lessons/Guide.shtml Educators Reference Desk, How to write a lesson Plan Winning Through Student Participation in Lesson Closure. Patricia Wolf and Viola Supon . EDRS (ERIC)


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Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Strand: B. Nutrition Summary: Choosing a balanced variety of nutritious foods contributes to wellness. Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.1.2.B.2 Explain how foods in the food pyramid (My Plate) differ in nutritional content and

value. 2.1.2.B.3 Summarize information about food found on product labels. Number Common Core Standard for Introduction 2.1.4.B.1 Explain how healthy eating provides energy, helps to maintain healthy weight,

lowers risk of disease, and keeps body systems functioning effectively. 2.1.4.B.2 Differentiate between healthy and unhealthy eating practices. 2.1.4.B.3 Create a healthy meal based on nutritional content, value, calories, and cost. 2.1.4.B.4 Interpret food product labels based on nutritional content. Unit Essential Questions • How does healthy eating provide energy, help maintain healthy weight, lower risk of disease and keep body systems functioning effectively? • What is the difference between healthy and unhealthy eating practices? • How could you create a healthy meal based on nutritional content, value, calories, and cost? • Can you create your own nutritional label?

Unit Enduring Understandings Students will understand that… • Choosing a balanced variety of nutritious foods contributes to wellness.


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Unit Objectives Students will know… • Choosing a balanced variety of nutritious foods contributes to wellness.

Unit Objectives Students will be able to… • Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively. • Differentiate between healthy and unhealthy eating practices. • Create a healthy meal based on nutritional content, value, calories, and cost. • Interpret food product labels based on nutritional content.


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Formative Assessments • Teacher observation • Student participation • Checklist • Rubric • Verbal question and answer

Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learner’s multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject specified


being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See Teacher Notes in Unit 1 of Standard 2.1 See Summary Section in Unit 1 of Standard 2.1 for College and Career Readiness Standard


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Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Strand: C. Decisions and Health Conditions Summary: The use of disease prevention strategies in home, school, and community promotes personal health. Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.1.2.C.2 Summarize strategies to prevent the spread of common diseases and health

conditions. 2.1.2.C.3 Determine how personal feelings can affect one’s wellness. Number Common Core Standard for Introduction 2.1.4.C.1 Explain how most diseases and health conditions are preventable. 2.1.4.C.2 Justify how the use of universal precautions, sanitation and waste disposal, proper

food handling and storage, and environmental controls prevent diseases and health conditions.

2.1.4.C.3 Explain how mental health impacts one’s wellness. Unit Essential Questions • Are most diseases and health conditions are preventable? • Can you tell how the use of universal precautions, sanitation and waste disposal, proper food handling and storage, and environmental controls prevent diseases and health conditions? • How does mental health impacts one’s wellness?

Unit Enduring Understandings Students will understand that… • The use of disease prevention strategies in home, school, and community promotes personal health.

Unit Objectives Students will know…

Unit Objectives Students will be able to…


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• The use of disease prevention strategies in home, school, and community promotes personal health.

• Explain how most diseases and health conditions are preventable. • Justify how the use of universal precautions, sanitation and waste disposal, proper food handling and storage, and environmental controls prevent diseases and health conditions. • Explain how mental health impacts one’s wellness.


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Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Strand: D. Safety Summary: Identifying unsafe situations and choosing appropriate ways to reduce or eliminate risks contributes to the safety of self and others. Applying first-aid procedures can minimize injury and save lives.

Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.1.2.D.2 Differentiate among the characteristics of strangers, acquaintances, and trusted

adults and describe safe and appropriate behaviors/touches. 2.1.2.D.3 Identify procedures associated with pedestrian, bicycle, and traffic safety. Number Common Core Standard for Introduction 2.1.4.D.1 Determine the characteristics of safe and unsafe situations and develop strategies

to reduce the risk of injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention).

2.1.4.D.2 Summarize the various forms of abuse and ways to get help. 2.1.4.D.3 Examine the impact of unsafe behaviors when traveling in vehicles, as a

pedestrian, and when using other modes of transportation.

