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					                            New Jersey Core Curriculum Content Standards
          Classroom Application Document – Comprehensive Health and Physical Education
        Wellness – Personal Growth and Development; Disease and Health Conditions; and Safety



Standard 2.1 Wellness: All students will acquire health promotion concepts and skills          By the end
to support a healthy, active lifestyle.                                                        of Grade 2
Strand A. Personal Growth and Development
Strand C. Disease and Health Conditions
Strand D. Safety
     Essential Questions                                  Enduring Understandings
How do personal health           Health choices and behaviors have a profound impact on personal, family,
choices impact our own           community, and global wellness.
health as well as the health
of others?
                                 Medical advances, technology, and public health efforts enable some people
How can a personal               to live healthier and longer lives than ever before, but many people struggle
commitment to wellness           to be healthy.
influence the health of
others? How does this
commitment reduce ones’
risk for diseases, health
conditions, and injuries that
may impact the quality or        Understanding why a behavior or activity is unsafe or risky is only the first
duration of one’s life?          step towards preventing injuries and staying safe. Consistently employing
                                 safe and healthy behaviors helps to reduce the incidence and severity of
Why is it so difficult to        injuries.
educate people about risky
behaviors? Why do some
people still engage in unsafe
behaviors despite knowing
the inherent risks and
possible outcomes?

Content and Cumulative                                   Classroom Applications
Progress Indicators (CPIs)
Content                        Instructional Guidance
                               To assist in meeting these CPIs, students may:

Health-enhancing behaviors     Distinguish between healthy and non-healthy behaviors, by playing a
contribute to wellness.        modified version of the children’s game, “Red Light, Green Light.” Decide
                               if a behavior is a “go” (green), “stop” (red) or “caution” (yellow) and move
Knowledge about diseases       accordingly to a series of prompts such as: sharing a bottle of soda with a
and disease prevention         friend; sharing half a candy bar; covering their mouth with his/her hand
promotes health-enhancing      when sneezing; taking a short-cut home from school or eating a piece of
behaviors.                     fruit at lunch each day.

Using personal safety          Be given red, yellow and green cards which they raise in response to the
strategies reduces the         prompt (Teachers uses this strategy if there is insufficient space to move).
                            New Jersey Core Curriculum Content Standards
          Classroom Application Document – Comprehensive Health and Physical Education
        Wellness – Personal Growth and Development; Disease and Health Conditions; and Safety

number of injuries to self
and others.                     Be asked to provide a healthy response when an unhealthy one is selected
                                (e.g., share an apple instead of a candy bar and have an adult cut the apple
                                into smaller pieces; sneeze into the elbow not hands).

CPI                             Sample Assessments
                                To show evidence of meeting these CPIs, students may complete the
2.1.2.A.1                       following performance assessment:
Explain what being “well”
means and identify self-care       Create an electronic journal in response to the following prompt: Three
practices that support              things I will do to stay healthy. Share responses with another class
wellness.                           online.

CPI                                Design a graphic comparing their responses to those of students in
                                    another class.
2.1.2.C.2
Summarize strategies to              Note: Teacher and students may use software, such as Kidspiration,
prevent the spread of                 to create a graphic representation of the class responses for
common diseases and health            discussion.
conditions.
                                Resources
CPI                               http://www.schooltube.com/video/40784/Sneeze-PSA
                                  http://www.inspiration.com/kidspiration
2.1.2.D.1                         http://www.epals.com/
Identify ways to prevent
injuries at home, school, and
in the community.




Standard 2.1 Wellness: All students will acquire health promotion concepts and skills     By the end
to support a healthy, active lifestyle.                                                   of Grade 4
Strand A. Personal Growth and Development
Strand C. Disease and Health Conditions
Strand D. Safety
    Essential Questions                                 Enduring Understandings
How do personal health           Health choices and behaviors have a profound impact on personal, family,
choices impact our own           community, and global wellness.
health as well as the health
of others?

