GLEN RIDGE PUBLIC SCHOOLS

Curriculum Guide

Course Title: Health

Subject: Health

Grade Levels: Grade 3

Department/School: Physical Education/Health

Duration: Full Year

Number of Credits: N/A

Prerequisite: N/A

Elective or required N/A

Author: Joan DeJong, RN

with guidance from

Janice Loschiavo

Date Submitted: Summer 2004

Course Description

This course will prepare students to be health literate and physically educated allowing

them to seek to improve personal, family, and public health. Using health promotion and

disease prevention principles, nutritional concepts, and injury prevention strategies,

students will be able to modify personal behaviors based on risk factors and adopt health practices to reduce or eliminate preventable health problems. Health-literate and physically educated students recognize the importance of prevention, early detection, and treatment in enhancing personal wellness.

Health-literate and physically educated students communicate effectively. These students set goals, solve health-related problems, and resolve conflicts. They use health-enhancing personal, interpersonal, and life skills to initiate and maintain healthy relationships that contribute to wellness.

Health-literate and physically educated students know the short and long-term effects of alcohol, tobacco, and other drugs on the body, behavior, performance, and personal relationships. These students use medicines correctly and refrain from the harmful or illicit use of chemical substances. Health-literate and physically educated students identify and use resources for information about chemical dependency, and know how to seek support, assistance, and treatment for problems associated with the abuse of alcohol, tobacco, and other drugs.

Health-literate and physically educated students consider the biological, social, psychological, and cultural implications of sexual behavior when making health-enhancing choices. Health-literate and physically educated individuals take personal responsibility for their sexual health and the health of their relationships, and recognize the impact that sexual decisions may have on the well being of others.

GLEN RIDGE PUBLIC SCHOOLS

HEALTH MISSION STATEMENT

We the members of the Glen Ridge School System are committed to the advancement of the total health and well being of the students of Glen Ridge. We believe that health education is an integral part of a comprehensive approach to education. By providing students with a broad-based foundation of knowledge, which they can draw from to make responsible decisions, they will enjoy a lifetime of wellness.

New Jersey Core Curriculum Standards

Health

STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL USE HEALTH-ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

STANDARD 2.3 (DRUGS AND MEDICINES) ALL STUDENTS WILL LEARN AND APPLY INFORMATION ABOUT ALCOHOL, TOBACCO, OTHER DRUGS AND MEDICINES TO MAKE DECISIONS THAT SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

STANDARD 2.4 (HUMAN RELATIONSHIPS AND SEXUALITY) ALL STUDENTS WILL LEARN THE PHYSICAL, EMOTIONAL, AND SOCIAL ASPECTS OF HUMAN RELATIONSHIPS AND SEXUALITY AND APPLY THESE CONCEPTS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

UNIT 1 - WELLNESS

Standards 2.1

Goal: All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle.

A. Personal Health

1. Describe the physical, social, and emotional dimensions of wellness.

2. Describe and demonstrate personal hygiene practices that support wellness.

Objectives:

Each student will be able to:

1. Define wellness as opposed to illness.

2. Describe healthy choices and behaviors.

3. Identify the impact of healthy choices and behaviors on wellness.

4. Demonstrate proper hand washing technique.

5. Identify four times when it is important to wash hands.

6. Identify three good daily healthy habits.

Duration to Teach: 4 Lessons

Wellness – 1 lesson

Dental – 2 lessons

Hand washing – 1 lesson

Activities:

- Demonstrate the correct hand washing technique and have students do a return demonstration using Purell and paper towels.

- Watch tooth care video “Dr. Rabbit’s World Tour” and discuss. Students will also do a true/false activity. Design their own cavity prevention toothpaste container using a worksheet.

