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					                    Plymouth Public Schools
                 Comprehensive Health Curriculum
                            Grade 4




Grade 4                                            283
Scope and Sequence
                                       Scope and Sequence
                                              Grade 4


                  Physical Health Strand                             Social and Emotional Health Strand

 Standard 1      Standard 2       Standard 3      Standard 4    Standard 5        Standard 6      Standard 7

Growth and       Physical         Nutrition      Reproduction      Mental        Family Life     Interpersonal
Development     Activity and                        Human          Health                        Relationships
                  Fitness                          Sexuality

 Respiratory     Apparatus       Key nutrients     Found in         Anger          Types /       Communica-
  System         Climbing                          Grade 5         triggers      Functions of     ting in the
                  Project                                                          families       classroom
                 Adventure

 Circulatory      Tumbling        Nutrition                     Anger signs        Support       Who teaches a
  System           Balance        guidelines                    Ways to calm       systems         child to
                 Hula Hoops                                     down when                        communicate
                  Parachute                                       angry

                 Symetrical        Nutrition                     Self Talk           Ways          Verbal and
                Asymetrical         label                        Reflection        families        non verbal
               Track and Field                                   Character       provide for a    communica-
                 Ball skills                                       traits        safe, healthy     tion skills
                 Basketball                                                      environment       Friendship

                  Kickball       Importance of                    Problem                          Empathy
                 Whiffleball       diet and                     solving skills                    Being non-
                  Football         exercise                                                       judgmental
                  Hockey

                  Lacrosse                                         Taking                         Dealing with
                  Bowling                                       responsibility                     put downs
                   Bocce
                 Horseshoes

                   Soccer                                       Dealing with                      Dealing with
                   Tennis                                           fear                           criticisms
                 Volleyball
                 Jump ropes

               Rhythms/Dance                                    Keeping out                      Importance of
                Changes that                                     of a fight                         sound
                 result from                                                                       character
                  physical
                   activity




      Grade 4                                                                                         284
      Scope and Sequence
                   Fitness                                                                        Effects of
                  Benefits of                                                                   prejudice and
                    fitness                                                                      stereotypes
                Behaviors that
                 contribute to
                    fitness

                 Responsible
                 personal and
                social conduct




                Safety and Prevention Strand                         Personal and Community Health Strand

 Standard 8       Standard 9      Standard 10     Standard 11      Standard 12   Standard 13    Standard 14

Disease           Safety and        Tobacco         Violence        Consumer     Ecological     Community
Prevention          Injury        Alcohol and      Prevention      Health and     Health        and Public
and Control       Prevention         other                          Resource                      Health
                                   Substance                       Management
                                      Use
                                  Prevention

  Bacteria       Fire/Candle        Alcohol         Giving a       Advertising   Found in the   Not addressed
  Viruses           safety           Drugs         compliment        labels        Science
                Weapon safety                                                    Curriculum
                 Bus safety

Communicable     Bicycle safety    Inhalants       Receiving a     Advertising
   diseases       Rail safety     Prescription     compliment      techniques
    AIDS         Traffic safety      drugs
 Transmission


    Non          Bicycle safety     Over the      Dealing with
communicable      Calling 911     counter drugs   being left out
  diseases

   Chronic      Safe, Unsafe,     How tobacco        Helping
   diseases     Confusing and      effects the     resources in
                 Unwanted             body        the school and
                   Touch                            community

  Immune         Assertiveness       Poison
   system           skills         prevention

   Use of        Refusal skills
  medicines




       Grade 4                                                                                       285
       Scope and Sequence
Importance of    Personal safety
immunization          rule
Symptoms of
   illness

Preventing the      Universal
  spread of        Precautions
   disease

Dental health      First aid for
                 cuts and bruises




       Grade 4                      286
       Scope and Sequence
                                      Physical Health Strand


Physical Health includes those aspects of health that are often the most salient in our immediate lives and
related closely to the natural progression inherent in human development. The knowledge and skills
presented are the foundation for individual control over many of the factors related to a healthy lifestyle.
The areas covered share common goals in their emphasis and focus on building and maintaining healthy
habits.


Growth and Development
Growth and Development addresses the study of the structure and function of body systems, including how
human body systems function as a whole and their interdependence, throughout the human life cycle.

The study of Growth and Development provides understanding of the complex process of natural
progression through the life cycle as heredity and the environment influence it. By recognizing that growth
and development have a reciprocal relationship and each of the body systems contributes to the survival
and health of the total system, students can better see the influence that behavior has on health and overall
well being. Growth and Development are fostered by responsible actions and conduct related to health
needs and health concerns. The concepts learned in Growth and Development can contribute to decisions
about caring for oneself and others. Topics generally covered in Growth and Development include: Body
Systems and Life Cycle.

PreK-12 Standard 1: Growth and Development
Students will learn the basic characteristics of physical growth and development, including body functions
and systems throughout the life cycle, and will acquire skills to promote and maintain positive growth and
development.




Grade 4                                                                                                    287
Scope and Sequence
Learning Standards: Growth and Development
PreK-5 Body Systems

1.1 Name the external and internal parts of the body and the body systems (nervous, muscular, skeletal,
    circulatory, respiratory, endocrine, and excretory systems).

Heart Power Kit, K-5
Lungs for Life, 3-4
www.amhrt.org

The external and internal parts of the body and body    Heart Power, Investigation 3, How Does the Heart Work
systems                                                 With the Lungs?
     Internal                                            Divide students into three groups (heart, lungs, blood)
         Respiratory System                                 Each group makes a presentation to the class to try and
              Bronchial tubes-Tubes that carry air          prove that their organ is the most important part of the
                  from the windpipe to your lungs.          human body.
              Cilia-Tiny hairs that sweep dirt out of
                  your lungs.                           Lungs are for Life, #3 In the Pink
              Lungs-Hold air when we breathe             Using the worksheet, In the Pink, review the terms by
                                                           filling in the blanks.

              Air sacs (alveoli)-Oxygen and carbon      Lungs are for Life, #3 In the Pink
                  dioxide travel from your body to       To show how the cilia help to keep our lungs in the
                  the air through the capillaries          pink, smear petroleum jelly on paper and allow it to be
                  around the air sacs.                     exposed to the air outside. Examine the particulates
              Oxygen-Important gas our bodies take         and explain how a healthy body cleans itself of these
                  in from the air.                         substances with cilia.

              Carbon Dioxide-The gas we breathe      Heart Power, Investigation 3, How Does the Heart Work
                 out as a waste product.             With the Lungs?
              Energy-A result of a chemical reaction  Divide students into three groups (heart, lungs, blood)
                 inside our body cells.                  Each group makes a presentation to the class to try and
                 Oxygen combines with sugar in           prove that their organ is the most important part of the
                      our cells to produce energy.       human body.

         Circulatory System                           Heart Power, Investigation 3, How Does the Heart Work
             Capillaries                              With the Lungs?
                  Tiny blood vessels with thin walls.  Divide students into three groups (heart, lungs, blood)
                  Oxygen and carbon dioxide pass          Each group makes a presentation to the class to try and
                       through these walls.               prove that their organ is the most important part of the
                 In the lungs, oxygen goes into the       human body.
                       capillaries and carbon dioxide
                       goes out.




Grade 4                                                                                                 288
Scope and Sequence
             Blood that flows to the lungs is rich in   Heart Power, Investigation 3, How Does the Heart Work
                 carbon dioxide.                        With the Lungs?
             Carbon dioxide is exchanged for             Students draw a diagram and write several sentences
                 oxygen in the lungs.                       that show how the heart, lungs and blood vessels work
             Oxygen rich blood returns to the heart         together to distribute oxygen throughout the body and
                 to be pumped to all parts of the           remove carbon dioxide.
                 body.
             As the blood flows through the body
                 and back to the heart, it collects
                 carbon dioxide.


1.2 Identify behaviors and environmental factors that influence functioning of body systems.


Found in Standard 10.3


1.3 Identify appropriate accommodations and aids for people with physical disabilities.


Found in Grade 3.

Life Cycle

1.4 Distinguish the characteristics of living and non-living organisms.


Found in the Science Curriculum.


1.5 List the stages in the basic growth process of living organisms (fertilization, growth, reproduction, and
    death).


Found in the Science Curriculum.




Grade 4                                                                                               289
Scope and Sequence
Physical Activity and Fitness
Physical Activity and Fitness addresses physical development and wellness. Physical Activity and Fitness
focuses on individual competence and versatility in movement skills, understanding movement concepts
and body dynamics, and relating physical activity to lifelong health. Wellness captures the combination of
activity and fitness and a healthy lifestyle.

Students can increase their awareness of the benefits of physical activity and fitness through knowledge
about how the body functions. By identifying and experiencing the relationship of exercise to overall
health, applying important social skills and safety in physical activity, integrating learning movement with
other modes of learning, and practicing strategies to respond to stress, students can enhance their overall
health and wellness. Topics generally covered in Physical Activity and Fitness include: Motor Skill
Development, Fitness, and Personal and Social Competency.


PreK-12 Standard 2: Physical Activity and Fitness
Students will, by repeated practice, acquire and refine a variety of manipulative, locomotor, and non-
locomotor movement skills, and will utilize principles of training and conditioning, will learn biomechanics
and exercise physiology, and will apply the concept of wellness to their lives.

Learning Standards: Physical Activity and Fitness
PreK-5 Motor Skill Development

2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve,
zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and
improve physical performance.

Teaching for Outcomes
Games to Keep Kids Moving
Moving and Learning
Activities for Elementary Physical Education


Direction, balance and level                                Challenge students to balance in a variety of body
   Apparatus                                                 shapes while they hang from large equipment (bars,
        Beam                                                 climbing apparatus, etc.). While hanging, students use
                                                             different combinations of body parts such as the hands,
                                                             knees and ankles.


        Bars                                                Challenge the students to balance on a variety of large
                                                             pieces of equipment in symmetrical and asymmetrical
                                                             shapes.

     Climbing                                               Challenge students to be able to locomote their bodies
                                                             up a ceiling rope.

                                                            Students explore different ways the body can bend
                                                             while holding on to the ceiling rope.