How can a personal              Medical advances, technology, and public health efforts enable some people
commitment to wellness          to live healthier and longer lives than ever before, but many people struggle
influence the health of         to be healthy.


                                                      2
                            New Jersey Core Curriculum Content Standards
          Classroom Application Document – Comprehensive Health and Physical Education
        Wellness – Personal Growth and Development; Disease and Health Conditions; and Safety

others? How does this
commitment reduce ones’
risk for diseases, health
conditions, and injuries that
may impact the quality or
duration of one’s life?

Why is it so difficult to       Understanding why a behavior or activity is unsafe or risky is only the first
educate people about risky      step towards preventing injuries and staying safe. Consistently employing
behaviors? Why do some          safe and healthy behaviors helps to reduce the incidence and severity of
people still engage in unsafe   injuries.
behaviors despite knowing
the inherent risks and
possible outcomes?

Content and Cumulative                                  Classroom Applications
Progress Indicators (CPIs)
Content                      Instructional Guidance
                             To assist in meeting these CPIs, students may:
The dimensions of wellness
are interrelated and impact  Conduct a survey and environmental scan of the school and school
overall personal well-being. activities focusing on health and safety issues.

The use of disease              Interview the school nurse, PE teacher, principal, bus drivers, and others to
prevention strategies in        determine the kinds and types of injuries that occur most often on school
home, school, and               grounds and in school activities.
community promotes
personal health.

Identifying unsafe situations
and choosing appropriate
ways to reduce or eliminate
risks contributes to the
safety of self and others.


CPI                             Sample Assessments
                                To show evidence of meeting these CPIs, students may complete the
2.1.4.A.2                       following performance assessment:
Determine the relationship
of personal health practices    Using a blog or other form of electronic communication, compare their
and behaviors on an             school’s statistics with another school that uses the same survey. Create a
individual’s body systems.      podcast, video or multi-media campaign that promotes healthy, safe
                                behavior in the school based on the survey findings, their communication
                                with the partner school, and national and international data. Use the

                                                       3
                            New Jersey Core Curriculum Content Standards
          Classroom Application Document – Comprehensive Health and Physical Education
        Wellness – Personal Growth and Development; Disease and Health Conditions; and Safety

CPI                             product to orient new students or younger students to school safety rules
                                and/or present to the school’s faculty and administration, local police and
2.1.4.C.1                       safety officials, and parents.
Explain how most diseases
and health conditions are       The project rubric should address:
preventable.                     Research and data collection (e.g., online research, blog)
                                 Analysis and organization of the information
CPI                              The “message” of the multi-media campaign
                                 Creativity and appropriate use of media tools
2.1.4.D.1                        The quality of the presentation to various audiences
Determine the
characteristics of safe and            Note: If your school has a standard rubric for research and
unsafe situations and                   presentations, modify it for use with this project.
develop strategies to reduce
the risk of injuries at home,   Resources
school, and in the               http://www.schooltube.com/video/41262/Safety-Dance-Musical-Parody
community.                         (an example of one school’s safety message)
                                 http://www.safekids.org/skwHome.html
CPI                                (a global network created to prevent injuries in children 14 and under)
2.1.4.D.3
Examine the impact of
unsafe behaviors when
traveling in vehicles, as a
pedestrian, and when using
other modes of
transportation.




Standard 2.1 Wellness: All students will acquire health promotion concepts and           By the end
skills to support a healthy, active lifestyle.                                           of Grade 6
Strand A. Personal Growth and Development
Strand C. Disease and Health Conditions
Strand D. Safety
    Essential Questions                               Enduring Understandings
How do personal health         Health choices and behaviors have a profound impact on personal, family,
choices impact our own         community, and global wellness.
health as well as the health
of others?

How can a personal              Medical advances, technology, and public health efforts enable some people
commitment to wellness          to live healthier and longer lives than ever before, but many people struggle
influence the health of         to be healthy.