2.1.4.D.4 Demonstrate simple first-aid procedures for choking, bleeding, burns, and poisoning.

Unit Essential Questions • What are the characteristics of safe and unsafe situations? • What are the various forms of abuse and ways to get help?

Unit Enduring Understandings Students will understand that… • Identifying unsafe situations and choosing appropriate ways to reduce or eliminate risks contributes to the safety of self and others.


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• Can you describe unsafe behaviors when traveling in vehicles, as a pedestrian, and when using other modes of transportation? • How can you help when you see someone choking, bleeding, burns, and poisoning.

• Applying first-aid procedures can minimize injury and save lives.

Unit Objectives Students will know… • How to identify unsafe situations and choosing appropriate ways to reduce or eliminate risks contributes to the safety of self and others. • That applying first-aid procedures can minimize injury and save lives.

Unit Objectives Students will be able to… • Determine the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention). • Summarize the various forms of abuse and ways to get help. • Examine the impact of unsafe behaviors when traveling in vehicles, as a pedestrian, and when using other modes of transportation. • Demonstrate simple first-aid procedures for choking, bleeding, burns, and poisoning.


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Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Strand: E. Social and Emotional Health Summary: Many factors at home, school, and in the community impact social and emotional health. Stress management skills impact an individual’s ability to cope with different types of emotional situations.


Learning Targets Content Standards 2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.1.2.E.3 Explain healthy ways of coping with common stressful situations experienced by

children. Number Common Core Standard for Introduction 2.1.4.E.1 Compare and contrast how individuals and families attempt to address basic

human needs.

2.1.4.E.2 Distinguish among violence, harassment, gang violence, discrimination, and bullying and demonstrate strategies to prevent and resolve these types of conflicts.

2.1.4.E.3 Determine ways to cope with rejection, loss, and separation. 2.1.4.E.4 Summarize the causes of stress and explain ways to deal with stressful situations. Unit Essential Questions • How you compare and contrast individuals and families attempt to address basic human needs? • What strategies can you use to resolve conflicts? • How can you cope with rejection, loss and separation? • What are the causes of stress and how can you deal with it?

Unit Enduring Understandings Students will understand that… • Many factors at home, school, and in the community impact social and emotional health. • Stress management skills impact an individual’s ability to cope with different types of emotional situations.


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Unit Objectives Students will know… • Many factors at home, school, and in the community impact social and emotional health. • Stress management skills impact an individual’s ability to cope with different types of emotional situations.

Unit Objectives Students will be able to… • Compare and contrast how individuals and families attempt to address basic human needs. • Distinguish among violence, harassment, gang violence, discrimination, and bullying and demonstrate strategies to prevent and resolve these types of conflicts. • Determine ways to cope with rejection, loss, and separation. • Summarize the causes of stress and explain ways to deal with stressful situations.


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Grade: 3

Standard: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Strand: A. Interpersonal Communication Summary: Effective communication may be a determining factor in the outcome of health- and safety-related situations. Effective communication is the basis for strengthening interpersonal interactions and relationships and resolving conflicts. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.2.2.A.1 Express needs, wants, and feelings in health- and safety-related situations. Number Common Core Standard for Introduction 2.2.4.A.1 Demonstrate effective interpersonal communication in health- and safety-related

situations. Unit Essential Questions • Can you describe and demonstrate the effective use of communication skills, including refusal, negotiation and assertiveness.

Unit Enduring Understandings Students will understand that… • Effective communication may be a determining factor in the outcome of health- and safety-related situations. Effective communication is the basis for strengthening interpersonal interactions and relationships and resolving conflicts.

Unit Objectives Students will know… • Effective communication may be a

Unit Objectives Students will be able to… • Express needs, wants, and feelings in health- and


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determining factor in the outcome of health- and safety-related situations. Effective communication is the basis for strengthening interpersonal interactions and relationships and resolving conflicts.

safety-related situations. • Demonstrate effective interpersonal communication in health- and safety-related situations.