Grade 4                                                                                                  290
Scope and Sequence
   Project Adventure               Students participate in seasonal activity games such as
        Adventure games             "Turkey Hunt" and Pilgrims and Storehouses.
        Cooperative games

   Tumbling                        After a demonstration of proper technique, students line
      Rolls                         up on the mats and practice each roll.
            Back pike
      Balances
            Tripod
                                   Students develop mini-routines and use them to
            Head stand              practice skills.
            Handstand
            Cartwheels             Perform inverted balances.
      Motor skill development

   Balance                         Given a suggestion, form the shape of an inanimate
   Base of support                  object using various body parts.

                                   Students support their own body weight while playing a
                                    game of crab soccer.

Range                              Students practice rhythms by being able to hula hoop
   Hula Hoops                       around their waist, knees, arms and neck to music.

   Parachute activities            Students participate in a parachute routine, mastering
       Merry go round               the calls.
       Umbrella
       Mountains
       Exchange places

   Asymmetrical                    Students balance in a symmetrical shape then direct
   Symmetrical                      them to bend, twist or stretch into an asymmetrical
                                    shape.

                                   Students use symmetrical shapes in order to move onto
                                    and jump off equipment (boxes, benches, etc.). Mix up
                                    the shapes so that students move onto equipment with
                                    an asymmetrical shape and move off the equipment
                                    with a symmetrical shape.

Force absorption                   Students participate in different jumping events, using
   Track and Field                  proper technique.
        Jumping events
             Long jump
             Triple jump
                                   To practice skills, students pass through a locomotor
             High jump              skill maze.
        Running
        Tag games                  Students demonstrate proficiency in locomotor skills by
                                    fully participating in Relay Races.




Grade 4                                                                         291
Scope and Sequence
2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping,
hopping, galloping, sliding, jumping, leaping), and non-locomotor (twisting, balancing, extending) skills as
individuals and in teams.

Manipulative skills                                    Students use mobility, dexterity and direction skills to
Locomotor skills                                        play a game of scooter hockey.
   Basic Skills
       Mobility                                        Students toss a Frisbee back and forth with a partner.
       Tossing
                                                       Students practice tossing a ball against the wall and
                                                        catch it on the rebound.

   Ball skills                                         Students dribble, pass and throw to various rhythms.
        Dribble
        Pass                                           In pairs, students practice throwing a ball at a target.
        Throw                                           After 5 attempts, they give their partner a turn.

   Basketball                                          Students will dribble the ball in one direction and upon
       Dribbling                                        a signal, change direction.
       Passing
                                                       To practice skills, students participate in a dribbling
                                                        relay.

                                                       Students play a game of Dribble Tag.

       Offense                                         After a review, students will practice shooting a
           Faking                                       basketball.
       Defense skills
                                                       Upon call from the teacher, students practice defensive
                                                        stance and footwork.

                                                       To practice basketball skills, students will play a game
                                                        of live basketball.

   Kick ball                                           To practice skills, students play a game of kickball
       Kicking                                          using softball rules except for rolling and kicking
       Rolling                                          instead of pitching and hitting.
       Catching
       Throwing




Grade 4                                                                                                292
Scope and Sequence
   Whiffleball                           Students practice throwing and catching with a
      Throwing                            whiffleball.
      Catching
      Hitting                            Students develop hitting skills by playing Home Run
                                          Derby.

   Football                              In stations, students review and develop basic skills.
       Passing
       Catching                          Students play 3 on 3 games of Flag Football.
       Punting
       Kicking
       Snaps

   Hockey                                Develop a course where the students must use hockey
      Stick handling                      skills to demonstrate control over the puck, stick
           Passing                        handling skills and taking a shot on goal.
           Dribbling
      Shooting                           Students review and practice passing, dribbling and
                                          shooting skills.

                                         Play a game of Star Wars Hockey.

                                         Play games of Floor Hockey.

   Lacrosse                              Students use "styx" to explore throwing and catching.
       Catching
        Throwing                         Students practice throwing and catching while
                                          stationary then while moving.

   Bowling                               After reviewing basic skills for bowling, bocce and
   Bocce                                  horse shoes, students participate in games for all three
   Horseshoes                             sports.

   Soccer                                In stations, review skills.
        Dribbling
        Passing                          To practice Soccer skills, students play Sideline Soccer.
        Trapping
        Shooting                         Students practice dribbling and passing against defense.
        Positional responsibilities
            Defense                      Students develop a skills course to exhibit their mastery
                                          of the skills.

                                         Students play regular games of soccer.




Grade 4                                                                                293
Scope and Sequence
   Tennis                                                With a partner, practice volleying using forehand and
      Racquet skills                                      backhand strokes.
          Forehand
          Backhand                                       Students practice and utilize racquet skills by playing
          Underhand                                       Wall Paddle Tennis.
          Volley
          Serving                                        Students execute the proper technique of serving.

   Volleyball                                            Students practice striking a volleyball by returning a
       Serving                                            served volleyball.
       Returning
       Scoring                                           Students practice volleyball skills by playing a game
       Positional play                                    using a beach ball.

                                                         To improve striking skills, students play Four Square.

Non-locomotor                                            Using different tempos of music, students increase their
   Jump ropes                                             cardiovascular endurance by using jump ropes to
                                                          demonstrate various jump rope stunts.


2.3 Perform rhythm routines, including dancing, to demonstrate fundamental movement skills.

Rhythms                                                  Using various forms of equipment (ball hops, baton
   Ball hops                                              stick, jump sticks and skip it), students try to jump to a
   Jump sticks                                            beat.
   Skip its
   Dance
        Country line dance                               Perform traditional and contemporary dances.
        Creative dance
                                                         Students development movements in sequence to
                                                          music.

Fitness

2.4 Identify physical and psychological changes that result from participation in a variety of physical
activities.

Physical and psychological changes that result from      After participating in a personal favorite sport or
participation in a variety of physical activities         physical activity, students identify what physical
                                                          changes or feelings they experienced.

                                                         At the conclusion of an activity, students offer
                                                          suggestions as to what other activities could have been
                                                          offered and why.

                                                         At the conclusion of an activity, the students are asked
                                                          to identify changes they feel in their bodies and the
                                                          feelings that result from participating: What did we do?
                                                          How did you feel? What could we have done to make
                                                          the activity better? What did you like? What did you
                                                          not like?




Grade 4                                                                                                 294
Scope and Sequence
2.5 Explain the benefits of physical fitness to good health and increased active lifestyle.

Fitness                                                      Students participate in the components of the test.
    Presidential Fitness Test
         Sit ups
                                                             Students examine the results of the fitness test,
         Sit and reach
         Shuttle run
                                                              establish goals for improvement and work toward
         Pull ups                                             improving fitness.
         One mile run

Benefits of physical fitness to good healthy and             Students participate in leisure time activities that
increased active lifestyle                                    promote physical fitness an f relieve tension.
    Stomach strength
    Arm strength                                             Students develop a circuit training program to achieve
    Agility                                                   fitness.
    Flexibility
    Endurance
    Healthy heart, lungs and muscles
    Positive attitude


2.6 Identify the major behaviors that contribute to wellness (exercise, nutrition, hygiene, rest, and
recreation, refraining from using tobacco, alcohol, and other substances).

Major behaviors that contribute to wellness                 Students engage in various positive health practices.
    Exercise                                                 Using a large scale daily planner, move individual
    Nutrition                                                pictures of the practices around throughout the day to try
    Hygiene                                                  out various schedules for activities.
    Rest
    Recreation                                              Explain the enjoyment you receive from being involved
    Refraining from using tobacco, alcohol and               in physical activity.
        other substances.
    Safety                                                  Students explain how being safety conscious can lead to
    Enjoyment                                                wellness.

Personal and Social Competency

2.7 Demonstrate responsible personal and social conduct used in physical activity settings.

Responsible personal conduct in physical activity           After being on the playground, students discuss rules
settings                                                     needed to prevent potential playground problems (such
    Following the rules                                      as safe use of equipment, respect for personal space,
    Honesty                                                  sharing).
    Keeping the body healthy through exercise.
    Individual problem solving
    Cooperation

   Improve listening skills                                 Students compete in racquet sports with the emphasis
   Following directions                                      being placed on staying within the rules and to call their
   Participation                                             own violations. Students also work together in sharing
   Appropriate dress for different occasions                 the space to cover the court and to assist one another
                                                             when necessary.




Grade 4                                                                                                      295
Scope and Sequence
   Respect for individuals                           Students analyze a videotape of class gymnastics
        Manners                                       performance, complimenting productive, cooperative,
        Speaking at appropriate times                 and safe behaviors and making suggestions for
   Sharing space                                      improvement.
        Maintain personal space
   Sharing equipment
   Tolerance for differences
   Understanding and demonstrating safety
       procedures.
   Demonstrate supportive behavior

Responsible social conduct in physical activity      While playing team sports, students learn to work
settings                                              together to achieve a common goal. Students improve
      Working together to achieve a common goal       positional play and understand to support one another
      Helping a team mate during a game               both defensively and offensively.
      Sharing space in a game environment
      Concern for others
      Developing a sense of interdependence
      Safety in a group

    Working with a partner                           Students display a tolerance for differences in student
    Working in a group                                abilities.
    Caring for others
    Getting along with others
    Solve movement problems with a partner
    Team player




Grade 4                                                                                             296
Scope and Sequence
Nutrition
Nutrition addresses the development of a healthy body composition through the balance of food intake and
physical activity. Nutrition includes many concepts, such as the relationships among food choices and
growth, nutrition guidelines, food insecurity, current health needs, chronic disease, and a healthy lifestyle.

An adequate and healthy intake of food and nutrients is essential for students to take full advantage of the
learning environment in school. Thus, students of all ages need the knowledge and skills to make wise
food choices in the contemporary food environment and throughout their lives. Instruction in Nutrition
includes evaluation of food promotion and media messages regarding realistic body size and shape, and
consumer and nutrition skills needed to select appropriate foods in varied settings. Topics generally
covered in Nutrition include: Improving Nutrition, Safe and Adequate Food Supply, and Social Influences.

PreK-12 Standard 3: Nutrition
Students will gain the knowledge and skills to select a diet that supports health and reduces the risk if
illness and future chronic diseases.

Learning Standards: Nutrition

PK-5 Improving Nutrition

3.1 Identify the key nutrients in food that support healthy body systems (skeletal, circulatory and
recognize that the amount of food needed changes as the body grows.