List text, resources and/or literature:

· “Staying Clean and Healthy” – Creative Activities for Teaching Basic Personal Hygiene Habit

· “Wash Those Hands” video – Marsh Media

· “Dr. Rabbit’s World Tour” dental video

B. Growth and Development

1. Recognize how our five senses protect us.

2. Describe the structure and function of the human body systems.

3. Discuss factors that contribute to healthy physical, social, emotional, and intellectual growth and uniqueness.

Objectives:

Each student will be able to:

1. Identify the five senses and what their function is.

2. Describe hearing and vision impaired and how they are different from non-impaired people.

3. Describe what a body system is.

4. Identify four body systems.

5. Identify two main organs from each system.

6. Describe the function of each body system learned.

7. Recognize how each person is unique and individual.

8. Recognize that everyone learns and grows in their own special way.

9. Explain ways that contribute to individuality.

Duration to Teach: 16 Lessons

One introductory lesson and one lesson for both impairments – 3 lessons

One introductory lesson

Systems lessons - 12

Activities:

- Review five senses by displaying five senses poster and reading the book “My Five Senses” by Aliki. Reinforce the senses and ask what their function is.

- Hearing Impaired. Read the book “I’m Deaf and it’s Okay.” Discuss and ask how they are different from hearing people.

- Vision Impaired. Read the book “Seeing Things My Way.” Discuss and identify ways that they are different from sighted people.

- Brainstorm to have students list as many systems as they can.

- Have students list the organs of the systems they have named.

- Introduce each system. Describe the function and the organs within the system. Use the blackboard, charts and diagrams for visual assistance.

List text, resources and/or literature:

· “My Five Senses” by Margaret Miller/Aliki

· “Skills for Success- Human Body” grades2/3 (Carson-Dellosa)

· Q-tip Skeletons (assemble with Q-tips and construction paper)

· Body System Charts

· Worksheets/reinforcing activity pages

C. Nutrition

1. Differentiate between healthy and unhealthy eating patterns.

2. Classify food by food group, food source, nutritional content, and nutritional value.

3. Interpret food product labels.

4. Discuss how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems working.

Objectives:

Each student will be able to:

1. Recognize the difference between healthy foods and unhealthy foods.

2. Identify two healthy foods and two unhealthy foods.

3. Recognize how unhealthy eating can affect your daily health.

4. Identify the five main food groups and list two foods for each group.

5. Identify one nutrient from each main food group.

6. Students will be able to locate and identify food labels.

7. Recognize how unhealthy foods can adversely affect your health.

Duration to Teach: 3 Lessons

Junk foods – 2 lessons

Food groups – 1 lesson

Activities:

- Students will watch the video “Janey Junkfood’s Great Adventure”. Students will identify how junk food can slow you down and affect your performance.

- Read and discuss “Gregory the Terrible Eater” and relate to daily diets.

- Locate and identify food labels on various food products.

List text, resources and /or literature:

· “Too Much Junk Food” Stan and Jan Berenstain

· “Gregory, the Terrible Eater” – Scholastic

· “Janey Junkfood’s Great Adventure” video

· Food Pyramid Chart

D. Diseases and Health Conditions

1. Discuss the importance of the early detection of diseases and health conditions.

2. Investigate ways to treat common childhood diseases and health conditions.

3. Explain that some diseases and health conditions are preventable and some are not.

4. Describe the signs and symptoms of diseases and health conditions common in children.

5. Investigate how the use of universal precautions, sanitation and waste disposal, proper food handling and storage, and environmental controls help to prevent diseases and health conditions.

Objectives:

Each student will be able to:

1. Explain the importance of getting regular check-ups.

2. Identify ways to keep harmful germs from spreading.

3. Discuss ways to maintain good health.

4. Explain the difference between a disease and a health condition.

5. Identify one common childhood disease and treatment.

6. Identify one common childhood health condition and treatment.

7. Explain how germs are spread from one person to another.

8. Distinguish between the terms communicable and non-communicable.

9. Identify diseases that are communicable.

10. Identify diseases that are non-communicable.

11. Explain what signs and symptoms of a disease are.

12. List two symptoms of a cold.

13. List two signs of a health condition.

14. Identify different ways to help prevent disease and health conditions.

Duration to Teach: 3 Lessons

Germs – 1 lesson

Preventive Health Habits – 2 lessons

Activities:

- Read the book, “Germs Make Me Sick.” Verbalize ways that diseases are spread. Know the difference between diseases and health conditions. Know the difference between communicable and non-communicable diseases.