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being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See Teacher Notes in Unit 1 of Standard 2.1


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Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Strand: B. Decision Making and Goal Setting Summary: Many health-related situations require the application of a thoughtful decision-making process. Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.2.4.B.1 Use the decision-making process when addressing health-related issues. 2.2.4.B.2 Differentiate between situations when a health-related decision should be made

independently or with the help of others. Number Common Core Standard for Introduction 2.2.4.B.1 Use the decision-making process when addressing health-related issues. 2.2.4.B.2 Differentiate between situations when a health-related decision should be made

independently or with the help of others. Unit Essential Questions • What are the steps to making an effective decision? • What situations can you handle independently and which ones should you seek guidance?

Unit Enduring Understandings Students will understand that… • Many health-related situations require the application of a thoughtful decision-making process.

Unit Objectives Students will know… • Many health-related situations require the application of a thoughtful decision-making process.

Unit Objectives Students will be able to… • Use the decision-making process when addressing health-related issues. • Differentiate between situations when a health-related decision should be made independently or with the help of others.


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Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Strand: C. Character Development Summary: Personal core ethical values impact the behavior of oneself and others. Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.2.2.C.2 Identify types of disabilities and demonstrate appropriate behavior when interacting

with people with disabilities. Number Common Core Standard for Introduction 2.2.4.C.1 Determine how an individual’s character develops over time and impacts personal

health. Unit Essential Questions • Can you identify types of disabilities and demonstrate appropriate behavior when interacting with people with disabilities? • Explain how an individual’s character develops over time and impacts personal health?

Unit Enduring Understandings Students will understand that… • Personal core ethical values impact the behavior of oneself and others.

Unit Objectives Students will know… • Personal core ethical values impact the behavior of oneself and others.

Unit Objectives Students will be able to… • Identify types of disabilities and demonstrate appropriate behavior when interacting with people with disabilities. • Determine how an individual’s character develops over time and impacts personal health.


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Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Strand: D. Advocacy and Service Summary: Service projects provide an opportunity to have a positive impact on the lives of self and others. Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Number Common Core Standard for Introduction 2.2.4.D.1 Explain the impact of participation in different kinds of service projects on

community wellness. Unit Essential Questions • Can you explain the impact of participation in different kinds of service projects on community wellness?

Unit Enduring Understandings Students will understand that… • Service projects provide an opportunity to have a positive impact on the lives of self and others.

Unit Objectives Students will know… • Service projects provide an opportunity to have a positive impact on the lives of self and others.

Unit Objectives Students will be able to… • Explain the impact of participation in different kinds of service projects on community wellness.


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Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Strand: E. Health Services and Information Summary: Communicating health needs to trusted adults and professionals assists in the prevention, early detection, and treatment of health problems. Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.2.2.E.1 Determine where to access home, school, and community health professionals. Number Common Core Standard for Introduction 2.2.4.E.1 Identify health services and resources provided in the school and community and

determine how each assists in addressing health needs and emergencies. Unit Essential Questions • How can health services and resources provided in the school and community assists in addressing health needs and emergencies?

Unit Enduring Understandings Students will understand that… • Communicating health needs to trusted adults and professionals assists in the prevention, early detection, and treatment of health problems.

Unit Objectives Students will know… • Communicating health needs to trusted adults and professionals assists in the prevention, early detection, and treatment of health problems.

Unit Objectives Students will be able to… • Determine where to access home, school, and community health professionals. • Identify health services and resources provided in the school and community and determine how each assists in addressing health needs and emergencies.


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Grade: 3

Standard: 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. Strand: A. Medicines Summary: Medicines come in a variety of forms (prescription medicines, over-the-counter medicines, medicinal supplements), are used for numerous reasons, and should be taken as directed in order to be safe and effective. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards: 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.3.4.A.1 Distinguish between over-the-counter and prescription medicines. 2.3.4.A.2 Determine possible side effects of common types of medicines. Number Common Core Standard for Introduction 2.3.4.A.1 Distinguish between over-the-counter and prescription medicines. 2.3.4.A.2 Determine possible side effects of common types of medicines. Unit Essential Questions • How can you distinguish between over-the-counter and prescription medicines? • What are the possible side effects of common types of medicines?

