Monroe Township Schools by 6xNrDX

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									  Monroe Township Schools




Curriculum Management System


           Health
           Grade 8


         August 2001
                                       Table of Contents



Monroe Township Schools Administration and Board of Education Members   Page 3

Acknowledgments                                                         Page 4

District Mission Statement and Goals                                    Page 5

Introduction/Philosophy/Educational Goals                               Page 6

National and State Standards                                            Pages 8 - < >

Goals/Objectives/Instructional Tools/Activities                         Pages < >

Benchmarks                                                              Pages < >




                                                  2
MONROE TOWNSHIP BOARD OF EDUCATION



         MONROE TOWNSHIP
           ADMINISTRATION

      Dr. Ralph Ferrie, Superintendent
Dr. Gail D. Brooks, Assistant Superintendent

        BOARD OF EDUCATION

         Joseph Homoki, President
        Carol Haring, Vice President
            Marvin Braverman
              Jay Ellis Brown
               Susan Cohen
               Lew Kaufman
           Kathy Kolupanowich
               Kathy Leonard
                Amy Speizer

   JAMESBURG REPRESENTATIVE

              Patrice Faraone

          Student Board Members
               David Cohen
              Thomas Bodall


                     3
                                            Acknowledgments


The following individuals are acknowledged for their assistance in the preparation of this Curriculum
Management System:



Writers Names:       Dr. Geoffrey H. Hill



Supervisor Name:     Dr. John T. Robeerts, Supervisor of Physical and Biological Sciences

Technology Staff:    Ernie Gunn
                     Al Pulsinelli
                     Reggie Washington
                     Bill Wetherill

Secretarial Staff:   Debbie Gialanella
                     Geri Manfre
                     Gail Nemeth




                                                     4
                        Monroe Township Schools
                            Mission and Goals

                                        Mission

The mission of the Monroe Township Schools is to provide quality education resulting in
life-long learners who can succeed in a global society.

                                         Goals

To create a learning environment built upon international, national, state and local
educational standards.

To provide learners with an educational setting that promotes intellectual curiosity and a
positive attitude toward life-long learning.

To develop learners who appreciate and respect the interdependency of people around
the globe.




                                            5
          INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

                                                        Philosophy
<Replace this paragraph with comments on philosophy of education.>
                                                   Educational Goals
<Here be educational goals.>




                                                              6
                                      New Jersey Core Curriculum Content Standards
New Jersey Department of Education New Jersey Core Curriculum Content Standards
Comprehensive Health And Physical Education Standards And Progress Indicators
----------------------------------------------------------------------------
Standard 2.1:
All Students Will Learn Health Promotion and Disease Prevention Concepts And Health-Enhancing Behaviors

Descriptive Statement: Health-literate and physically educated students seek to improve personal, family, and public health. Using
health promotion and disease prevention principles, nutritional concepts, and injury prevention strategies, students 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.

Cumulative Progress Indicators

By the end of Grade 4, students:

 1. Describe a healthy child and identify factors that contribute to good health.
 2. Describe the basic structure and function of human body systems.
 3. Identify and demonstrate responsible health behaviors for children.
 4. Explain how childhood injuries and illnesses can be prevented and treated.
 5. Describe potentially dangerous or threatening situations related to childhood activities, develop personal protection strategies, and
     cite resources for help.
 6. Identify common health products and foods found in the home and correctly interpret labels, information, directions, and warnings.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:

 7. Describe a healthy adolescent, discuss injuries and illnesses common to this age group, and identify ways to prevent, reduce, or
     eliminate these health problems.
 8. Explain how health is influenced by the interaction of body systems and nutritional intake.
 9. Analyze how family, peers, culture, media, technology, and the environment affect wellness.
10. Identify and demonstrate health practices that support and enhance personal and family physical and mental health.
11. Analyze a health profile to determine strengths and potential health risks resulting from risk factors and health-enhancing behaviors.
12. Describe situations requiring health services and locate community health care providers, comparing their services, benefits, and
     costs.
13. Examine health product and food labels and advertisements, comparing accuracy, content, directions, and value.
                                                                    7
14. Analyze the influence of peers and the media on risk behaviors, injuries, and violent behavior.




                                                                    8
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:

15. Describe a healthy adult, discuss adult physical and mental health problems, and use health assessment data to develop strategies
    for reducing health problems and related risk factors.
16. Analyze the impact of genetic, nutritional, behavioral, cultural, and environmental factors on the functioning of body systems and
    use this information to identify responsible health practices.
17. Analyze situations that require professional health services, analyze the costs and sources of payment, and discuss how these
    factors influence the accessibility and delivery of health care.
18. Discuss and compare the influence of public health policy, government regulations, research, medical advances, and the health
    care industry on current and emerging health problems.
19. Describe the principles of injury prevention and risk management, analyze factors that contribute to the incidence of injuries and
    violence, and develop strategies for prevention.
20. Analyze the influence of the media on risk behaviors, disease prevention, and the incidence of injuries and violent behavior.




                                                                  9
New Jersey Department of Education New Jersey Core Curriculum Content Standards
Comprehensive Health And Physical Education Standards And Progress Indicators
----------------------------------------------------------------------------
Standard 2.2:
All Students Will Learn Health-Enhancing Personal, Interpersonal, And Life Skills.

Descriptive Statement: Health-literate and physically educated students communicate effectively. These students set health 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.