                                                       4
                            New Jersey Core Curriculum Content Standards
          Classroom Application Document – Comprehensive Health and Physical Education
        Wellness – Personal Growth and Development; Disease and Health Conditions; and Safety

others? How does this
commitment reduce ones’
risk for diseases, health
conditions, and injuries that
may impact the quality or
duration of one’s life?

Why is it so difficult to       Understanding why a behavior or activity is unsafe or risky is only the first
educate people about risky      step towards preventing injuries and staying safe. Consistently employing
behaviors? Why do some          safe and healthy behaviors helps to reduce the incidence and severity of
people still engage in unsafe   injuries.
behaviors despite knowing
the inherent risks and
possible outcomes?


Content and Cumulative                               Classroom Applications
Progress Indicators (CPIs)
Content                    Instructional Guidance
                           To assist in meeting these CPIs, students may:

Staying healthy is a lifelong      Research and analyze statistics on the types of injuries that frequently
process that includes all           occur in young adolescents using data from local, state, national, and
dimensions of wellness.             international sources.

The early detection and            Categorize the kinds of injuries and determine the possible causes (e.g.,
treatment of diseases and           faulty equipment, not using safety equipment or using it incorrectly,
health conditions impact            inattention, lack of experience, unsafe conditions).
one’s health.

Identifying safe and unsafe
situations and choosing
appropriate ways to reduce
or eliminate risks
contributes to the safety of
self and others.

CPI                             Sample Assessments
                                To show evidence of meeting these CPIs, students may complete the
2.1.6.A.3                       following performance assessment:
Determine factors that
influence the purchase and      Using the information collected, develop PSAs focusing on improving
use of healthcare products      safety and reducing injuries. For example, topics might include purchasing
and personal hygiene            and wearing a bike helmet, skateboard or bicycle safety, or sun safety
practices.                      activities. Post the PSAs and solicit feedback from students in other

                                                       5
                            New Jersey Core Curriculum Content Standards
          Classroom Application Document – Comprehensive Health and Physical Education
        Wellness – Personal Growth and Development; Disease and Health Conditions; and Safety

                               schools. The USA Safe Kids Website enables students and teachers to post
CPI                            materials and participate in discussion groups and social networking.

2.1.6.C.2                      The student-developed PSA is evaluated using a rubric addressing:
Determine the impact of          Accuracy of the information collected
public health strategies in      Research tools used
preventing diseases and          Accuracy of message
health conditions.               Appeal to target group
                                 Online feedback
CPI
                               Resources
2.1.6.D.1                        http://www.state.nj.us/education/schools/vandv/
Summarize the common
                                 http://kidshealth.org/kid/watch/out/bike_safety.html
causes of intentional and
                                 http://www.schooltube.com/
unintentional injuries in
                                 http://www.cdc.gov/motorvehiclesafety/teen_drivers/teendrivers_fact
adolescents and related
                                   sheet.html
prevention strategies.
                                 http://www.cdc.gov/HomeandRecreationalSafety/index.html
CPI                              http://health.discovery.com/centers/teen/takingrisks/takingrisks.html
                                 http://www.safekids.org/skwHome.html
2.1.6.D.3                          (a global network created to prevent injuries in children 14 and under)
Summarize the components
of the traffic safety system
and explain how people
contribute to making the
system effective.




Standard 2.1 Wellness: All students will acquire health promotion concepts and skills      By the end
to support a healthy, active lifestyle.                                                    of Grade 8
Strand A. Personal Growth and Development
Strand C. Disease and Health Conditions
Strand D. Safety
    Essential Questions                                 Enduring Understandings
How do personal health           Health choices and behaviors have a profound impact on personal, family,
choices impact our own           community, and global wellness.
health as well as the health
of others?

How can a personal             Medical advances, technology, and public health efforts enable some people
commitment to wellness         to live healthier and longer lives than ever before, but many people struggle
influence the health of        to be healthy.
others? How does this


                                                     6
                            New Jersey Core Curriculum Content Standards
          Classroom Application Document – Comprehensive Health and Physical Education
        Wellness – Personal Growth and Development; Disease and Health Conditions; and Safety

commitment reduce ones’
risk for diseases, health
conditions, and injuries that
may impact the quality or
duration of one’s life?