Pyramid Explorations, National Dairy Council
Heart Power, (3-5)

Key nutrients that support healthy body systems          Pyramid Explorations, Activity #2, The Food Guide
    Nutrients are substances in food that help the       Pyramid
        body stay healthy.                                Students draw the food guide pyramid and
    There are more than 40 nutrients.                        explain why they foods are arranged in the
    After you eat, the nutrients in your food are            particular order given.
        released into your body during digestion.
    Your body automatically knows where the                  Students complete the worksheet ”Getting Your
        nutrients need to go to do their work.                Facts Straight.” Discuss.

    All foods in a particular food group contain the     Pyramid Explorations, Activity #2, The Food Guide
         same key nutrients.                             Pyramid
    When the nutrient is digested and absorbed by         Students act out The Pyramid Explorations
         the body, it provides the body with health          Theater: The Crown Jewels of Nutrition.
         benefits.




Grade 4                                                                                                     297
Scope and Sequence
3.2 Use the USDA Food Guide Pyramid and its three major concepts of balance, variety, and
moderation to plan healthy meals and snacks.

Snack Stars, National Dairy Council
The New Food Pyramid, National Geographic
Food in America Kit, New England Dairy Council

Food Pyramid (Ages 6-10)                          Snack Stars
     Milk-3 servings                               Students develop a demonstration to show how
                                                      much food is in one serving.

                                                     Students plan snacks that are consistent with
                                                      the five food groups.

     Meat-2-3 servings                            The New Food Pyramid
     Vegetables-3-4 servings                       View and discuss the video as per the teacher’s
                                                      guide.

     Fruit-2-3 servings                              Using including the USDA food pyramid, a
     Grain-6-9 servings                               student team plans for and prepares healthy
                                                      snacks for the week. (Connects with Science
                                                      and Technology)

                                                     Students write and recite a poem about food
                                                      and healthy snacking. (Connects with English
                                                      Language Arts)

    Nutrition label                               Heart Power, Investigation #2, What’s In It For
        Amount of nutrients                       Me?”
        Amount of calories                         Ask students to bring the package of their
             Fats                                     favorite food to class. Examine the food label
             Sugar                                    for the nutrition content of the food.
             Sodium
        Amount you should have each day.             Assign certain foods to groups of students.
        How much the product provides.                Their job is to explain to the class if/if not they
                                                      would recommend the food based on its
                                                      nutritional value.


3.3 Recognize hunger and satiety cues and how to make food decisions based upon these cues.


Found in Grade 5.




Grade 4                                                                                              298
Scope and Sequence
3.4 Identify heredity, diet, and physical activity as key factors in body shape and size.

Heart Power Kit (3-5) Who Invented Running
Booklet

Key factors in body shape and size                          Students keep a snack diary for a few days.
    Diet                                                     Keep the nutrition labels of each snack.
         Reading and understanding food labels               Examine the choices made. Determine if the
         Serving size                                        snack was healthy or a better choice could have
                                                             been made. Set goals for healthy snacking and
                                                             review in a few days.

        Nutrient value                                      Students design and bring to class healthy
        Making healthy choices                               snacks they think everyone would enjoy.

    Exercise                                             Heart Power, Move Around Enough
        Benefits                                          Students read the selection “Fit for Fun” and
             Helps your body to be strong                    discuss how they feel after they exercise and
             Strengthens your heart.                         how they feel when they don’t exercise.
                 Quicker return to resting heart rate
                 The more you exercise, the
                      quicker your heart rate will
                      return to its resting rate.
             Need 30 minutes of aerobic exercise
                 three to four times a week to be fit.

        Steps to fitness                                 Heart Power, Move Around Enough
            Warm up                                       Students keep an exercise diary for a few days
            Aerobics                                         to determine if they are exercising enough to
            Muscle strengthening                             be fit.
            Flexibility
            Stretching

Safe and Adequate Food Supply

3.5 Identify the connection between food served in the home with regional food production.


This Standard is not addressed.


3.6 Describe personal hygiene and safety measures used in preparing foods.


Found in Grade 3.




Grade 4                                                                                                   299
Scope and Sequence
Social Influence

3.7 Describe how food choices are influenced by availability, individual and family preferences,
media, and background, and identify healthy foods within various social groups.


This Standard is not addressed.




Grade 4                                                                                            300
Scope and Sequence
Reproduction/Sexuality
Reproduction/Sexuality involves physical development, emotions, and social elements. Instruction
incorporates aspects of biology, psychology, sociology, literature, the arts, and philosophy.

The study of Reproduction/Sexuality provides young people with the knowledge and skills necessary to
make informed choices. It addresses decisions about abstaining from and postponing sexual intercourse.
Knowledge about how to avoid sexually transmitted infections that endanger one's health and well being as
well as that of a partner is an important component of instruction. Communication skills can support such
decisions. Addressing Reproduction/Sexuality in an appropriate and factual fashion leads to informed
young people, increasing the likelihood of students making healthy decisions. It is particularly important in
Reproduction/Sexuality to consider developmental appropriateness. Topics generally covered in
Reproduction/Sexuality include: Development and Wellness.



PreK-12 Standard 4: Reproduction/Sexuality
Students will acquire the knowledge and skills necessary to make effective personal decisions that promote
their emotional, sexual, and reproductive health.


Learning Standards: Reproduction/Sexuality
PreK-5 Development

4.1 Identify the components, functions, and processes of the reproductive system.


Found in Grade 5.


4.2 Identify the physical changes as related to the reproductive system during puberty.


Found in Grade 5.


4.3 Define sexual orientation using the correct terminology (such as heterosexual, and gay and lesbian).


Found in Grade 5.

Wellness

4.4 Recognize that diet, exercise, rest, and avoidance of risk behaviors such as smoking, drinking, and other
substance use contribute to the health of a mother and fetus.


Found in Grade 5.




Grade 4                                                                                                   301
Scope and Sequence
                         Social and Emotional Health Strand


Social and Emotional Health includes those aspects of health that are particularly unique to human beings,
namely being aware of ourselves, both as individuals and as members of social groups. The knowledge and
skills presented in this Strand address and support our ability to interact with others in positive and socially
acceptable ways.


Mental Health
Mental Health includes information to increase the development of knowledge and skills specific to one's
inner life, as well as social awareness as it relates to attitudes and conduct. Mental Health is a
multidimensional area involving all aspects of living, and is manifested in terms of emotional and social
well being. Personality, character, heredity and environmental factors, self-esteem, and decision-making
influence mental health.

Being able to identify feelings and emotions felt by all people and to explore how human beings are
affected physically and psychologically by these feelings are important aspects of instruction in Mental
Health. Skills development around the decision-making process, coping, resolving conflicts, and self-
actualization can improve mental and emotional well being. Topics generally covered in Mental Health
include: Feelings and Emotions, Identity, and Decision Making.


PreK-12 Standard 5: Mental Health
Students will acquire knowledge about emotions and physical health, the management of emotions,
personality and character development, and social awareness; and will learn skills to promote self-
acceptance, make decisions, and cope with stress, including suicide prevention.




Grade 4                                                                                                     302
Scope and Sequence
Learning Standards: Mental Health
PreK-5 Feelings and Emotions
5.1 Identify the various feelings that most people experience and describe the physical and emotional
reactions of the body to intense positive and negative feelings.

Second Step, A Violence Prevention
   Curriculum (4-5 Kit)

Physical and emotional reactions of the body to
intense positive and negative feelings.               Second Step Unit III, Lesson 2
    Anger triggers                                        Students create a role play in which one or both of the
         Triggers-Things that people do to make            students acts angry about something. Include a trigger.
              us angry.                                    The class determines the triggers that caused the angry
              Pushing                                      response.
              Name calling
              Biting
              Angry words

Second Step, A Violence Prevention
   Curriculum (4-5 Kit)
                                                      Second Step Unit III, Lesson 1
   Recognizing anger signs                             With a partner, students make a list of situations which
        Knitted eyebrows                                  cause them to feel angry. Discuss the anger signs
        Frowns                                            exhibited when feeling angry.
        Clenched teeth
        Clenched fists                                   Show students pictures of people who are angry.
        Shoulders hunched                                 Identify the anger signs.
        Head hurts
        Heart beats fast
       Out of breath


5.2 Apply methods to accommodate a variety of feelings in a constructive manner in order to promote well
being.

Second Step, A Violence Prevention                    Second Step Unit III, Lesson 3
   Curriculum (4-5 Kit)                                Using guided imagery, the teacher helps the students
                                                          learn how to relax.
Ways to calm down when angry
   Take three deep breaths.
   Count backwards slowly.
   Think nice thoughts which make you feel
        relaxed.

    Self talk                                         Second Step Unit III, Lesson 4
         Self talk-Anything you say to yourself to     Students role play situations that make them angry then
              help you not to feel angry.                 use the calming down steps and self talk to cope with the
        Use self talk to increase success in coping       situation.
             with pressure situations.




Grade 4                                                                                                303
Scope and Sequence
   Reflection                                    Second Step Unit III, Lesson 5
        Reflection-Thinking about problems after  Students think about a time when they were angry.
             they have occurred.                     Reflect on that time by answering the reflection
        Why was I angry?                             questions.
        What did I do?
        What worked?                              Role play helping a friend reflect abut a problem.
        What didn’t work?
        What would I do differently?
        Did I do a good job?

Identity

5.3 Define character traits such as honesty, trustworthiness, self-discipline, respectfulness, and kindness
and describe their contribution to identity, self-concept, decision-making, and interpersonal relationships.

Second Step, A Violence Prevention Curriculum (4-
   5 kit)

Character traits that contribute to identity, self      Students list all the traits they like in a friend. Explain
concept, decision-making, interpersonal                  why honesty is an important trait to have to get along
relationships                                            with others.
      Honesty

     Trustworthiness                                 Unit II, Lesson 6
         Keeping a promise                            Students practice using the problem solving process to
                                                         cope with keeping a promise.

     Self discipline                                    Students list all the traits they like in a friend. Explain
                                                         why self discipline is an important trait to have to get
                                                         along with others.


     Respectfulness                                  Unit II, Lesson 8
        Making conversation                           Students practice making conversation.
             Decide on something to talk about
             Ask the other person questions
             Show that you are a good listener
             Change topics if you need to
             End the conversation politely


5.4 Describe the effects of leadership skills on the promotion of teamwork.


Found in Grade 5.




Grade 4                                                                                                   304
Scope and Sequence
Decision Making

5.5 Explain and practice a model for decision-making that includes gathering information, predicting
outcomes, listing advantages and disadvantages, identifying moral implications, and evaluating decisions.