Cumulative Progress Indicators

By the end of Grade 4, students:

 1. Describe and demonstrate a variety of ways to access and convey health information and ideas.
 2. Demonstrate decision-making and refusal skills in situations affecting health and safety.
 3. Define health goals, differentiate between long and short term goals, and set a personal health goal to track progress.
 4. Define conflict and demonstrate appropriate nonviolent strategies to resolve it.
5. Describe how culture and the media affect the ways individuals communicate, show emotions, and cope with stress.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:

 6. Describe and demonstrate ways to access and present health information and ideas, and analyze the information for accuracy and
    reliability.
 7. Describe and demonstrate effective communication skills, decision-making skills, refusal skills, negotiation skills, and assertiveness
    in situations that influence adolescent health and safety.
 8. Analyze how health decisions and behaviors are influenced by family, peers, culture, and the media, and develop strategies that
    support effective decision-making and safe behavior.
 9. Describe how health goals are influenced by changes that occur throughout the life cycle.
10. Analyze the causes of conflict and violent behavior in youth and adults, and describe nonviolent strategies for individuals and
    groups to prevent and resolve conflict.
11. Describe the impact of crisis, stress, rejection, separation, and loss, and develop coping strategies for each.




                                                                    10
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:

12. Synthesize, interpret, and express information about health issues using valid resources, and adapt the information for different
    audiences.
13. Analyze social situations and conditions that affect health and safety, and select and evaluate the appropriate skills for each
    situation.
14. Analyze the causes of conflict in groups, families, and within the community, and demonstrate and evaluate nonviolent strategies to
    prevent, mediate, and resolve conflict.
15. Analyze the impact of crisis, stress, rejection, separation, and loss on physical and emotional health, and develop coping strategies
    that consider the influence of family, culture, and personal experiences.
16. Develop a plan for lifelong wellness using data from health assessments, family history, nutritional information, and current health
    practices, and evaluate progress towards meeting health goals in the plan.
17. Predict adult daily needs to maintain a healthy lifestyle, design a plan and budget based on those needs, and justify the plan.




                                                                   11
New Jersey Department of Education New Jersey Core Curriculum Content Standards
Comprehensive Health And Physical Education Standards And Progress Indicators
----------------------------------------------------------------------------
Standard 2.3:
All Students Will Learn The Physical, Mental, Emotional, And Social Effects Of The Use And Abuse Of Alcohol, Tobacco, And
Other Drugs

Descriptive Statement: 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 chemica 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.

Cumulative Progress Indicators

By the end of Grade 4, students:

 1. Define drugs and medicines, describe the purposes and correct use of medicines, and describe the role they play in the
     maintenance or achievement of wellness.
 2. Recognize the physical and behavioral effects of alcohol, marijuana, tobacco products, inhalants, anabolic steroids, and household
     substances that may be misused for mood- altering effects.
 3. Recognize the signs and symptoms of chemical misuse, abuse and dependency, discuss their impact on personal and family
     health, and identify resources for help and information.
 4. Identify laws related to the sale and use of alcohol, tobacco, and other drugs.
 5. Describe how the use, misuse and abuse of alcohol, tobacco, and other drugs contribute to the incidence of illness and injury.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:

 6. Classify chemical substances by their actions on the body, and describe the short and long term effects of their use.
 7. Discuss the appropriate use of medicines and the dangers of drug interactions.
 8. Analyze the impact of chemical substances on development, behavior, and activities.
 9. Describe the signs and progression of chemical use, abuse, and dependency throughout the life cycle.
10. Identify and explain how to access resources for information, support, and treatment of problems related to the use and abuse of
     chemical substances.
11. Discuss laws pertaining to the use, sale, and possession of alcohol, tobacco, and other drugs.



                                                                  12
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:

12. Discuss chemical substances according to their uses, actions, and effects on the body.
13. Discuss the influence of the media on the choice, use, and misuse of medicines.
14. Discuss alternative actions for relief or treatment of common health problems.
15. Analyze the short and long term effects of chemical use, abuse, and dependency on the body, behavior, work and school
     performance, and personal relationships.
16. Describe intervention and treatment strategies for chemically dependent individuals, and locate community resources for
     information, support, and treatment.
17. Interpret laws pertaining to the use, sale, and possession of chemical substances, with an emphasis on laws relating to driving
     under the influence.
18. Describe how chemical substances used during pregnancy can affect prenatal and early childhood growth and development.




                                                                   13
New Jersey Department of Education New Jersey Core Curriculum Content Standards
Comprehensive Health And Physical Education Standards And Progress Indicators
----------------------------------------------------------------------------
Standard 2.4:
All Students Will Learn The Biological, Social, Cultural, And Psychological Aspects Of Human Sexuality And Family Life

Descriptive Statement: 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.

Cumulative Progress Indicators

By the end of Grade 4, students:

 1. Identify the stages of human development from conception to death.
 2. Identify ways to show affection and caring that are appropriate for children.
 3. Discuss how family and friends are important throughout life and that relationships require respect for others.
 4. Explain different kinds of families and that all family members have rights, privileges, and responsibilities.
 5. Discuss the influence of the media on the development of gender stereotypes.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:

 6. Describe the significant developmental milestones of each stage of human development, with emphasis on the physical, emotional,
    and social changes of adolescence.
 7. Describe the functioning of the human reproductive system and the physical and emotional changes that occur at puberty.
 8. Describe and discuss affection, love, commitment, and sexual attraction, and the difference between having sexual feelings and
    acting on them.
 9. Discuss factors that support and sustain relationships such as friendships and marriage.
10. Describe the responsibilities of parenthood, with an emphasis on teen parenthood, and discuss the impact of parenthood on
    parents, family members, and the child.
11. Discuss the impact of early sexual activity on physical, emotional, and social health.
12. Develop strategies to support sexual abstinence, and compare and contrast methods of contraception used to reduce the risk of
    sexually transmitted diseases, HIV and unintended pregnancy.
13. Analyze sexual messages, images, and stereotypes presented in the media and discuss their impact on sexual behavior.