Unit Enduring Understandings Students will understand that… • There are differences between over-the-counter and prescription medicines. • The possible side effects of common types of medicines.


2

Unit Objectives Students will know… • How to distinguish between over-the- counter and prescription medicines. • How to determine the possible side effects of common types of medicines.

Unit Objectives Students will be able to… • Distinguish between over-the-counter and prescription medicines. • Determine possible side effects of common types of medicines.


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Summative Assessments • Teacher observation • Student participation • Rubric score • Verbal question and answer Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Shorter assignments when needed. • Use of concrete examples before beginning activity. • Cue student by stating name before asking a question, or speaking to them. • Use of preferential seating. • Provide opportunity for movement. • Provide student with cool off location. • Allow for additional time for written work as well as to comprehend and master skill introduced. • Assign student a peer tutor/partner learner when necessary. • Keep in mind learners multi sensory, visual, and auditory style. • Provide variety of size manipulatives to accommodate student needs. • Provide extra worksheets for students who exceed given assignment. • Allow students who exceed objective expectations, the opportunity to visit subject specified


being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit NJCCCS Teacher Notes: See Teacher Notes in Unit 1 of Standard 2.1


4


Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. Strand: B. Alcohol, Tobacco, and Other Drugs Summary: Use of drugs in unsafe ways is dangerous and harmful. Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.3.4.B.1 Explain why it is illegal to use or possess certain drugs/substances and the

possible consequences.

2.3.4.B.2 Compare the short- and long-term physical effects of all types of tobacco use. 2.3.4.B.3 Identify specific environments where second-hand/passive smoke may impact the

wellness of nonsmokers. Number Common Core Standard for Introduction 2.3.4.B.1 Explain why it is illegal to use or possess certain drugs/substances and the

possible consequences.

2.3.4.B.2 Compare the short- and long-term physical effects of all types of tobacco use. 2.3.4.B.3 Identify specific environments where second-hand/passive smoke may impact the

wellness of nonsmokers. Unit Essential Questions • Why is it illegal to use or possess certain drugs/substances and what are the possible consequences? • What are the short- and long-term physical effects of all types of tobacco use? • What are the specific environments where second-hand/passive smoke may impact the wellness of nonsmokers?

Unit Enduring Understandings Students will understand that… • It is illegal to use or possess certain drugs/substances and the possible consequences. • There are short- and long-term physical effects of all types of tobacco use. • That there are specific environments where secondhand/passive smoke may impact the wellness of nonsmokers.

Unit Objectives Unit Objectives William Fall – Point Pleasant Borough, Martha Groh – Ocean Township, Jeff Martin – Stafford Township, Kaitlyn Prior- Island Heights Grade School, Nina Rispoli- Island Heights Grade School, Ryan Savianeso – Stafford Township, Tracy Williams – Little Egg Harbor

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Students will know… • Why it is illegal to use or possess certain drugs/substances and the possible consequences. • How to compare the short- and long-term physical effects of all types of tobacco use. • How to identify specific environments where second-hand/passive smoke may impact the wellness of nonsmokers.

Students will be able to… • Explain why it is illegal to use or possess certain drugs/substances and the possible consequences. • Compare the short- and long-term physical effects of all types of tobacco use. • Identify specific environments where secondhand/ passive smoke may impact the wellness of nonsmokers.