Why is it so difficult to       Understanding why a behavior or activity is unsafe or risky is only the first
educate people about risky      step towards preventing injuries and staying safe. Consistently employing
behaviors? Why do some          safe and healthy behaviors helps to reduce the incidence and severity of
people still engage in unsafe   injuries.
behaviors despite knowing
the inherent risks and
possible outcomes?

Content and Cumulative                               Classroom Applications
Progress Indicators (CPIs)
Content                    Instructional Guidance
                           To assist in meeting these CPIs students may:

Developing and maintaining         Examine local, state, national, and international health data from a
wellness requires ongoing           variety of sources to identify a critical health issue for further research.
evaluation of factors
impacting health and               Select a current disease to research, such as H1N1, an environmental
modifying lifestyle                 issue, such as access to clean water in Third World countries or an
behaviors accordingly.              international issue, such as tobacco control, driving safety, HIV/AIDS
                                    or mental illness.

                                   Conduct focused research about the selected issue looking for
                                    similarities and differences locally, nationally, and globally.


CPI                             Sample Assessments
                                To show evidence of meeting these CPIs, students may complete the
2.1.8.A.3                       following performance assessment:
Relate advances in
technology in maintaining       Develop a Website dedicated to the issue that addresses the scope of the
and improving health.           problem, current public health strategies to address the problem, possible
                                short and long term implications of the problem, and possible solutions.

CPI                             Use a blog or other social networking platform to get feedback on the
                                Website and discuss how the issue or problem impacts him/her on a
2.1.8.C.2                       personal level.
Analyze local, state,
national, and international     The project rubric should address:
public health efforts to

                                                        7
                             New Jersey Core Curriculum Content Standards
           Classroom Application Document – Comprehensive Health and Physical Education
         Wellness – Personal Growth and Development; Disease and Health Conditions; and Safety

prevent and control diseases        Quality of the research conducted on the issue including content and
and health conditions.               sources
                                    Justification of the selected issue
                                    Summary of external feedback
CPI                                 Website content evaluated for accuracy, relevance, creativity,
                                     organization, and design
2.1.8.D.1                           Content evaluated for understanding of the problem and possible
Assess the degree of risk in         solutions as well as advocacy
a variety of situations and
identify strategies to reduce         Note: If your school uses a rubric for research and Website
intentional and                        development, adapt that rubric for this project.
unintentional injuries to self
and others.                      Resources
                                  http://www.who.int/en/
                                  http://www.cdc.gov/
                                  http://wwwnc.cdc.gov/travel/default.aspx
                                  http://www.globalhealth.org/
                                  http://www.gatesfoundation.org/global-health/pages/overview.aspx
                                  http://www.clintonfoundation.org/
                                  http://www.unicef.org/




Standard 2.1 Wellness: All students will acquire health promotion concepts and skills      By the end
to support a healthy, active lifestyle.                                                   of Grade 12
Strand A. Personal Growth and Development
Strand C. Disease and Health Conditions
Strand D. Safety
    Essential Questions                                 Enduring Understandings
How do personal health           Health choices and behaviors have a profound impact on personal, family,
choices impact our own           community, and global wellness.
health as well as the health
of others?

How can a personal               Medical advances, technology, and public health efforts enable some people
commitment to wellness           to live healthier and longer lives than ever before, but many people struggle
influence the health of          to be healthy.
others? How does this
commitment reduce ones’
risk for diseases, health
conditions, and injuries that
may impact the quality or
duration of one’s life?


                                                       8
                            New Jersey Core Curriculum Content Standards
          Classroom Application Document – Comprehensive Health and Physical Education
        Wellness – Personal Growth and Development; Disease and Health Conditions; and Safety

Why is it so difficult to       Understanding why a behavior or activity is unsafe or risky is only the first
educate people about risky      step towards preventing injuries and staying safe. Consistently employing
behaviors? Why do some          safe and healthy behaviors helps to reduce the incidence and severity of
people still engage in unsafe   injuries.
behaviors despite knowing
the inherent risks and
possible outcomes?