                                                                    14
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:

14. Discuss theoretical models of human personality development.
15. Describe the physical, emotional, and social changes that occur at each stage of human development, and the role of human
     sexuality throughout the life cycle.
16. Describe how personal relationships evolve over time, focusing on changes in friendships, family, dating relationships, and
     marriage.
17. Analyze the responsibilities, joys, demands, and challenges of parenthood.
18. Describe safe and effective parenting skills, and identify resources for information and help with parenting.
19. Discuss issues regarding sexual orientation, sexual harassment, sexual assault, and domestic violence.
20. Compare and contrast risk reduction and prevention strategies, including sexual abstinence, monogamy, and methods of
     contraception.
21. Identify resources that provide information, assistance, and care in addressing sexual and reproductive health and legal issues.




                                                                   15
New Jersey Department of Education New Jersey Core Curriculum Content Standards
Comprehensive Health And Physical Education Standards And Progress Indicators
----------------------------------------------------------------------------
Standard 2.5:
All Students Will Learn And Apply Movement Concepts And Skills That Foster Participation In Physical Activities Throughout
Life

Descriptive Statement: Health-literate and physically educated students understand movement concepts and principles and apply
them as they practice, assess, and refine movement skills in a variety of physical activities including games, sports, and lifetime
recreational pursuits. Knowledge of movement concepts and practice of skills enhance the likelihood of independent learning and
participation in physical activity throughout life.

Cumulative Progress Indicators

By the end of Grade 4, students:

 1. Perform locomotor (walk, run, jump), non-locomotor (bend, reach, turn), and manipulative (throw, strike, kick) movement skills.
 2. Modify basic movement skills by applying movement concepts (direction, speed), biomechanical principles (force, projection), and
    rhythm (tempo, beat).
 3. Adapt movement skills in relation to objects, other participants, and boundaries.
 4. Combine movement skills to participate in physical activities, such as games, sports, and lifetime recreational pursuits.
 5. Describe when, where, and how to use and adapt specific movement skills and concepts in physical activities.
 6. Observe physical activities and provide feedback to participants to improve performance.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:

 7. Describe the characteristics of skilled performance in a variety of physical activities.
 8. Modify and combine movement skills using movement concepts, biomechanical principles, and rhythm to improve performance in
    physical activities.
 9. Describe and demonstrate the application of appropriate rules, strategies, and sportsmanship behaviors as a participant in and
    observer of physical activities.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:

10. Analyze and apply movement concepts, biomechanical principles, and rhythm to independently learn, assess, refine, and combine
    movement skills used in physical activities.
11. Apply the principles of physiology, kinesiology, and psychology to improve personal performance in physical activity.

                                                                  16
New Jersey Department of Education New Jersey Core Curriculum Content Standards
Comprehensive Health And Physical Education Standards And Progress Indicators
----------------------------------------------------------------------------
Standard 2.6:
All Students Will Learn And Apply Health-Related Fitness Concepts.

Descriptive Statement: Health-literate and physically educated students know the components of health-related fitness:
cardiorespiratory endurance, muscular strength/endurance, flexibility, and body composition. Considering these components, students
are able to meet their personal fitness needs by monitoring and adapting physical activity levels. Health-literate and physically educated
students recognize that lifetime fitness activities contribute to wellness.

Cumulative Progress Indicators

By the end of Grade 4, students:

    1. Identify the components of health-related fitness and describe activities related to each component.
    2. Demonstrate appropriate techniques used in fitness activities.
    3. Describe how fitness activities enhance wellness.
    4. Participate in health-related fitness activities.
    5. Develop and attain a personal fitness goal to improve performance.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:

    6. Describe the components of health-related fitness and how each contributes to wellness.
    7. Discuss and apply basic principles of training to fitness activities.
    8. Assess physiological indicators of exercise before, during, and after physical activity, and describe how these can be used to
       monitor and improve performance.
    9. Develop a personal fitness plan, using data from health assessments and fitness testing.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:

10. Discuss the physical and psychological benefits derived from health-related fitness activities.
11. Describe how sports injuries can be prevented.
12. Design and evaluate a personal fitness plan, taking into consideration fitness, health and nutritional status, age, interests, and
    abilities, and discuss how the plan may be adapted to injury, illness, or aging.

.
                                                                      17
                 Mandated                          Curriculum Management System                 Goal 1: The student will be able to identify causes, symptoms, and treatment for
                                                                                                        communicable and chronic diseases
                 Assessment                        Grade Level/Subject:
                                                   Grade 8 - HEALTH
Suggested days




                                                   Objectives / Cluster Concepts /              Instructional Tools / Materials /        Learning Activities / Interdisciplinary




                                                                          of Instruction
                                      TERRA NOVA
                                                                                                Technology / Resources                   Activities / Assessment Model
                                                   Cumulative Progress Indicators (CPI's)
                        GEPA