Second Step, A Violence Prevention Curriculum (4-5
   kit)

How to solve problems and make decisions                Students brainstorm common problems experiences by
   Decide on what the problem is.                        children their age.
   Brainstorm solutions.

    Evaluate each solution by comparing the          Second Step, Unit II, Lesson 4
         consequences.                                Students role play different situations where they can
         Is it safe?                                     practice using the problem solving skills.
         How might people feel?
         Is it fair?                                    Students role play different situations where they can
         Will it work?                                   practice using the problem solving skills.
    Choose a solution.
    If the solution does not work, develop an
         alternate solution.


5.6 Explain how coping skills (such as perceiving situations as opportunities, taking action/exerting control
where possible) positively influence self-concept.

Second Step, A Violence Prevention Curriculum (4-5
   kit)
Talking About Touching (4-5 kit)

Coping skills that influence self concept            Unit II, Lesson 10
   Perceiving situations as opportunities             Students practice taking responsibility for actions.
        Taking responsibility for actions
              Decide on a time
              Say what happened
              Make an apology
              Offer to make things better (amends)

   Taking action/exerting control where possible     Unit II, Lesson 9
        Dealing with fear                             Students practice coping with fears.
           Decide what you are afraid of
           Decide whether your fears might
           actually happen.
           Talk to someone about your feelings
           Talk to yourself

        Keeping out of a fight                       Unit III, Lessons 13
           Calm down                                  Students list a number of situations that cause you to
           Think about what might happen if you          feel angry. List the anger signs.
                fight.
           Tell the person how you feel and what         Students practice their skills by role playing different
                you want.                                 situations




Grade 4                                                                                                305
Scope and Sequence
Family Life
Family Life focuses on the importance of the family as a basic unit of society and the many responsibilities
within a family. Family Life highlights the diverse perspectives, needs, and characteristics of families and
the internal and external supports that families rely on throughout the family life cycle. Family Life
addresses parenting in a world where technology and research provide new information and options on a
regular basis.

A critical focus of Family Life is helping students understand that while families differ, there are many
similarities within all families. Through the study of Family Life, students can gain an understanding that a
family, regardless of its composition, fulfills certain critical needs. Resilience can be fostered by the
recognition that many factors may affect the stability and health of a family, but that many supports are
available to help families. Family Life focuses on parenting as a choice and as a major responsibility. Both
emotional maturity and parenting skills are necessary for child rearing. The development of good character
in children is one important responsibility for parents and families. Understanding the stages of child
development will make parenting more successful for both the child and the parent. Topics generally
covered in the study of Family Life include: Functions and Purposes, Supports, and Parenting.



PreK-12 Standard 6: Family Life
Students will gain knowledge about the significance of the family on individuals and society, and will learn
skills to support the family, balance work and family life, be an effective parent, and nurture the
development of children.

Learning Standards: Family Life
PreK-5 Functions and Purpose

6.1 Describe different types of families, addressing membership and social influences, and the functions of
family members.

Talking About Touching, Grades 4-5
Second Step , A Violence Prevention Curriculum ( 4-5
     Kit)

Types of families                                         TAT Unit V, Lesson 1
   Immediate family                                        Students list their basic needs and who should
   Extended family                                           provide them.
Functions of families


6.2 Describe factors, such as character traits of individuals and life events, that can strengthen families.


Found in Grade 2.




Grade 4                                                                                                   306
Scope and Sequence
Supports

6.3 Identify whom to talk with about family problems and successes.

Talking About Touching (4-5 kit)

Whom to talk with about family problems and          Unit IV, Lessons 1-3
successes                                             Students list all the people inside and outside their
    Support system-all the people inside and outside     family that they could go to if they had a problem.
        your family, who can help you when you have
        a problem.
        People inside your family
        People outside your family

Parenting

6.4 Identify what parents do to provide a safe, healthy environment for their children.

Parents and caregivers provide                        TAT Unit V, Lesson 1
    Food                                               Students list their basic needs and who should
    Clothing                                             provide them.
    Shelter
     Medical care




Grade 4                                                                                            307
Scope and Sequence
Interpersonal Relationships
Interpersonal Relationships focuses on the importance of sound and stable relationships with other people
with whom individuals share their lives, such as family, friends, co-workers, and community members.
Communication skills are an essential component to help build safe and long-lasting relationships
throughout the life cycle. Equally important are character attributes such as respect and responsibility,
which are essential for healthy personal development, caring interpersonal relationships, and a humane and
democratic society.

Instruction in Interpersonal Relationships facilitates students' understanding that very few events in life
occur in isolation from other people, so the ability to achieve healthy relationships is critical for well being.
This is especially true for major life events such as starting school, going away to college, entering the
workforce, marriage, or child rearing. Students learn about the different kinds of relationships that people
can have, such as neighborly relationships, family relationships, peer and friend relationships, and romantic
relationships. Instruction in Interpersonal Relationships highlights the recognition that each person has
internal personal choices and decisions to make regarding relationships, as well as providing the knowledge
about the many external factors that can affect those relationships. Skills and strategies to relate to others as
well as the recognition of the contribution of personality and good character to relationships can be learned
through health education programs that address Interpersonal Relationships. Topics generally covered in
Interpersonal Relationships include: Communication, Peer Relationships, and Romantic Relationships.
Note: Please see parental notification law in Appendix B, p. 69.


PreK-12 Standard 7: Interpersonal Relationships
Students will learn that relationships with others are an integral part of the human life experience and the
factors that contribute to healthy interpersonal relationships, and will acquire skills to enhance and make
many of these relationships more fulfilling through commitment and communication.

Learning Standards: Interpersonal Relationships
PreK-5 Communication

7.1 Explain why communication is essential in human relationships and identify people from whom children
can learn how to communicate, such as family members, friends, community members, and members of
faith-based groups.

Second Step , A Violence Prevention Curriculum ( 4-
     5 Kit)

Why communication is essential                            Unit I, Lesson 1
   Classroom communication rules                           Students practice the rules for communication in class.
       One person speaks at a time
       Show respect when others speak                        Students make a poster showing the classroom
       Be an active listener                                  communication rules
       Do not put others down when they speak

People who can teach communication skills                    Students brainstorm how people can teach others how
    Family members                                            to communicate. Is communication always good? If it
    Friends                                                   isn’t, how can it be improved?
    Community members
    Members of the faith community




Grade 4                                                                                                      308
Scope and Sequence
7.2 Apply both verbal and non-verbal communication skills to develop positive relationships and improve
the social environment of the school.

Second Step , A Violence Prevention Curriculum ( 4-
     5 Kit)

Developing positive relationships and improving the   Unit I, Lesson 2
social environment of the school                       Students act out a feeling and the class tries to identify
     Verbal communication skills                          the feeling.
         “I” messages
     Non verbal communication skills                  Unit I, Lesson 9
         Reading clues to identify feelings            Students practice using “I” messages and active
         Empathy                                          listening skills.
         Active listening
                                                         View the Second Step video, part 2. Discuss

Peer Relationships

7.3 Describe the concept of friendship and contrast qualities that strengthen or weaken a friendship,
including the importance of sound character in interacting with others.

Second Step , A Violence Prevention Curriculum (4-
   5 kit)

Friendship                                            Unit I, Lessons 1-3
    Qualities that strengthen                          Students role play how they once felt about a situation
         Being empathetic                                 and how they now feel about a situation. How can
               Understanding facial clues                 knowing this make us a better friend?
               Understanding what is happening
                   around your friends.               Unit I, Lesson 8
               Understand that feelings change         Students are challenged to think about two people who
               Try to predict the feelings of your        are very different and how they would react to a series
                   friend                                 of situations.

              Understanding that sometimes we have Unit I, Lesson 4
                  conflicting feelings              Role play a situation in which a person has conflicting
              Being a good listener.                   feelings. Other students guess the conflicting feelings. .
                                                       How can knowing this make us a better friend?

         Able to communicate                          Unit I, Lesson 9
             “I” messages                              Students practice using “I” messages and active
             Active listening                             listening skills. How do these skills helps us to be
                                                          better friends?




Grade 4                                                                                                309
Scope and Sequence
         Non-judgmental                              Unit I, Lesson 5
            Understanding that people have            Arrange two students back to back with a situation.
                 similarities and differences            See if both students react the same to the situation.
            Understanding that people have               How can understanding these differences and
                 preferences                             similarities make us a better friend?
         Loyal
         Qualities of a trustworthy peer group.      Unit I, Lesson 6
                                                      Present different choices to the class and allow the
                                                         students to demonstrate their preferences by walking to
                                                         different parts of the room.

   Qualities that weaken                             Second Step Unit III, Lesson 6
        Dealing with put downs                        The teacher models coping with put downs then directs
              Calm down                                  the students to role play coping with put downs.
              Ignore the person or walk away
              Tell the person how you feel and to
                  stop if #2 doesn’t work.
              Get help if you need it.

        Dealing with criticism                       Unit III, Lesson 7
            Calm down                                 Students practice dealing with criticism.
            Think about what the person said and
                decide if it is true.
            Decide what to do
                Explain
                Apologize
                Say what you will do to improve
                     the situation

   Importance of sound character                     Unit I, Lesson 7
       Understand that people perceive things         Role play situations where the students tell how they
           differently                                   perceive the problem, what their needs are and how
                                                         your needs can be met.


7.4 Describe the concepts of prejudice and discrimination.

Second Step, A Violence Prevention Curriculum

Effect of prejudice and social stereotypes           Second Step Unit I, Lesson 5
    Similarities and differences                      Two students stand back to back. The teacher presents
    People who are very close and very similar may       a scenario and the students make a face to show how
         have different feeling about some things.       they feel. The class examines if you feel the same as
    People feel differently because everyone is          your partner or different. Example: You just found out
         unique and different from others in some        you are going share your room with your little
              ways.                                      sister/brother.

    Being similar to others might cause us to feel      Ask the students to think about the factors that make
        comfortable and included.                        them comfortable with their best friends or family
    Being different may make us feel uncomfortable       members. Discover the similarities.
        or unique and special.




Grade 4                                                                                               310
Scope and Sequence
                              Safety and Prevention Strand



Safety and Prevention includes those aspects of health most often related to risky and dangerous behaviors
and conduct that can have negative life-long consequences on health. The topics are of particular
importance for young people who are at the age when many of these behaviors are being contemplated. The
knowledge and skills presented in the Personal Safety Strand provide a means for young people to avoid
risky behavior, now and in the future, so that they can lead healthier lives.