List text, resources and/or literature:

· “Germs Make Me Sick”

· “No Measles, No Mumps for Me” Paul Showers

E. Safety

1. Describe the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and in the community.

2. Describe and demonstrate simple first aid procedures, including the assessment of choking and breathing, the control of bleeding and the care of minor wounds and burns.

3. Explain that abuse can take several forms, including verbal, emotional, sexual, and physical, and identify ways to get help should abuse be suspected. (C.C.C.S. 2.4)

4. Describe the characteristics of strangers, acquaintances, and trusted adults and demonstrate safe and appropriate ways to deal with each.

Objectives:

Each student will be able to:

1. Describe the correct way and place to cross a street.

2. Discuss fire drill plans for the home.

3. Describe proper use of the playground equipment.

4. Demonstrate how to clean and bandage a simple wound.

5. Know when to call for help and how to do it.

6. Identify when a person is choking or having breathing problems.

7. Identify people that can help in an emergency.

8. Discuss a plan to use if there is a problem.

9. Explain what abuse means.

10. Explain the difference between a stranger, trusted adult, and acquaintance.

11. Discuss how you can identify the difference.

Duration to Teach: 4 Lessons

Safety - 2 lessons (pedestrian/bike and fire)

First Aid/911 – 1 lesson

What is abuse? - 1 lesson

Activities:

- Students will hear the story of “Otto the Auto and Pedestrian Safety.” Discuss the proper ways to cross the street and to obey street signs and signals.

- Students will view the video “Bicycle Safety Camp” to learn the safe way to ride their bikes and also reinforce pedestrian safety.

- Students will view the video “Smoke Detectives” to review the proper ways to prevent fire hazards and plan escape routes.

List text, resources and/or literature:

· “Smoke Detectives” Sunburst

· “Bicycle Safety Camp” Video

· “Otto the Auto, Pedestrian Safety” (American Automobile Association)

F. Social and Emotional Health

1. Describe basic human needs and how individuals and families attempt to meet those needs.

2. Discuss how culture, peers, and the media impact the way individuals communicate and express emotions, and how emotions can affect communication, choices, and behaviors.

3. Distinguish among conflict, violence, vandalism, harassment, and bullying and discuss facts that contribute to each.

4. Identify the possible causes of conflict and discuss appropriate ways to prevent and resolve conflicts.

5. Explain and demonstrate ways to cope with rejection, loss, and separation.

Objectives:

Each student will be able to:

1. Explain that emotional needs as well as physical needs must be met.

2. Identify that we all have different feelings at different times.

3. Identify different causes of conflict.

4. Recognize ways they can resolve the conflict.

Duration to Teach: 3 Lessons

Activities:

- Students will be making “emotion puppets” to demonstrate an emotion that they have felt. They will write a brief description of their puppet and then present the puppet to their class and explain when they have felt that emotion.

List text, resources and/or literature:

· “Here’s Looking at You 2000” Comprehensive Health Education Foundation

· “Giraffes Can’t Dance” Giles Andrede

· “Chicken Soup for the Kids Soul”

UNIT 2 – INTEGRATED SKILLS

Standard 2.2

Goal: All students will use health enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle.

A. Communication

1. Identify sources of health information.

2. Explain when and how to use refusal skills in health and safety situations.

3. Demonstrate effective communication and listening skills.

Objectives:

Each student will be able to:

1. Recognize appropriate and inappropriate health information.

2. Demonstrate appropriate refusal skills.

3. Identify different ways to say “No.”

4. Participate appropriately in a class lecture/discussion.

B. Decision Making

1. Explain the steps to making an effective decision. Outline the steps to making an effective decision.

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

Objectives:

Each student will be able to:

1. Explain what a consequence is and be able to give an example of good and bad consequences.

2. Identify how people and advertising can influence choices.