                               HSPA
                 ESPA




                                                   The student will be able to:
       1                                           1.1.   Recognize common communicable            New Jersey Comprehensive Health         Activities in Teacher Resource Book
                                                          diseases (CPI 2.111, 2.412, 2.27)         Education and Physical Education        Read and discuss students textbook
                                                                                                    Curriculum Framework
       1                                                                                                                                    Keep a journal
                                                   1.2.   List reasons to choose behaviors to      Totally Awesome Health, Meeks Heit
                                                                                                                                            Role Play
                                                          reduce their risks of STD’s (CPI          Student textbooks, reinforcement
       1                                                                                                                                    Family health newsletter
                                                          2.17, 2.110, 2.111, 2.112)                worksheets, enrichment worksheets,
                                                                                                    study guides, teaching master           Portfolio
                                                   1.3.   Explain responsible behaviors that                                                Essay hubspoke
       1                                                  prevent infection with HIV and           www.webmd.com                           Term paper-research search engines
                                                          AIDS (CPI 2.110,2.17)                    www.healthfinder.org                    Oral presentation-power point
       1                                                                                           www.healthtouch.com                     Meeks Heit work sheets
                                                   1.4.   Identify risk factors for
                                                                                                   www.uoknow.edu.oupd/kidsafe/start.      Meeks Heit standardized tests
                                                          cardiovascular disease (CPI 2.17,
                                                          2.18,2,19, 2.110, 2.111, 2.112)          htmlwww.americanheart.org               Meeks Heit decision-making model-
       1
                                                                                                   www.ed.gov//offices/OESA                 various scenarios
                                                   1.5.   Describe prevention and treatment        www.prideusa.org                        Jigsaw method
                                                          of cancer (CPI 2.17, 2.18, 2.19,         www.drugfreeamerica.org                 Think pair share method
                                                          2.110, 2.111, 2.112, 2.113, 2.114)
                                                                                                                                            Forced choice or selected response
                                                                                                                                            Diary or short play
                                                   1.6.   Describe chronic health conditions
                                                          (CPI 2.17, 2.19, 2.110, 2.111,
                                                                                                Meeks Heit Totally Awesome Health-          Rubrics
                                                                                                    Grade 8 Text                            Topical rap song or poem
                                                          2.112)
                                                                                                CPI 2.17- Pages:4-11,258-260, 346-400,
                                                                                                    526-542
                                                                                                CPI 2.18- Pages :160-180, 192-201
                                                                                                CPI 2.19- Pages :46-71,406-435, 456-
                                                                                                    495
                                                                                                CPI 2.110- Pages :4-10, 228-235
                                                                                                CPI 2.111- Pages :4-10,228-235
                                                                                                CPI 2.112- Pages :436-444
                                                                                                CPI 2.113- Pages :182-185,406-429
                 Mandated                          Curriculum Management System             Goal 1: The student will be able to identify causes, symptoms, and treatment for
                                                                                                    communicable and chronic diseases
                 Assessment                        Grade Level/Subject:
                                                   Grade 8 - HEALTH
Suggested days



                                                   Objectives / Cluster Concepts /          Instructional Tools / Materials /          Learning Activities / Interdisciplinary




                                                                         of Instruction
                                      TERRA NOVA
                                                                                            Technology / Resources                     Activities / Assessment Model
                                                   Cumulative Progress Indicators (CPI's)
                        GEPA

                               HSPA
                 ESPA




                                                   The student will be able to:
                                                                                            CPI 2.114- Pages : 50-52, 262, 340, 420,
                                                                                                500-524




                                                                                                2
                    Mandated                          Curriculum Management System                 Goal 2: The student will be able to develop injury prevention and management
                                                                                                           strategies for personal and family health
                    Assessment                        Grade Level/Subject:
Suggested days of



                                                      Grade 8 - HEALTH




                                         TERRA NOVA
                                                      Objectives / Cluster Concepts /              Instructional Tools / Materials /          Learning Activities / Interdisciplinary
                                                                                                   Technology / Resources                     Activities / Assessment Model
Instruction




                                                      Cumulative Progress Indicators (CPI's)
                           GEPA

                                  HSPA
                    ESPA




                                                      The student will be able to:

    1                                                 2.1.   Follow safety guidelines for the         New Jersey Comprehensive Health           Journal
                                                             home (WR 5.1, 5.2,5.4, 5.8, 5.9)          Education and Physical Education          Role play
                                                                                                       Curriculum Framework
    1                                                                                                                                            Family health newsletter
                                                      2.2.   Follow safety guidelines at school       Totally Awesome Health, Meeks Heit        Read and discuss students textbook
                                                             and in the community (WR 5.8,5.9)         Student textbooks, reinforcement          Portfolio
                                                                                                       worksheets, enrichment worksheets,
                                                                                                       study guides, teaching master             Essay hub c spoke brainstorm
                                                      2.3.   Follow safety guidelines in extreme
                                                                                                                                                 Term paper – search engines
                                                             weather conditions and natural
                                                             disasters (WR 5.128, 5.1210)             www.webmd.com                             Oral presentation- power point
                                                                                                      www.healthfinder.org                      Meeks Heit work sheets
                                                      2.4.   Follow guidelines while exercising       www.healthtouch.com                       Meeks Heit standardized tests
                                                             and playing sports (WR 5.8,5.9)          www.uoknow.edu.oupd/kidsafe/start.        Meeks Heit decision-making model-
                                                                                                       html                                       various scenarios
                                                      2.5.   Follow guidelines for computer use                                                  Jigsaw method
                                                             safety (WR 5.4, 5.9)                  Meeks Heit Totally Awesome Health-            Think pair share method
                                                                                                       Grade 8                                   Forced choice or selected response
                                                                                                   CPI 2.26- Pages: 406-416                       items
                                                                                                   CPI 2.27- Pages: 4-10, 12-14, 16-22,24-       Diary or short plays
                                                                                                       32                                        Rubrics
                                                                                                   CPI 2.28- Pages: 46-57, 66-71, 406-417,       Topical rap song or poem
                                                                                                       420-421
                                                                                                   CPI 2.29- Pages: 140-147
                                                                                                   CPI 2.210- Pages: 26-27, 50-52, 70, 500-
                                                                                                       523
                                                                                                   CPI 2.211-Pages:34-40, 50-52,59-64, 70,
                                                                                                       152-154, 500-523
                                                                                                   Prevent unintentional injuries,
                                                                                                       Pages:448-454, 455
                                                                                                   Weather emergencies and natural
                                                                                                       disasters, Pages: 456-464, 465
                                                                                                       3
                    Mandated                          Curriculum Management System             Goal 2: The student will be able to develop injury prevention and management
                                                                                                       strategies for personal and family health
                    Assessment                        Grade Level/Subject:
Suggested days of