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being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit NJCCCS Teacher Notes: See Teacher Notes in Unit 1 of Standard 2.1 See Summary Section in Unit 1 of Standard 2.3 for College and Career Readiness Standard


7


Unit Overview Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. Strand: C. Chemical Dependency/Addiction Summary: Substance abuse is caused by a variety of factors. Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. Number Common Core Standard for Mastery 2.3.4.C.1 Identify signs that a person might have an alcohol, tobacco, and/or drug use

problem. 2.3.4.C.2 Differentiate between drug use, abuse, and misuse. 2.3.4.C.3 Determine how advertising, peer pressure, and home environment influence

children and teenagers to experiment with alcohol, tobacco, and other drugs. Number Common Core Standard for Introduction 2.3.4.C.1 Identify signs that a person might have an alcohol, tobacco, and/or drug use

problem. 2.3.4.C.2 Differentiate between drug use, abuse, and misuse. 2.3.4.C.3 Determine how advertising, peer pressure, and home environment influence

children and teenagers to experiment with alcohol, tobacco, and other drugs. Unit Essential Questions • What signs might a person have if they have alcohol, tobacco, and/or drug use problem? • How can you differentiate between drug use, abuse, and misuse? • How can advertising, peer pressure, and home environment influence children and teenagers to experiment with alcohol, tobacco, and other drugs?

Unit Enduring Understandings Students will understand that… • There are signs that a person might show if they have alcohol, tobacco, and/or drug use problem. • There are differences between drug use, abuse, and misuse. • Advertising, peer pressure, and home environment influence children and teenagers to experiment with alcohol, tobacco, and other drugs.


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Unit Objectives Students will know… • How to identify signs that a person might have an alcohol, tobacco, and/or drug use problem. • How to differentiate between drug use, abuse, and misuse. • How advertising, peer pressure, and home environment influence children and teenagers to experiment with alcohol, tobacco, and other drugs.

Unit Objectives Students will be able to… • Identify signs that a person might have an alcohol, tobacco, and/or drug use problem. • Differentiate between drug use, abuse, and misuse. • Determine how advertising, peer pressure, and home environment influence children and teenagers to experiment with alcohol, tobacco, and other drugs.


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being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit NJCCCS Teacher Notes: See Teacher Notes in Unit 1 of Standard 2.1 See Summary Section in Unit 1 of Standard 2.3 for College and Career Readiness Standard William Fall – Point Pleasant Borough, Martha Groh – Ocean Township, Jeff Martin – Stafford Township, Kaitlyn Prior- Island Heights Grade School, Nina Rispoli- Island Heights Grade School, Ryan Savianeso – Stafford Township, Tracy Williams – Little Egg Harbor

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Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION

Grade: 3

Standard: 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Strand: A. Relationships Summary: The family unit encompasses the diversity of family forms in contemporary society. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Number Common Core Standard for Introduction 2.4.4.A.1 Explain how families typically share common values; provide love and emotional

support, and set boundaries and limits. 2.4.4.A.2 Explain why healthy relationships are fostered in some families and not in others. Unit Essential Questions • How do families typically share common values; provide love and emotional support, and set boundaries and limits? • How are healthy relationships fostered in some families and not in others?

Unit Enduring Understandings Students will understand that… • Families typically share common values; provide love and emotional support, and set boundaries and limits. • Healthy relationships are fostered in some families and not in others.


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Unit Objectives Students will know… • How families typically share common values; provide love and emotional support, and set boundaries and limits. • Why healthy relationships are fostered in some families and not in others.

Unit Objectives Students will be able to… • Explain how families typically share common values; provide love and emotional support, and set boundaries and limits. • Explain why healthy relationships are fostered in some families and not in others.


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being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit NJCCCS Teacher Notes: See Teacher Notes in Unit 1 of Standard 2.1


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Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Strand: B. Sexuality Summary: Puberty is the period of sexual development, determined primarily by heredity, in which the body becomes physically able to produce children.


Learning Targets Content Standards 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Number Common Core Standard for Introduction 2.4.2.B.1 Differentiate the physical, social, and emotional changes occurring at puberty and

explain why puberty begins and ends at different ages. Unit Essential Questions • How do you differentiate the physical, social, and emotional changes occurring at puberty? • Why does puberty begins and ends at different ages?

Unit Enduring Understandings Students will understand that… • That there are different physical, social, and emotional changes that occur at puberty and will be able to explain why puberty begins and ends at different ages.

Unit Objectives Students will know… • Why physical, social, and emotional changes occur at puberty and be able to explain why puberty begins and ends at different ages.