Disease Prevention and Control
Disease Prevention and Control focuses on factors contributing to the development of chronic,
degenerative, and communicable diseases, including genetic and environmental factors. Disease Prevention
and Control addresses methods for detection and strategies for prevention of chronic and communicable
diseases. Maintaining good health is a topic of importance in Disease Prevention and Control. Because
disease prevention and control is integral to health, these elements are also addressed in other specific areas
of the Framework.

Study in Disease Prevention and Control conveys the important message that students have a considerable
measure of control over their health. The contribution of science and technology/engineering has added
greatly to disease prevention and control. Chances of contracting most illnesses can be greatly influenced
by students' health-related choices and decisions. While the effects of heredity must be considered,
behaviors and decisions also affect the development of such chronic diseases as cardiovascular disease,
cancer, hypertension, strokes, diabetes, and osteoporosis. The risk factors for these diseases can be detected
early in life and are heavily influenced by health-related choices. Instruction in Disease Prevention and
Control also includes the skills necessary to act in a supportive yet safe manner toward people with
diseases. Topics generally covered in Disease Prevention and Control include: Signs, Causes, and
Treatment; Prevention; and Health Maintenance.



PreK-12 Standard 8: Disease Prevention and Control
Students will learn the signs, causes, and treatment of chronic and communicable diseases, and will gain
skills related to health promotion, disease prevention, and health maintenance.




Grade 4                                                                                                    311
Scope and Sequence
Learning Standards: Disease Prevention and Control
PreK-5 Prevention

8.1 Describe how the body fights germs and disease naturally and with medicines and immunization.

Learning About AIDS and other Diseases
Weekly Reader Booklets

Germs                                                   Students tell about a time when they had a disease
   Bacteria                                              caused by a bacteria.
       Bacteria-A germ that causes strep throat.
       Bacteria can be killed with an antibiotic.       Students tell about a time when they had a disease
                                                         caused by a virus.

    Virus                                               Students ask their parents how they have been treated
        Virus-A very small germ that causes              for a cold or flu.
           colds, the flu, measles, mumps and
           chicken pox. Medicines do not work
           well to destroy a virus.
        Vaccines prevent us from getting sick due
           to a virus.

Learning About AIDS and other Diseases
What’s a Virus Anyway?, VHS

Communicable disease-a disease that can be           Learning About AIDS and other Diseases. Where Do
   passed from one person to another through         Diseases Come From?
   germs being passed.                                 Students read the story and answer the questions.

   AIDS                                              Learning About AIDS and other Diseases . “AIDS: A
       AIDS Acquired Immune Deficiency               Special Kind of Disease”
           Syndrome.AIDS damages the immune
           system making us more susceptible to         Students discuss why AIDS is different from the flu or
           disease.                                      strep throat.
       Caused by a virus (Human Immune Virus)
           found in body fluids.                        Students make a poster showing the words that
       The virus that causes AIDS is called HIV.         represent the acronym, AIDS.
           It is hard to get.
       There is treatment for AIDS but there is no   What’s a Virus Anyway?
           cure.                                      Students discuss the ways HIV is transmitted with the
                                                        teacher.

        Ways HIV is transmitted                      What’s a Virus Anyway?
           From people who have HIV in their          Students make a poster showing how HIV is not
               blood.                                   transmitted
           Sharing needles with drug users.
           Sexual intercourse with someone who
                has HIV in their blood.
           Babies may get AIDS before they are
               born from mothers who have HIV
               in their blood.




Grade 4                                                                                              312
Scope and Sequence
        Ways HIV is not transmitted                    Project Adventure
           Mosquito bites                               Marshmallow River
           Toilet seats
           Drinking fountains
           Touching or hugging
           Shots or needles at the doctor’s office.
           Coughing and sneezing.
           Sharing food or toys

VHS-What’s a Virus Anyway?

        To avoid contact with HIV                         View and discuss, “What’s a Virus Anyway?”
           Sexual abstinence
           Do not share needles such as for
               tattooing or ear piercing
           Avoid non-medical use of drugs
           Do not share blood as a blood brother
                 or sister.

Learning About Alcohol 4-5, CASPAR
Science textbook

Non-communicable disease-cannot be passed from            Students interview people with chronic health
   one person to another.                                  conditions and/or read about them in order to
   Examples: Cancer, Heart disease                         understand how they actively contribute to family,
Chronic diseases-diseases that worsen over time.           friends, schools and community and how such
       Examples: Asthma, Diabetes, Alcoholism              conditions differ from other types of diseases.
                                                           (Connects with English Language Arts, Social Studies)

Fighting germs and disease naturally                   Learning About AIDS and other Diseases. Your Disease
    Immune system                                      Fighting Army
         White blood cells-Swallow germs that           Students draw the sequence of the invading germ cell to
              enter the body. The blood cell sends a       the destroyed germ cell.
              message to the B cell.
         B cells-Produces a protein that surrounds        Students draw and label the different cells of the
              germs and signals the T cells.               immune system.
         Killer T cells-Attack and destroy the
              germs

CASPAR Learning About Drugs K-6

Fighting germs and diseases with medicines          CASPAR
    Get parental permission before taking medicine.  Bring examples of medicine labels to class so the
    Only take medicine that is prescribed.             children can see the information on the label.
    Only take your own medicine.
    Keep medicine locked.                            Role play different situations regarding taking medicine
    Do not take medicine from a friend.                from different people for various reasons.
    Tell your parent if the medicine makes you feel
         funny

Fighting germs and diseases with immunization             Invite the school nurse to class to talk about how being
                                                           immunized protects against disease.




Grade 4                                                                                                  313
Scope and Sequence
Signs, Causes, and Treatment

8.2 Identify the common symptoms of illness and recognize that being responsible for individual health
means alerting caretakers to any symptoms of illness.

Weekly Reader
Current Health

Common symptoms of illness                                   Use the Weekly Reader/Current Health magazines to
   Cold                                                       teach up to date information on disease and other topics.
   Flu                                                        Refer to the topical outline of each magazine to plan
   Asthma                                                     topics.

Health Maintenance

8.3 Apply skills to prevent and control the spread of disease, including those that help promote cleanliness
(such as correct hand washing, regular bathing, and washing clothes).

Weekly Reader, Learning About AIDS, Grade 2/3
VHS-Person Power

Skills to prevent and control the spread of disease   Weekly Reader
   Disease prevention                                  Read “Healthful Choices”
          Do not drink from the same glass.
          Cut food before sharing.                           View and discuss, “Person Power”
          Cover mouth and nose before sneezing.
          Dispose of tissue

Scrubby Bear
VHS-AIDS-A Primer for Children Grade 3

   Hand washing                                       Scrubby Bear, Lesson 2
      Wet hands with water.                            #6. Washing hands experiment
      Use one squirt of liquid soap.
      Scrub ten seconds.                                      #8. Besides washing hands before and after eating,
      Rinse well.                                              students discuss other ways they can stop the spread of
      Dry hands with a paper towel,                            germs.
      Use the towel to shut off the water.
      Use the towel to shut off the water.
      Throw the paper in the trash

     Regular bathing                                         Students explain why it is important to bathe/shower
       Bathe/shower every day                                 every day.

     Washing clothes                                         Students explain why it is important to wear clean
       Wear clean clothes                                     clothes every day.




Grade 4                                                                                                     314
Scope and Sequence
8.4 Identify tooth functions and causes of tooth health and decay, and apply proper dental health skills (such
as choosing healthy tooth snacks, brushing, flossing).

What’s a Hygiene? VHS

Tooth functions                                        Using a large cardboard model of the mouth with the
Causes of tooth health                                  teeth labeled, students close their eyes and floss with
Causes of tooth decay                                   yarn covered with colored chalk. Students open their
Dental health skills                                    eyes and see which teeth were and were not missed.
                                                        Practice until flossing is complete. (Frameworks)

                                                       View the video on hygiene and discuss.




Grade 4                                                                                               315
Scope and Sequence
Safety and Injury Prevention
Safety and Injury Prevention includes information to promote knowledge and skills for personal safety for
the prevention and treatment of intentional or unintentional injury.

Through the study of Safety and Injury Prevention, students identify, learn, and reinforce the use of rules
and procedures for safe living at home, in school, and within the community to help reduce the incidence of
hazardous situations. Safety and Injury Prevention teaches students strategies to reduce their risk of
personal danger. Training students in first aid and emergency procedures to assist with accidents and
injuries promotes potentially life-saving intervention. Topics generally covered in Safety and Injury
Prevention include: Hazard Prevention, Self Protection, and Emergency Intervention.



PreK-12 Standard 9: Safety and Injury Prevention
Students will gain the knowledge and skills to administer first aid and carry out emergency procedures,
including cardiopulmonary resuscitation, will avoid, recognize, and report verbal, physical, and emotional
abuse situations, and will assess the factors that contribute to intentional and unintentional injury, including
motor vehicle accidents, fire safety, and weapons safety.

Learning Standards: Safety and Injury Prevention
PreK-5 Hazard Prevention

9.1 List rules for fire safety, weapons safety, bus safety, and seat belt use where applicable, such as at home,
school, community, and play, and explain why the rules are important.

Learn Not To Burn Level 2, Grades 3-5
Plymouth Public Schools

Fire safety
                                                            Students participate in school fire drills, being mindful
    Fire Drill procedures
          Know two exit routes                               of two exit routes to safety.
           Follow all safety rules

    Home fire exit procedures (EDITH)                    Learn Not To Burn, Lesson 2 EDITH
        Exit                                              Students engage their parents to develop an exit plan for
        Drill                                                their home in case of fire.
        In
        The
        Home

    Candle safety                                                Demonstrate candle safety using a candle, holder
       Never leave a burning candle in a room                     and snuffer.
             alone.
       Burn candles in candle holders and only on
             heat resistant surfaces.
       Keep young children, pets and objects that
             catch fire easily, such as curtains or
             drapes, away from burning candles.




Grade 4                                                                                                     316
Scope and Sequence
        Place candles away from drafts, fans, air          Students pretend to extinguish a candle flame using
            conditioners or heating vents.                  the candle snuffer.
        Trim candle wicks to 1/4 inch before
            lighting.
        Use a candle snuffer to extinguish flames
            and prevent hot wax from spraying.
        Extinguish flames when they burn down to
            within 2 inches of a decoration.
        Remove any wax, burned wicks or matches
            from holders before lighting a new
            candle.