                                                      Grade 8 - HEALTH




                                         TERRA NOVA
                                                      Objectives / Cluster Concepts /          Instructional Tools / Materials /       Learning Activities / Interdisciplinary
                                                                                               Technology / Resources                  Activities / Assessment Model
Instruction




                           GEPA                       Cumulative Progress Indicators (CPI's)


                                  HSPA
                    ESPA




                                                      The student will be able to:

                                                                                               Protection from Gangs and Weapons,
                                                                                                   Pages: 442-446, 447
                                                                                               Protection from violence, Pages: 430-
                                                                                                   440, 441




                                                                                                   4
                    Mandated                             Curriculum Management System                  Goal 3: The student will be able to be skilled in basic first aid procedures.
                    Assessment                           Grade Level/Subject:
Suggested days of

                                                         Grade 8 - HEALTH
                                                         Objectives / Cluster Concepts /               Instructional Tools / Materials /          Learning Activities / Interdisciplinary




                                            TERRA NOVA
                                                         Cumulative Progress Indicators (CPI's)        Technology / Resources                     Activities / Assessment Model
Instruction




                                  2, HSPA
                           GEPA
                    ESPA




                                                         The student will be able to:

    1                                                    3.1.   Explain the first aid procedure to        New Jersey Comprehensive Health           Activities in Teacher Resource Book
                                                                follow for home emergencies ( WR           Education and Physical Education          Read and discuss students textbook
                                                                5.1, 5.2, 5.5, 5.8, 5.9)                   Curriculum Framework
    1                                                                                                                                                Keep a journal
                                                                                                          Totally Awesome Health, Meeks Heit
                                                                                                                                                     Role Play
                                                         3.2.   Explain the first aid procedure to         Student textbooks, reinforcement
                                                                follow for cardiopulmonary                 worksheets, enrichment worksheets,        Portfolio
                                                                resuscitation and choking (CPI 5.5 ,       study guides, teaching master             Essay hub 5.5,spoke brainstorm
    1                                                           5.8, 5.9)
                                                                                                                                                     Term paper-research search engines
                                                                                                          www.webmd.com                             Oral presentation-power point
                                                         3.3.   Explain the first aid procedure to     
                                                                follow when a victim has a heart
                                                                                                           www.healthfinder.org                      Meeks Heit work sheets
    1                                                                                                     www.healthtouch.com
                                                                attack, stroke or bleeding (CPI 5.8,                                                 Meeks Heit Standardized tests
                                                                5.9 )                                     www.uoknow.edu.oupd/kidsafe/start.        Meeks Heit decision-making model-
                                                                                                           html                                       various scenarios
    1
                                                         3.4.   Explain the first aid procedure to                                                   Jigsaw method
                                                                follow when a victim is in shock       Meeks Heit Totally Awesome Health-            Think pair share
                                                                (CPI 5.8, 5.9 )                            Grade 8
                                                                                                                                                     Forced choice or selected response
    1                                                                                                  First Aid Topics, Pages: 466-499, 500
                                                                                                                                                      items
                                                         3.5.   Explain the first aid procedure to
                                                                                                                                                     Diary or short play
    1                                                           follow when someone has been
                                                                poisoned (CPI 5.1, 5.2, 5.8,5.9 ).                                                   Rubrics
                                                                                                                                                     Topical rap song
                                                         3.6.   Explain the first aid procedure to
                                                                follow when a victim has been
                                                                burned (CPI 5.7, 5.8, 5.9 )

                                                         3.7.   Explain the first aid procedure to
                                                                follow when a victim has muscular-
                                                                skeleton injuries, sudden illness or
                                                                temperature related injuries (CPI
                                                                5.2, 5.3, 5.4, 5.8, 5.9 )

                                                                                                           5
                    Mandated                          Curriculum Management System               Goal 4: The student will be able to demonstrate the ability to access valid health
                                                                                                         information and health promoting products and services
                    Assessment                        Grade Level/Subject:
Suggested days of
Ins11111truction

                                                      Grade <8 >/<HEALTH 8>




                                         TERRA NOVA
                                                      Objectives / Cluster Concepts /            Instructional Tools / Materials /           Learning Activities / Interdisciplinary
                           GEPA
                                                      Cumulative Progress Indicators (CPI's)     Technology / Resources                      Activities / Assessment Model

                                  HSPA
                    ESPA




                                                      The student will be able to:

    1                                                 4.1.   Explain consumerism (6.66, 6.67,       New Jersey Comprehensive Health            Activities in Teacher Resource Book
                                                             6.68, 6.69, 6.610 )                     Education and Physical Education           Read and discuss students textbook
                                                             (WR 1.12)                               Curriculum Framework
    1                                                                                                                                           Keep a journal
                                                                                                    Totally Awesome Health, Meeks Heit
                                                                                                                                                Role Play
    1                                                 4.2.   List reliable sources of health-        Student textbooks, reinforcement
                                                                                                     worksheets, enrichment worksheets,         Portfolio
                                                             related information (WR 2.3, 2.4,
                                                             2.5, 2.6)                               study guides, teaching master              Essay hub spoke brainstorm
                                                                                                                                                Term paper- research search engine
    1                                                                                            
                                                      4.3.   Use technology to gain health-          www.webmd.com                              Oral presentation-power point
                                                             related information (WR 2.1, 2.2,      www.healthfinder.org                       Meeks Heit work sheets
    1                                                        2.3, 2.4, 2.5, 2.6)                    www.healthtouch.com                        Meeks Heit standardized tests
                                                                                                                                                Meeks Heit decision-making model-
    1                                                 4.4.   Explain how to be a cautions        Meeks Heit Totally Awesome Health-              various scenarios
                                                             consumer (WR 1.12)                     Grade 8                                     Jigsaw method
                                                      4.5.   Make a time and money               Consumer and Community Health
                                                             management plan (WR 1.12)                                                          Think pair share
                                                                                                 Evaluate Health Information and develop
                                                             (CPI 6.66, 6.67, 6.69)                                                             Forced choice or selected reponse
                                                                                                    Media Literacy, Pages:356-362, 363
                                                                                                                                                 items
                                                                                                 How to spend time and money wisely,
                                                      4.6.   Plan for health care (CPI 2.19,                                                    Diary or short play
                                                                                                    Pages: 364-368, 369
                                                             2.112, 2.110, 2.111)                How to be an assertive consumer,               Rubrics
                                                                                                    Pages: 370-374,375                          Topical rap song or poem
                                                                                                 How to investigate health care,
                                                                                                    Pages:376-380, 381                       
                                                                                                 How to investigate health careers, Pages:
                                                                                                    382-388,389