Content and Cumulative                                     Classroom Applications
Progress Indicators (CPIs)
Content                         Instructional Guidance
                                To assist in meeting these CPIs, students may:

Developing and maintaining         Use the following statement to frame the study of global health issues:
wellness requires ongoing
evaluation of factors               The world's scientific knowledge, technological expertise, and economic
impacting health and                resources are greater than at any point in history. We are capable of
modifying lifestyle                 applying our collective know-how and wealth to reducing the health risks
behaviors accordingly.              faced by all nations and alleviating unnecessary human suffering. Many
                                    see this as the shared responsibility of wealthier countries. Others
Personal health is impacted         continue to raise arguments against pursuing a collaborative approach
by family, community,               to the problems of developing nations (From: Why Global Health
national, and international         Matters, PBS).
efforts to prevent and
control diseases and health         Conduct research on global health issues impacting adolescents and
conditions.                         young adults. Problems may include issues that impact health, such as
                                    the environment, population growth, human development, human
Evaluating the potential for        rights, cultural identity and diversity, and media and technology or the
injury prior to engaging in         impact of global conflict on health.
unhealthy/risky behaviors
impacts choices.

CPI                             Sample Assessments
                                To show evidence of meeting these CPIs, students may complete the
2.1.12.A.1                      following performance assessment:
Analyze the role of personal
responsibility in               Working with a cross-cultural team, select an issue and develop an action
maintaining and enhancing       plan to reduce or eliminate the problem. Each team may also work with a
personal, family,               mentor from the public health or healthcare community (may be local or
community, and global           online). Part of the team’s plan must include the development,
wellness.                       implementation, and evaluation of a community service project to address
                                the issue or problem and raise awareness. Submit their action plans and
CPI                             description of the service project to
                                http://www.edsteps.org/CCSSO/Home.aspx.
2.1.12.A.2

                                                       9
                             New Jersey Core Curriculum Content Standards
           Classroom Application Document – Comprehensive Health and Physical Education
         Wellness – Personal Growth and Development; Disease and Health Conditions; and Safety

Debate the social and            The project is evaluated using the EdSteps Global Competency Matrix
ethical implications of the      found at:
availability and use of          http://www.edsteps.org/CCSSO/ManageContent.aspx?system_name=I5
technology and medical           nka44NofDD3IY38QBonx+Crwfdw+uF&selected_system_name=DRk
advances to support              DdjiObdU=.
wellness.
                                 Teams should present and weigh evidence on issues of global significance or
CPI                              important local issues faced by others in the world; consider their own and
                                 others’ perspectives; communicate ideas clearly and appropriately to diverse
2.1.12.C.2                       audiences; and illustrate options for responsible action to improve the
Develop strategies that will     situation, concern or condition.
impact local, state, national,
and international public             Note: Students are also evaluated on the implementation and
health efforts to prevent and         evaluation of the service project, evidence of shared leadership and
control diseases and health           productivity as part of a team, and feedback from the team’s mentor.
conditions.
                                 Resources
CPI                               http://www.pbs.org/wgbh/rxforsurvival/
                                  http://www.usaid.gov/our_work/global_health/
2.1.12.D.1                        http://www.worldhealthnews.harvard.edu/
Determine the causes and          http://www.youtube.com/watch?v=ul5czcO_PVA
outcomes of intentional and       http://www.worldaidscampaign.org/
unintentional injuries in         http://www.unaids.org/en/default.asp
adolescents and young
                                  http://www.who.int/en/
adults and propose
                                  http://www.cdc.gov/
prevention strategies.
                                  http://wwwnc.cdc.gov/travel/default.aspx
                                  http://www.globalhealth.org/
                                  http://www.gatesfoundation.org/global-health/pages/overview.aspx
                                  http://www.clintonfoundation.org/
                                  http://www.unicef.org/




                                                      10

				
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