Plymouth Police, Safety Officer

Weapon safety                                          Invite the safety officer to class to discuss weapon safety
  Never pick up a gun.
  Never pick up a sharp object.
  Always tell a grown up about a gun or sharp
      object.
  Never play with a gun or sharp object.

CASPAR Learning About Drugs K-6
Laidlaw Bus Company

Bus safety                                             As per Massachusetts Law, practice bus safety
    Bus stop                                            evacuation procedures.
    Entering and exiting.
    Passenger behavior
    Respect for the driver
    Emergency exits


Seat belt safety-Found in Grade 3.

Bicycle safety                                         Invite students to bring their bicycle safety equipment to
    Massachusetts Helmet Law says that helmets          class and demonstrate the use.
         are mandatory under age 12.
   Rules of the road




Grade 4                                                                                               317
Scope and Sequence
9.2 Name persons and community helpers (such as police officers, fire fighters, and emergency medical
personnel) who can be contacted to help with health, safety, and injury prevention and describe the
appropriate procedures for contacting healthcare personnel in an emergency.

Plymouth Police Department, Safety Officer

Persons and community helpers who can be                Invite the safety officer to class to discuss how to get
contacted to help with safety                            help in an emergency.
     Police
     Fire
     Emergency Medical Service

Appropriate procedures for contacting healthcare        Invite the safety officer to class to discuss how to get
personnel in an emergency.                               help in an emergency.
     Dial 911


9.3 Describe personal responsibility for reducing hazards and avoiding accidents.


Found in Standard 9.1.

Self Protection

9.4 Distinguish among safe, unsafe, and inappropriate touch.

Talking About Touching Unit II

Personal safety                                       TAT Unit II, Lesson 1, 4
    Private body parts-The parts of the body the       Students volunteer examples of appropriate touch.
        bathing suit covers: breast, penis, buttocks,
        vagina.                                        Students explain why visiting a doctor’s office is an
    Appropriate touch-Positive expressions of            example of appropriate touch.
        warmth, caring and physical
        communication.
        Hugging
        Shaking hands

    Unsafe touch-Manipulative or forced touch and TAT Unit II, Lesson 2
       all sexual touch between adults and         Students volunteer examples of confusing touch.
       children.
    Confusing touch-Touch that mixes a person up  Students role play how to cope with a confusing touch.
      or creates uneasy feelings.
    Unwanted touch-A touch you do not want




Grade 4                                                                                                 318
Scope and Sequence
9.5 Demonstrate the use of assertive behavior, refusal skills, and actions intended for personal safety.

Talking About Touching, Grades 4-5

Assertive behavior                                  TAT Unit III, Lesson 1,3,6,7
    Assertiveness-Standing up for your own rights    Students role different situations where they can
         and opinions without violating someone        practice their assertiveness skills.
         else’s rights and opinions.

    Skills                                              Students role different situations where they can
         Speak in a firm voice.                          practice their assertiveness skills.
         Use the word “NO”.
         Use positive body language
             Hold your head high
             Hold your shoulders back
         Look the person in the eye.
         Avoid giving reasons for behavior.

Talking A bout Touching

Refusal skills                                      Unit III, Lesson 2
    OK to say no to a friend                         Students practice saying “No” to a friend who wants
    Suggest something else to do                        them to do something inappropriate.

CASPAR

    Dealing with peer pressure                      CASPAR
        Say, “NO”.                                   Upper Elementary XI, Lesson 11-Using the role plays,
        State the reasons why you do not want to       students assume a role and practice the refusal skills.
             do what you are being asked to do.
        State reasons why a friend should not       CASPAR
             do what you are being asked to do.      Upper Elementary VIII, Lesson 8. View and discuss,
        Use humor                                      Why Say No to Drugs.
        Broken record-Keep saying “No!”              Students practice the different refusal skills to
                                                       determine which one may work best for them.

Actions intended for personal safety                Unit II, Lesson 3
    Do not let anyone touch your private body parts  Talk about the safety rules and share where the children
         except for health reasons                      can go to talk to a trusted adult.
    Private body parts are those found under
         our bathing suits.                          Invite the guidance counselor to class so the children
    If someone touches your private body parts          will learn who the counselor is and how they can talk
         Say, “No”                                      with him/her.
         Get away
         Tell an adult
    If you are uncomfortable or mixed up about an
         affectionate touch, you cans say “no” and
         talk to a trusted adult about it.




Grade 4                                                                                               319
Scope and Sequence
Emergency Intervention

9.6 Follow universal precautions for all first aid involving any blood and other body fluids.

Learn Not to Burn Level 2 , Grades 3-5
American Heart Association
Casualty Kid, CD rom

Universal precautions                                   Students role play using universal precautions.
   Do not touch body fluids
  Wash hands after contacting body fluids               Students perform the fire related math problems in
                                                         lesson 7. (Connects with Math)

                                                        View and discuss the Casualty Kid to learn more about
                                                         first aid.


9.7 Apply appropriate first aid for cuts and bruises, including observing universal precautions

American Red Cross                                      Students role play treating a victim for an open wound.

First aid for cuts
     Clean the cut or scrape to prevent infection.      Students role play treating a victim for an open wound.
     Apply a clean covering over the wound and
          apply direct pressure.
     Elevate the wound if there are no broken bones.
     Apply a bandage snug over the wound.
     Get help.
     Wash your hands after caring for the victim.

First aid for bruises                                   Students role play treating a victim for a bruise.
     Bruises-damage to the soft tissue under the
         skin.
    Clean the bruised area.




Grade 4                                                                                                 320
Scope and Sequence
Tobacco, Alcohol, and Other Substance Use/Abuse
Prevention
Tobacco, Alcohol, and Other Substance Use/Abuse Prevention addresses safe and unsafe substances,
effects on the body and health, and drug dependence. This area deals with critical thinking to incorporate
accurate, relevant information into health-enhancing decisions and taking responsibility for one's health.
This includes skills such as how to negotiate, refusal skills, and how to seek assistance for abuse and
addiction. Tobacco, Alcohol, and Other Substance Use/Abuse Prevention provides information and skills
training to promote good health for self, peers, family members, the school, and the larger community.

The use of tobacco, alcohol, and other substances is quite prevalent among young people and has major
implications for the health of individuals and society. Tobacco use continues to be the leading preventable
cause of death in the United States, while alcohol and other drug use also cause significant morbidity and
exact a high social cost.

Appropriate use of medications and avoidance of dangerous substances require an understanding about the
benefits and risks of these substances, responsible personal conduct, and enhanced health decision-making
that address the influence of peers, the family, and society. Health education provides appropriate
information about behaviors related to substance use and abuse. Topics generally covered in Tobacco,
Alcohol, and Other Substance Use/Abuse Prevention include: Effects on the Body and Healthy Decisions.



PreK-12 Standard 10: Tobacco, Alcohol, & Substance Use/Abuse
Prevention
Students will acquire the knowledge and skills to be competent in making health-enhancing decisions
regarding the use of medications and avoidance of substances, and in communicating about substance
use/abuse prevention for healthier homes, schools, and communities.

Learning Standards: Tobacco, Alcohol, & Other Substance Use/Abuse
PreK-5 Effects on the Body

10.1 Identify and distinguish between substances that are safe and unsafe to be taken by mouth.

CASPAR-Learning About Alcohol 4-6 Grade 4
CASPAR Learning About Drugs K-6,

Substances unsafe to be taken by mouth            CASPAR, No Risk/Low risk/High Risk4 IV B
  Alcohol                                          Using the vocabulary words listed, students try to draw
        Alcohol is a drug found in wine, beer and    or act out the alcohol related word.
            distilled spirits.
        Alcohol is safely used in a moderate, low  Students write a story telling about a family that uses
            risk manner by many adults.              alcohol moderately and in a low risk manner. Class
        There is the same amount of alcohol found    identifies the moderate and low risk use.
            in one bottle of beer, one glass of
            wine and one shot of hard liquor.




Grade 4                                                                                                  321
Scope and Sequence
        Alcohol is high in empty calories.          CASPAR, Talking about Alcoholism, 4VI B
        Alcohol is a depressant.                     Place alcohol facts on 3 x 5 cards and pass them out to
        Food in the stomach slows down the effect      students. Have the student read their fact out loud to the
            of alcohol                                 class and explain the fact further.
        Alcohol first effects the part of the brain
            that controls judgment, thinking and
            self control.

         Effects of using alcohol                  CASPAR, Making decisions 4VB
             Drinking too much alcohol will make  Students create situations then weigh the consequences
                  a person drunk.                     of their choices.
             Alcohol affects a smaller person more
                  than a larger person.
             A person can lose control over their
                  drinking and become an
                  alcoholic.

        Alcoholism-A disease in which a person      CASPAR Learning About Alcohol, Lesson 4 VII B “What’s
            loses control of his or her drinking    Drunk Mama?”
            and it affects them and others.          Students read the book and volunteer to act out the story.
        Attitudes about alcohol                      Students make a poster explaining Alateen, Alanon,
            Development                                 Alatot.
                 Family
                 Friends                            CASPAR, Attitudes About Alcohol Lesson 4 III A “Pictures
                 Media                              and Stories”.
                 Movies                              Students look at various pictures of alcohol use and
                 Music                                  nonuse. The pictures depict the middle of a story. The
                 Religion                               student must develop a beginning and end to the story.
                                                        Discuss the attitudes expressed in the stories.

Learning About Drugs, CASPAR, K-6 Grade 4

   Drugs                                            Learning About Drugs, Lesson 1
        Drug-A substance that changes the way        Using the terms listed in the lesson, students read a word
            your body or mind functions.                then brainstorm words, feelings and ideas that come to
        Facts about drugs                               mind.
            A drug changes the way your body or
                 mind functions.
            Any prescription or non-prescription
                 drug that is not used according to
                 directions can be dangerous.

             Some beverages have a drug in them.    Learning About Drugs, Lesson 1
             Illegal drugs are very dangerous        Students complete the needs indicator and discuss the
                  because you don’t know what is        correct answers.
                  in the product.