                                                                                                     6
                    Mandated                          Curriculum Management System                  Goal 5: The student will be able to analyze how environment and personal
                                                                                                            health are interrelated
                    Assessment                        Grade Level/Subject:
Suggested days of



                                                      Grade 8 - HEALTH>




                                         TERRA NOVA
                                                      Objectives / Cluster Concepts /               Instructional Tools / Materials /        Learning Activities / Interdisciplinary
                                                                                                    Technology / Resources                   Activities / Assessment Model
Instruction




                                                      Cumulative Progress Indicators (CPI's)
                           GEPA

                                  HSPA
                    ESPA




                                                      The student will be able to:

    1                                                 5.1.   Explain the necessity for respect of      New Jersey Comprehensive Health       Role Play
                                                             the environment (CPI 5.10, 5.12 )          Education and Physical Education     Assessment
                                                      5.2.   Discuss ways to reduce exposure            Curriculum Framework
    1                                                                                                                                           Tests and quizzes
                                                             to hazardous radiation and                Totally Awesome Health, Meeks Heit
                                                             electromagnetic fields (5.211, 5.26,       Student textbooks, reinforcement        Term paper
                                                             5.78 )                                     worksheets, enrichment worksheets,      Oral presentation
    1                                                 5.3.   Summarize ways protect the                 study guides, teaching masters          Journal research search engines
                                                             environment (5.1210, 5.129, 5.124,        www.webmd.com                           Read and discuss students text
                                                             5.126, 5.127)
                                                                                                       www.healthfinder.org                    Family health newsletter
                                                                                                       www.healthtouch.com                     Essay hubspoke brainstorm
                                                                                                       www.uoknow.edu.oupd/kidsafe/start.      Term paper- research search
                                                                                                        html                                     engines
                                                                                                       www.americanheart.org                   Oral presentation- power point
                                                                                                                                                Meeks Heit work sheets
                                                                                                    Meeks Heit Totally Awesome Health-          Meeks Heit standardized tests
                                                                                                       Grade 8
                                                                                                                                                Meeks Heit decision making model-
                                                                                                    Environmental Health                         various scenarios
                                                                                                    How to prevent pollution, Pages:394-
                                                                                                                                                Jigsaw puzzle
                                                                                                       398,399
                                                                                                                                                Think pair share
                                                                                                    How to conserve resources, Pages:400-
                                                                                                       406,407                                  Forced choice or selected response
                                                                                                    How to improve the quality of life,          items
                                                                                                       Pages:408-412,413                        Diary or short play
                                                                                                    How to improve the visual                   Rubrics
                                                                                                       environment,Pages:414-418, 419           Topical rap song or poem
                                                                                                    How to promote a friendly environment,
                                                                                                       Pages: 420-425,426




                                                                                                        7
                    Mandated                          Curriculum Management System                 Goal 6: The student will be able to learn the physical, mental, emotional, and
                                                                                                           social effects of the use and abuse of alcohol, tobacco, and other drugs.
                    Assessment                        Grade Level/Subject:
Suggested days of



                                                      Grade <8 >/<HEALTH 8>




                                         TERRA NOVA
                                                      Objectives / Cluster Concepts /              Instructional Tools / Materials /        Learning Activities / Interdisciplinary
                                                                                                   Technology / Resources                   Activities / Assessment Model
Instruction




                                                      Cumulative Progress Indicators (CPI's)
                           GEPA

                                  HSPA
                    ESPA




                                                      The student will be able to:

    1                                                 6.1.   Discuss the appropriate use of           New Jersey Comprehensive Health       Role Play
                                                             medicines (CPI 2.37)                      Education and Physical Education     Assessment
                                                                                                       Curriculum Framework
    1                                                                                                                                          Tests and quizzes
                                                      6.2.   Choose not to use alcohol (CPI           Totally Awesome Health, Meeks Heit
                                                                                                       Student textbooks, reinforcement        Term paper
                                                             2.38) (WR 4.8)
    1                                                                                                  worksheets, enrichment worksheets,      Oral presentation
                                                                                                       study guides, teaching masters          Journal research search engines
                                                      6.3.   Defend the rationale for demanding
    1
                                                             a tobacco-free lifestyle (CPI 2.38)      www.webmd.com                           Read and discuss students text
                                                             (WR 4.8)                                 www.healthfinder.org                    Family health newsletter
                                                                                                      www.healthtouch.com                     Essay hubspoke brainstorm
    1                                                 6.4.   Classify chemical substances             www.uoknow.edu.oupd/kidsafe/start.      Term paper- research search
                                                             including controlled drugs (CPI           html                                     engines
                                                             2.36)                                    www.americanheart.org                   Oral presentation- power point
    1                                                                                                                                          Meeks Heit work sheets
                                                      6.5.   Discuss laws pertaining to the use,   Meeks Heit Totally Awesome Health-
                                                             sale, and possession of alcohol,                                                  Meeks Heit standardized tests
                                                                                                       Grade 8
                                                             tobacco, and other drugs (CPI                                                     Meeks Heit decision making model-
    1                                                        2.311)                                CPI 2.36 , Pages: 270-271,276-286,290-       various scenarios
                                                                                                       302,310-324
                                                                                                                                               Jigsaw puzzle
    1                                                                                              CPI 2.37 , Pages: 268-275
                                                      6.6.   Describe intervention and                                                         Think pair share
                                                             treatment strategies for dependent    CPI 2.38 , Pages 276-281, 290-302,
                                                                                                       310-324                                 Forced choice or selected response
                                                             individuals (CPI 2.316)
                                                                                                   CPI 2.39 , Pages: 276-281, 290-302,          items
                                                             (WR 3.11)
                                                                                                       310-324                                 Diary or short play
                                                                                                   CPI 2.310 , Pages: 287, 306,322-328,        Rubrics
                                                      6.7.   Describe community resources for          330-340
                                                             information, support, and treatment                                               Topical rap song or poem
                                                             of drug, alcohol, and tobacco         CPI 2.311 , Pages: 273,
                                                             dependence (CPI 2.310, 2.316)             278,286,293,298, 301,304-306,310,
                                                             (WR 3.11)                                 313-318,321, 334-336, 339-340



                                                                                                       8
                    Mandated                          Curriculum Management System                Goal 6: The student will be able to learn the physical, mental, emotional, and
                                                                                                          social effects of the use and abuse of alcohol, tobacco, and other drugs.
                    Assessment                        Grade Level/Subject:
Suggested days of

                                                      Grade <8 >/<HEALTH 8>




                                         TERRA NOVA
                                                      Objectives / Cluster Concepts /             Instructional Tools / Materials /        Learning Activities / Interdisciplinary
                                                                                                  Technology / Resources                   Activities / Assessment Model
Instruction




                           GEPA                       Cumulative Progress Indicators (CPI's)


                                  HSPA
                    ESPA




                                                      The student will be able to:

                                                      6.8.   Use resistance skills to say no to
                                                             drugs(CPI 2.38) (WR 4.8)




                                                                                                      9
                    Mandated                          Curriculum Management System                Goal 7: The student will be able to learn the biological, social, cultural, and
                                                                                                          psychological aspects of human sexuality and family life.
                    Assessment                        Grade Level/Subject:
Suggested days of

                                                      Grade <8 >/<HEALTH 8>




                                         TERRA NOVA
                                                      Objectives / Cluster Concepts /             Instructional Tools / Materials /          Learning Activities / Interdisciplinary
                                                                                                  Technology / Resources                     Activities / Assessment Model
Instruction




                           GEPA                       Cumulative Progress Indicators (CPI's)


                                  HSPA
                    ESPA




                                                      The student will be able to:

    1                                                 7.1.   Describe the significant                New Jersey Comprehensive Health         Role Play
                                                             developmental milestones of each         Education and Physical Education       Assessment
                                                             stage of human development, with         Curriculum Framework
                                                             emphasis on the physical,                                                          Tests and quizzes
                                                                                                     Totally Awesome Health, Meeks Heit
                                                             emotional, and social changes of         Student textbooks, reinforcement          Term paper
                                                             adolescence (CPI 2.46).                  worksheets, enrichment worksheets,        Oral presentation
    1                                                                                                 study guides, teaching masters            Journal research search engines
                                                      7.2.   Describe the functioning of the         www.webmd.com                             Read and discuss students text
                                                             human reproductive system and
                                                                                                     www.healthfinder.org                      Family health newsletter
                                                             the physical and emotional
                                                             changes that occur at puberty (CPI      www.healthtouch.com                       Essay hubspoke brainstorm
    1                                                        2.47).                                  www.uokno                                 Term paper- research search
                                                                                                      w.edu.oupd/kidsafe/start.html              engines
                                                      7.3.   Describe and discuss affection,         www.americanheart.org                     Oral presentation- power point
                                                             love, commitment, and sexual
                                                                                                                                                Meeks Heit work sheets
                                                             attraction, and the difference
    1                                                                                             Meeks Heit Totally Awesome Health –           Meeks Heit standardized tests
                                                             between having sexual feelings
                                                                                                      Grade 8
                                                             and acting on them (CPI 2.48).                                                     Meeks Heit decision making model-
                                                                                                  CPI 2.46, Pages: 72-84, 116-128,130-           various scenarios
                                                                                                      136, 140-145
                                                      7.4.   Discuss factors that support and                                                   Jigsaw puzzle
    1                                                                                             CPI 2.47, Pages: 116-128
                                                             sustain relationships such as                                                      Think pair share
                                                             friendships and marriage (CPI        CPI 2.48, Pages: 72-84
                                                                                                  CPI 2.49 , Pages: 55, 66-69, 86               Forced choice or selected response
                                                             2.49).
                                                                                                                                                 items
                                                                                                  CPI 2.410 , Pages: 88-89
                                                                                                                                                Diary or short play
                                                      7.5.   Describe the responsibilities of     CPI 2.411, Pages: 76-84
                                                             parenthood, with emphasis on teen                                                  Rubrics
    1                                                                                             CPI 2.412, Pages: Abstinence- 78-84
                                                             parenthood, and discuss the impact                                                 Topical rap song or poem
                                                                                                  CPI 2.413, Pages: 420
                                                             of parenthood on parents, family
    1                                                        members, and the child (CPI
                                                             2.410).                              Institute for Healthcare Advancement,
                                                                                                       Whittier, CA. 90603 800-434-4633 ,
                                                                                                       Gloria Meyer, R.N.,Ann
                                                                                                       Kuklierus,R.N., Authors