Unit Objectives Students will be able to… • Differentiate the physical, social, and emotional changes occurring at puberty and explain why puberty begins and ends at different ages.


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6


Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Strand: C. Pregnancy and Parenting Summary: Puberty is the period of sexual development, determined primarily by heredity, in which the body becomes physically able to produce children.


Learning Targets Content Standards 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Number Common Core Standard for Introduction 2.4.2.C.1 Differentiate the physical, social, and emotional changes occurring at puberty and

explain why puberty begins and ends at different ages. Unit Essential Questions • How can you differentiate the physical, social, and emotional changes occurring at puberty? • Why does puberty begin and end at different ages?

Unit Enduring Understandings Students will understand that… • There are physical, social, and emotional changes that occur at puberty. • Why puberty begins and ends at different ages.

Unit Objectives Students will know… • How the physical, social, and emotional changes occur at puberty. • How to explain why puberty begins and ends at different ages.

Unit Objectives Students will be able to… • Differentiate the physical, social, and emotional changes occurring at puberty. • Explain why puberty begins and ends at different ages.


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Unit Overview


Grade: 3

Standard: 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Strand: A. Movement Skill Development Summary: Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational culture

Learning Targets Content Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Number Common Core Standard for Mastery 2.5.2.A.1 Explain and perform movement skills with developmentally appropriate control in

isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities).

Number Common Core Standard for Introduction 2.5.2.A.2 Demonstrate changes in time, force, and flow while moving in personal and

general space at different levels, directions, ranges, and pathways. 2.5.2.A.3 Respond in movement to changes in tempo, beat, rhythm, or musical style. 2.5.2.A.4 Correct movement errors in response to feedback. Unit Essential Questions • Can you demonstrate how the changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways?

Unit Enduring Understandings Students will understand that… • Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities.


2

• Are you able to respond in movement to changes in tempo, beat, rhythm, or musical style? Unit Objectives Students will know… • Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities.

Unit Objectives Students will be able to… • Explain and perform movement skills with developmentally appropriate control in isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities). • Demonstrate changes in time, force, and flow while moving in personal and general space at different levels, directions, ranges, and pathways. • Respond in movement to changes in tempo, beat, rhythm, or musical style. • Correct movement errors in response to feedback.


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Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Strand: B. Strategy Summary: Offensive, defensive, and cooperative strategies are applied in most games, sports, and other activity situations.


Learning Targets Content Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Number Common Core Standard for Mastery 2.5.2.B.2 Explain the difference between offense and defense. 2.5.2.B.4 Demonstrate strategies that enable team members to achieve goals. Number Common Core Standard for Introduction 2.5.4.B.1 Explain and demonstrate the use of basic offensive and defensive strategies (e.g.,

player positioning, faking, dodging, creating open areas, and defending space). Unit Essential Questions • Can you explain the difference between offence and defense? • How can the team work together to achieve goals? • Can you explain player positioning, faking, dodging, creating open areas, and defending space?

Unit Enduring Understandings Students will understand that… • Offensive, defensive, and cooperative strategies are applied in most games, sports, and other activity situations.

Unit Objectives Students will know… • Offensive, defensive, and cooperative strategies are applied in most games, sports, and other activity situations.

Unit Objectives Students will be able to… • Explain the difference between offense and defense. • Demonstrate strategies that enable team members to achieve goals. • Explain and demonstrate the use of basic offensive and defensive strategies (e.g., player positioning, faking, dodging, creating open areas, and defending space).


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Unit Overview

Content Area: HEALTH & PHYSICAL EDUCATION Grade: 3 Standard: 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Strand: C. Sportsmanship, Rules and Safety Summary: Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event.