        Legal drugs-Laws prohibit use for people       Students brainstorm why there are legal drinking ages,
           under a certain age.                         driving ages, ages for helmet use
           Because these drugs are legal, does
                not mean they are safe.
           Example
                Alcohol
                Cigarettes



Grade 4                                                                                              322
Scope and Sequence
        Illegal drugs-These drugs are dangerous         Students brainstorm why some drugs are illegal.
             and the effects are not fully known. It
             is illegal to use, sell or buy these
             substances.
             Example
                   Marijuana
                   Cocaine

Poison Control Center 1-800-682-9211
VHS-The Truth About Inhalants

        Inhalants                                   The Truth About Inhalants
            Solvents-Substances that produce         Brainstorm all the questions students have about
                 fumes, or vapors, that can hurt        inhalants. After viewing the video, determine if all
                 you if you breathe them in, or         questions have been answered.
                 inhale them.
            Toxic-Poisonous
            Hallucinate-See or hear things that
                 are not there.

            Found in the chemicals that propel          Students research the term “mad as a hatter” to learn the
                aerosol spray cans.                      effects of inhalants.
                Hair spray
                Spray paint
                Spray deodorant

            When inhaled, the chemical enters the       Students write a public service announcement about the
                blood vessels and effects the            dangers of inhalants. Use the PSA to talk to younger
                brain and the rest of the body.          students about inhalants.
            The high from inhalants can cause a
                person to become high for a few
                minutes to a couple of hours.

            Effects of inhalants                        Students brainstorm careers that may have a health
                Dizziness                                hazard due to inhaling chemicals. Determine safety
                Confusion                                practices that can minimize the risk.
                Numbness
                Light headed
                Nausea
                Lose consciousness

            Damage to the body                          Students write scenarios about how to cope with peer
               Brain                                     pressure to use inhalants.
               Liver
               Kidneys
               Heart
               Lungs

            Inhalant use can cause accidents            Show an overhead of inhalant warning labels to show
            Inhalant use can cause death                 students the location and dangers of inhaling chemicals.
            Safety for using legal inhalant
                substances
            Read label warnings and directions for
                correct use.



Grade 4                                                                                               323
Scope and Sequence
            Work in a well-ventilated area.           Students make a first aid poster showing how to keep
            Take frequent fresh-air breaks.            safe while using glue for projects.
            First aid
                 Get the person out of the area
                      where the fumes are.
            Call poison control immediately.


10.2 Describe the purpose of medicines (prescription and over-the-counter) and how they can be used or
misused in the treatment of common medical problems.

Learning About Drugs

Purpose of prescription medicine                    Learning About Drugs, Lesson 2, “What’s a Drug?”
    Prescription-Drugs prescribed by a doctor and  Students play “20 questions” relating to drug education
        purchased at a drug store from a registered     terms.
        pharmacist.
    Example
        Penicillin
        Valium
    Misuse
        Occurs when the user does not use the
             drug as intended.

Purpose of over-the-counter medicine                Learning About Drugs, Lesson 3-Categorizing drugs by use.
    Over the counter drugs-Legal drugs that do       Students use the Grid of Influence Chart to fill in the
        not require a doctor’s prescription and are     types of drugs and how people are influenced to use
        usually taken as medicine when someone          them.
        is sick or in pain.
    Example
        Aspirin
        Cough syrup
    Misuse
        Occurs when the user does not use the
             drug as intended.




Grade 4                                                                                            324
Scope and Sequence
10.3 Describe how tobacco and prolonged exposure to cigarette smoke affects the body.

CASPAR Learning About Drugs K-6
Getting to Know Your Heart-Upper Elementary,
Module 2
VHS-The Case of the Sudden Illness
Heart Power Kit (3-5)

How tobacco effects the body                           Getting to Know Your Heart, Module 2 Activity #1
   Warning labels on the cigarette package state        View the video “The Case of the Sudden Illness”.
       dangers.                                            Students write down clues to determine the cause of
                                                           Charles’ sickness.

    Four different warnings are placed on cigarette        Students gather cigarette packages and read the warning
        packages.                                           labels.
    Smoking is the number one preventable cause
        of death.                                          Students draw posters showing the dangers of smoking
    Deaths from smoking are due to heart and                cigarettes.
        blood vessel disease.
    87% of lung cancers are a result of smoking.

    Tar
          Tar-A dark, sticky substance found in            Students makes posters showing how cigarette smoking
               tobacco.                                     effects the heart and the lungs.
          When a person smokes, the tar sticks to the
               lining of the lungs.
          Eight ounces of tar is collected in the lungs
               of a smoker in one year.
          Low tar cigarettes are not safe because
               people tend to smoke more of these
               cigarettes and inhale deeper.
          Filters do not eliminate the tar from the
               cigarette smoke.

    Effects of nicotine                                    Through diagrams, explain how the coronary arteries
        Additive substance in smoke                         become clogged due to smoking and how the clogging
             Addictive-Your body becomes                    leads to heart attack.
                  physically used to the substance
        The heart beats faster and needs more          Heart Power, Investigation #2, What Does Smoking Do For
             oxygen.                                   You?
        Carbon monoxide in smoke decreases the          Students create a song, poem, rap about the dangers of
             amount of oxygen available.                   smoking and present it to the class.
        Nicotine raises blood pressure by
             narrowing the blood vessels and
             making the heart beat faster.




Grade 4                                                                                                 325
Scope and Sequence
    Other consequences of using tobacco               Students express how they feel being around people who
        Breath smells.                                 smoke. Brainstorm how to protect one’s health when in
        Clothing smells.                               this situation.
        Hair smells.
        Smoke pollutes the air.                   Heart Power, Investigation #2, What Does Smoking Do For
        Smoking is unhealthy for non-smokers.     You?
            Sore throats                           Students survey several people of different ages using
            Cough                                     the questions on the Smoking Survey. Report the
            Lung disease                              findings to the class. (Different attitudes, positive
            Heart disease                             viewpoints about smoking, ease in quitting)

Healthy Decisions

10.4 Identify whom to seek help from for a possible poisoning or overdose.

Poison Control Center

Help for poisoning                                    Students role play calling 911 and the Poison Control
    Dial 911                                           Center.
    1-800-682-9211

Poison prevention                                  CASPAR, Lesson 5
    Poison-a substance that when swallowed or      Students make a poison control emergency card that can be
        smelled can hurt                           brought home and hung by the telephone.

    Poisons in the home                            CASPAR Learning About Drugs K-6
        Medicines                                  # 4 Distribute “Poisons in the Home” and break students
        Aspirin                                    into small groups and assign each group a room in the
        Bleach/detergent/cleaners                  house. Identify the poisons in each room.
        Cigarettes
        Perfume

        Gasoline                                      Interpreting a list of handling precautions from a poison
        Paint                                          control center, students identify areas of the
        Alcohol                                        body (eyes, skin, lungs, etc.) needing protection when
        Plants                                         using different types of cleaners, fertilizers, insect and
                                                       rodent poisons, abrasives, paints and other toxic
                                                       substances. Then they graph the body areas in terms of
                                                       different types of products. (Connects with
                                                       Mathematics)




Grade 4                                                                                             326
Scope and Sequence
                               Safety and Prevention Strand



Violence Prevention
Violence Prevention addresses actions that bring harm to a person's body, feelings, or possessions.
Violence Prevention acknowledges that violence can affect everyone and that the interaction among a
complex set of factors internal and external to individuals influences violence-related attitudes and
behaviors. The foundation of Violence Prevention involves skills for teaching students methods to prevent
and avoid violence while recognizing the contribution that individuals can make to violence prevention
through having good character, acknowledging the rights of others, and living peacefully.

As violence has often been recognized as a major problem that affects not only the health of students in
schools, but inhibits schools from accomplishing their primary mission of education, schools have both an
obligation and an opportunity to become involved in violence prevention. Students explore personal
attitudes and attributes and learn skills for violence prevention. Learning alternatives to violence, such as
how to manage anger and resolve conflicts without violence, should be taught at early ages to counteract
violence as an accepted way of life. Topics generally covered in Violence Prevention include: Awareness,
Contributing Factors, and Alternatives. Self protection is addressed in Violence Prevention and in Safety
and Injury Prevention as well.



PreK-12 Standard 11: Violence Prevention
Students will learn how their actions affect others, will understand the power that positive character traits
can have in violence prevention, will gain skills to report incidents of violence and hurtful behavior to
adults in the school and community, will avoid engaging in violence, and will identify constructive
alternatives to violence, including how to discourage others from engaging in violence.

Learning Standards: Violence Prevention
PreK-5 Awareness

11.1 Describe some of the ways that young children can be intentionally helpful and intentionally hurtful to
one another.

Second Step, A Violence Prevention Curriculum

Ways that young children can be intentionally
helpful




Grade 4                                                                                                    327
Scope and Sequence
     Giving a compliment                              Unit II, Lesson 7
         Decide what you want to say.                  Students practice giving a compliment.
         Think of how the other person might
              feel about or understand your
              compliment.
         Choose a good time and place.
         Say your compliment sincerely

     Receiving a compliment                           Unit II, Lesson 7
         Think about how the giver meant the          Students practice receiving a compliment.
             compliment.
         Acknowledge the compliment with a
             “thank you”.

Second Step, A Violence Prevention Curriculum

Ways that young children can be intentionally         Unit III, Lesson 8
hurtful                                                Students practice dealing with being left out.
     Dealing with being left out
         Calm down
         Decide if you’ve been left out on
              purpose
         Decide what to do
              Ask to be included
              Tell the other person how you feel
         If you still feel left out, find something
              else to do.

Contributing Factors

11.2 Identify factors (such as internal character and personality attributes and forces external to
individuals, such as the media or society) related to both violent and nonviolent attitudes.


Found in Grade 5.

Alternatives

11.3 Differentiate between one's personal rights and those of others and use communication and problem-
solving to set personal boundaries, resolve conflicts, and develop positive relationships.

                                                          Using scenarios involving conflict and violence,
Found in Standards 5.5 and 5.6.                           students discuss the best strategy for resolving a
                                                          particular situation (such as avoiding strangers, walking
                                                          or running away, telling someone to stop, asking for
                                                          help from trusted adults, encouraging others to walk
                                                          away). (Frameworks)




Grade 4                                                                                                  328
Scope and Sequence
11.4 Identify helping resources regarding violence in the school and community, such as counselors,
neighbors, law enforcement, and members of faith-based groups.