                                                                                                      10
                    Mandated                          Curriculum Management System                  Goal 7: The student will be able to learn the biological, social, cultural, and
                                                                                                            psychological aspects of human sexuality and family life.
                    Assessment                        Grade Level/Subject:
Suggested days of

                                                      Grade <8 >/<HEALTH 8>




                                         TERRA NOVA
                                                      Objectives / Cluster Concepts /               Instructional Tools / Materials /            Learning Activities / Interdisciplinary
                                                                                                    Technology / Resources                       Activities / Assessment Model
Instruction




                           GEPA                       Cumulative Progress Indicators (CPI's)


                                  HSPA
                    ESPA




                                                      The student will be able to:

                                                      7.6.   Discuss the impact of early sexual     What To Do For Teen Health, 2000
                                                             activity on physical, emotional, and   Topics
                                                             social health (CPI 2.411).
    1                                                                                               Dating, Pages:76
                                                                                                    Date Rape, Pages:79
                                                      7.7.   Develop strategies to support
                                                                                                    Abstinence,Pages:81
                                                             sexual abstinence, and compare
    1                                                        and contrast methods of                Sex, Pages:84
                                                             contraception used to reduce the       Safer Sex, Pages:88
                                                             risk of sexually transmitted           STDs/STIs, Pages:93
                                                             diseases, HIV and unintended
    1                                                                                               HIV/AIDS, Pages:98
                                                             pregnancy (CPI 2.412).
                                                                                                    Birth Control, Pages:102*
                                                      7.8.   Analyze sexual messages, images,       Teen Pregnancy, Pages:109
    1                                                        and stereotypes presented in the       Masturbation, Pages:115
                                                             media and discuss their impact on      Incest, Pages:117
                                                             sexual behavior (CPI 2.413).           Homosexuality, Pages120
                                                                                                    Body Piercing, Pages:143
    1                                                 7.9.   Describe and discuss affection and     Tattoos, Pages:146
                                                             love (CPI 2.4.8)
                                                                                                    Gangs, Pages:148
                                                             (WR 3.2, 3.10, 3.11)

                                                      7.10. Describe the factors that support
                                                            and strengthen family relationships     *foams, jellies, creams, tablets,
                                                            (CPI 2.4.9, 2.4.10)                         suppositories, condoms,birth control
                                                                                                        pills,diaphragm, spermicides, cervical
                                                            (WR 1.2, 1.3, 3.14)                         cap, norplant, female condom, IUD,
                                                                                                        (EC), emergency contraception or
                                                      7.11. Develop skills to prepare for future        morning after pill
                                                            relationship choices such as dating,
                                                            marriage, parenthood, and family
                                                            life (CPI 2.4.10 2.4.13)
                                                             (WR 3.9, 3.10)

                                                                                                       11
                    Mandated                          Curriculum Management System                Goal 7: The student will be able to learn the biological, social, cultural, and
                                                                                                          psychological aspects of human sexuality and family life.
                    Assessment                        Grade Level/Subject:
Suggested days of

                                                      Grade <8 >/<HEALTH 8>




                                         TERRA NOVA
                                                      Objectives / Cluster Concepts /             Instructional Tools / Materials /          Learning Activities / Interdisciplinary
                                                                                                  Technology / Resources                     Activities / Assessment Model
Instruction




                           GEPA                       Cumulative Progress Indicators (CPI's)


                                  HSPA
                    ESPA




                                                      The student will be able to:

                                                      7.12. List reasons for saying NO to being
                                                            sexually active (CPI 2.4.11)
                                                            (WR 4.8)




                                                                                                     12
                    Mandated                          Curriculum Management System             Goal 8: The student will be able to
                    Assessment                        Grade Level/Subject:
Suggested days of



                                                      Grade < >/<Course Title>




                                         TERRA NOVA
                                                      Objectives / Cluster Concepts /          Instructional Tools / Materials /        Learning Activities / Interdisciplinary
                                                                                               Technology / Resources                   Activities / Assessment Model
Instruction




                                                      Cumulative Progress Indicators (CPI's)
                           GEPA

                                  HSPA
                    ESPA




                                                      The student will be able to:

                                                      8.1.                                        New Jersey Comprehensive Health       Role Play
                                                                                                   Education and Physical Education     Assessment
                                                                                                   Curriculum Framework
                                                                                                                                           Tests and quizzes
                                                                                                  Totally Awesome Health, Meeks Heit
                                                                                                   Student textbooks, reinforcement        Term paper
                                                                                                   worksheets, enrichment worksheets,      Oral presentation
                                                                                                   study guides, teaching masters          Journal research search engines
                                                                                                  www.webmd.com                           Read and discuss students text
                                                                                                  www.healthfinder.org                    Family health newsletter
                                                                                                  www.healthtouch.com                     Essay hubspoke brainstorm
                                                                                                  www.uoknow.edu.oupd/kidsafe/start.      Term paper- research search
                                                                                                   html                                     engines
                                                                                                  www.americanheart.org                   Oral presentation- power point
                                                                                                                                           Meeks Heit work sheets
                                                                                                                                           Meeks Heit standardized tests
                                                                                                                                           Meeks Heit decision making model-
                                                                                                                                            various scenarios
                                                                                                                                           Jigsaw puzzle
                                                                                                                                           Think pair share
                                                                                                                                           Forced choice or selected response
                                                                                                                                            items
                                                                                                                                           Diary or short play
                                                                                                                                           Rubrics
                                                                                                                                           Topical rap song or poem




                                                                                                   13
<COURSE TITLE>
                 COURSE BENCHMARKS

1.




                        14

								
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