Learning Targets Content Standards 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Number Common Core Standard for Mastery 2.5.2.C.1 Explain what it means to demonstrate good sportsmanship. 2.5.2.C.2 Demonstrate basic activity and safety rules and explain how they contribute to

moving in a safe environment. Number Common Core Standard for Introduction 2.5.4.C.1 Summarize the characteristics of good sportsmanship and demonstrate

appropriate behavior as both a player and an observer. Unit Essential Questions • How can you be a good sport? • Why do we have rules in Physical Education? • Can you name the effects of when a rule is broken? • What are the characteristics of good sportsmanship? • In what ways can you demonstrate appropriate behavior as both a player and an observer?

Unit Enduring Understandings Students will understand that… • Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event.


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Unit Objectives Students will know… • Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to enjoyment of the event.

Unit Objectives Students will be able to… • Explain what it means to demonstrate good sportsmanship. • Demonstrate basic activity and safety rules and explain how they contribute to moving in a safe environment. • Summarize the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer.


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being taught to other students. Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Ready-to-Use PE Activities K-6 Landy & Landy Physical Education Curriculum Activities Kit K-6 Wheeler & Spilker Elementary Teacher’s Handbook of Indoor and Outdoor Games Kamiya Health Promotion Wave Kit Here’s Looking at You 2000 NJ Comprehensive Health & PE Curriculum Framework Sunburst Building Character Kit Teacher Notes: See Teacher Notes in Unit 1 of Standard 2.1 See Summary Section in Unit 1 of Standard 2.5 for College and Career Readiness Standard William Fall – Point Pleasant Borough, Martha Groh – Ocean Township, Jeff Martin – Stafford Township, Kaitlyn Prior- Island Heights Grade School, Nina Rispoli- Island Heights Grade School, Ryan Savianeso – Stafford Township, Tracy Williams – Little Egg Harbor

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Unit Overview


Grade: 3

Standard: 2.6 Strand: Movement Skill Development Summary: Each component of fitness contributes to personal health as well as motor skill performance. College and Career Readiness: Note that the Common Core State Standards provide for College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening, which are listed specifically at the beginning of each section of the grade-level standards and then infused throughout the grade-level standards. For specific College and Career Readiness Anchor Standards, see http://www.corestandards.org/the-standards/english-language-arts-standards Primary interdisciplinary connections: Mathematics, Language Arts Literacy, Science 21st century themes: 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Learning Targets Content Standards - 2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

Number Common Core Standard for Mastery 2.6.2.A.1 Explain the role of regular physical activity in relation to personal health. 2.6.2.A.2 Explain what it means to be physically fit and engage in moderate to vigorous age

appropriate activities that promote fitness. 2.6.2.A.3 Develop a fitness goal and monitor progress towards achievement of the goal. Number Common Core Standard for Introduction 2.6.4.A.1 Determine the physical, social, emotional, and intellectual benefits of regular

physical activity. 2.6.4.A.2 Participate in moderate to vigorous age-appropriate activities that address each

component of health-related and skill-related fitness. Unit Essential Questions • How does regular physical activity promote wellness? • Do you think that your personal physical fitness testing should improve from year to year due to your participation in physical activity?

Unit Enduring Understandings Students will understand that… • Each component of fitness contributes to personal health as well as motor skill performance.


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• What are the benefits of regular physical activity? • Can you name age-appropriate activities that address each component of health-related and skill-related fitness? Unit Objectives Students will know… • Each component of fitness contributes to personal health as well as motor skill performance.

Unit Objectives Students will be able to… • Explain the role of regular physical activity in relation to personal health. • Explain what it means to be physically fit and engage in moderate to vigorous age-appropriate activities that promote fitness. • Develop a fitness goal and monitor progress towards achievement of the goal. • Determine the physical, social, emotional, and intellectual benefits of regular physical activity. • Participate in moderate to vigorous age-appropriate activities that address each component of health-related and skill-related fitness.


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OCEAN COUNTY HEALTH & PHYSICAL EDUCATION

CURRICULUM

Grades K-5 Addendum ELA Standard SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

• Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

• Follow agreed-upon rules for discussions and carry out assigned roles.

• Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

• Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Grades 6-8 Addendum ELA Standard

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

• Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

• Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

• Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

health and physical education curriculum health and physical education curriculum . ... see district...

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