 Talking About Touching

 Helping resources in the school and community     Unit IV, Lessons 1-4
     Friends                                        Students discuss who they could approach and talk to
     Counselors                                        about a personal problem.
     Neighbors
     Law enforcement
     Faith based groups




Grade 4                                                                                         329
Scope and Sequence
                   Personal and Community Health Strand



Personal and Community Health includes those aspects of health most often related to our larger
community and world. The knowledge and skills presented in this Strand lay the groundwork for
participation in preserving and improving our surroundings and for dealing with future health-related
events. The contribution of Public Health is addressed in this Strand.


Consumer Health and Resource Management
Consumer Health and Resource Management addresses obtaining and evaluating health-related
information, services, and products. Information on the management of the home, the workplace, and
resources is included in Consumer Health and Resource Management.

A major focus of Consumer Health and Resource Management is the concept that students have choices, as
well as rights and responsibilities, in the management of their personal and health resources. Although laws
protect the consumer, individuals must still take personal responsibility for decisions about purchases of
goods and services. Money is not the only resource over which students have control. Effective time
management can have a substantial influence on physical and mental health and well being. Consumer
Health and Resource Management recognizes the contribution made by science and technology and
business and industry to both health care as well as consumer products and choices. The information
contained in Consumer Health and Resource Management can help students become wise consumers.
Topics generally covered in Consumer Health and Resource Management include: Health Care and
Resource Management Practices.



PreK-12 Standard 12: Consumer Health and Resource Management
Students will acquire the knowledge and skills necessary to obtain, manage, and evaluate resources to
maintain physical and mental health and well being for themselves, their family, and the community.

Learning Standards: Consumer Health and Resource Management
PreK-5 Health Care

12.1 Identify and describe health careers.


Found in Grade 3 and Standard 14.1.




Grade 4                                                                                                 330
Scope and Sequence
12.2 Interpret the symbols and information provided on labels for health care products and food products.

Interpret the symbols and information provided on       Students compare a brand name health care item with a
labels for health care products and food products.       generic brand. Examine the ingredients to determine if
     Brand name                                          there is a difference in contents and/or price.
     Generic                                             (Examples: aspirin, shampoo, soap)

Resource Management Practices

12.3 Identify advertising techniques.

Learning About Your Heart, Upper

Advertising techniques                                Learning About Your Heart, Follow Up Activity #2 “The
    Purpose of advertising is to influence a person’s Big Sell”
         decision to buy or support something.         Students examine the hidden messages on various
                                                          health care products and cigarette ads. Discuss

                                                        Students develop truthful ads for cigarettes and post
                                                         them around the school.

    Messages in advertisements are not always true.     Conduct a Smoker’s vs. a Non Smokers debate (
    Advertisements often have hidden messages.           smoking in a nonsmoker’s house, smoking in a non
                                                         smoking section of a restaurant, smoking in a car with
                                                         others)


12.4 Identify resources used by individuals to manage their daily lives (such as time and money).


Found in Grade 5.


12.5 Name and weigh criteria for selecting a consumer product and evaluate the product's safety and health
aspects.


Found in Grade 2.




Grade 4                                                                                               331
Scope and Sequence
Ecological Health
Ecological Health addresses the interdependence between the ecological environment and human physical
health.

The ecological environment affects individual, community, and global health through the condition of the
Earth's natural resources, which in turn is influenced by the behavior of humans on the environment.
Ecological Health highlights understanding the relationships among energy use, water use, waste disposal,
food production, and physical and social health in the areas of disease, hunger, and well being. Economic
and social attitudes and practices influence the state of the environment. Responsible behavior and the
contribution of business and industry and science and technology/engineering related to the care and
improvement of the ecological environment can improve current ecological health and help facilitate good
ecological health in the future. Topics generally covered in Ecological Health include: Interdependence and
Improvement.



PreK-12 Standard 13: Ecological Health
Students will gain knowledge of the interdependence between the environment and physical health, and
will acquire skills to care for the environment.

Learning Standards: Ecological Health
PreK-5 Interdependence

13.1 Describe types of natural resources and their connection with health.


Found in the Science Curriculum.

Improvement

13.2 Describe how business, industry, and individuals can work cooperatively to solve ecological health
problems, such as conserving natural resources and decreasing pollution.


Found in the Science Curriculum.




Grade 4                                                                                                332
Scope and Sequence
Community and Public Health
Community and Public Health focuses on characteristics of a healthy community, the contribution of public
health, the functions and purposes of community and public health agencies, and skills for health promotion
and collaboration.

In Community and Public Health, students are introduced to the connections between all aspects of their
community, both in and out of school, and the health of themselves and others. Students gain an
understanding of why rules about health exist at home and at school and why those rules should be
followed by themselves, their peers, and their family members. Opportunities to examine how laws,
policies, and practices influence health locally, nationally, and internationally are an important part of
Community and Public Health. The recognition of the contribution of public health to the quality of life is a
key component of Community and Public Health. By learning how the actions of people affect the
community as a whole, students understand how participating in school and community efforts supports
positive health behaviors on many levels. Instruction in Community and Public Health also teaches students
how to access community health services as well as information about agencies and organizations that
support health. Topics generally covered in Community and Public Health include: School and Community
Efforts, Social Factors, and Public Health.



PreK-12 Standard 14: Community and Public Health
Students will learn the influence of social factors on health, the contribution of public health, and will gain
skills to promote health and to collaborate with others to facilitate healthy, safe, and supportive
communities.

Learning Standards: Community and Public Health
PreK-5 School and Community Efforts

14.1 List the jobs carried out by people at school and in the community that support health and success in
school.


Found in Grade 1.

Social Factors

14.2 Identify ways the physical environment is related to individual and community health.


Found in the Science Curriculum.

Public Health

14.3 List practices and products that make living safer.


Found in Standard 9.1.




Grade 4                                                                                                     333
Scope and Sequence
                                             Grade 4
                                            Reflection
Teachers will utilize the reflection column to comment on the extent students have achieved
the standard:

                Proficient       Satisfactory       Needs Improvement          Failure

                     At the completion of the course, my students are now:                       Reflection
 Standard 1      1.1 Able to name the external and internal parts of the body and body
                 systems.
 Growth and
 Development

 Standard 2      2.1 Able to apply the movement concept of direction to extend versatility and
                 improve physical performance.
 Physical
 Activity and
 Fitness

                 2.1 Able to apply the movement concept of balance to extend versatility and
                 improve physical performance.

                 2.1 Able to apply the movement concept of high and low levels to extend
                 versatility and improve physical performance.

                 2.1 Able to apply the movement concept of straight, curve and zigzag
                 pathways to extend versatility and improve physical performance.

                 2.1 Able to apply the movement concept of expansive and narrow range to
                 extend versatility and improve physical performance.

                 2.1 Able to apply the movement concept of rigid and bent knee force
                 absorption to extend versatility and improve physical performance.

                 2.2 Able to use manipulative skills as an individual and team member.

                 2.2 Able to use locomotor skills as an individual and team member.

                 2.2 Able to use non-locomotor skills as an individual and team member.

                  2.3 Able to perform rhythm routines, including dancing, to demonstrate
                 fundamental movement skills.

                 2.4 Able to identify physical and psychological changes that result from
                 participation in a variety of physical activities.

                 2.5 Able to explain the benefits of physical fitness to good health and
                 increased active lifestyle.

                 2.6 Able to identify major behaviors that contribute to wellness.

                 2.7 Able to demonstrate responsible personal and social conduct used in


Grade 4                                                                                            334
Scope and Sequence
                 physical activity settings.

 Standard 3      3.1 Able to identify the key nutrients in food that support healthy body
 Nutrition       systems.


                 3.2 Able to use the USDA Food Guide Pyramid and its three major concepts
                 of balance, variety, and moderation to plan healthy meals and snacks.

                 3.4 Able to identify heredity, diet, and physical activity as key factors in
                 body shape and size.
                 3.7 Able to describe how food choices are influenced by availability,
                 individual and family preferences, media, and background, and identify
                 healthy foods within various social groups.

                 5.1 Able to identify the various feelings that most people experience and
 Standard 5
                 describe the physical and emotional reactions of the body to intense positive
 Mental          and negative feelings.
 Health
                 5.2 Able to apply methods to accommodate a variety of feelings in a
                 constructive manner in order to promote well being.

                 5.3 Able to define character traits such as honesty, trustworthiness, self-
                 discipline, respectfulness, and kindness and describe their contribution to
                 identity, self-concept, decision-making, and interpersonal relationships.


                 5.5 Able to explain and practice a model for decision-making that includes
                 gathering information, predicting outcomes, listing advantages and
                 disadvantages, identifying moral implications, and evaluating decisions.


                 5.6 Able to explain how coping skills (such as perceiving situations as
                 opportunities, taking action/exerting control where possible) positively
                 influence self-concept.

                 6.1 Able to describe different types of families, addressing membership and
 Standard 6
                 social influences, and the functions of family members.
 Family Life

                 6.3 Able to identify whom to talk with about family problems and successes.

                 6.4 Able to identify what parents do to provide a safe, healthy environment
                 for their children.

                 7.1Able to explain why communication is essential in human relationships
 Standard 7
                 and identify people from whom children can learn how to communicate, such
 Interpersonal   as family members, friends, community members, and members of faith-
 Relationships   based groups.


                 7.2 Able to apply both verbal and non-verbal communication skills to
                 develop positive relationships and improve the social environment of the
                 school.




Grade 4                                                                                          335
Scope and Sequence
                7.3 Able to describe the concept of friendship and contrast qualities that
                strengthen or weaken a friendship, including the importance of sound
                character in interacting with others.

                7.4 Able to describe the concepts of prejudice and discrimination.

 Standard 8
                8.1 Able to describe how the body fights germs and disease naturally and
 Disease        with medicines and immunization.
 Prevention
 and Control

                8.2 Able to identify the common symptoms of illness and recognize that
                    being responsible for individual health means alerting caretakers to any
                    symptoms of illness.

                8.3 Able to apply skills to prevent and control the spread of disease,
                    including those that help promote cleanliness (such as correct hand
                    washing, regular bathing, and washing clothes).

                8.4 Able to identify tooth functions and causes of tooth health and decay, and
                apply proper dental health skills such as choosing healthy tooth snacks,
                brushing, flossing.

                9.1 Able to list rules for fire safety, weapons safety, bus safety, and seat belt
 Standard 9
                use where applicable, such as at home, school, community, and play, and
 Safety and     explain why the rules are important.
 Injury
 Prevention
                9.2 Able to name persons and community helpers (such as police officers,
                fire fighters, and emergency medical personnel) who can be contacted to help
                with health, safety, and injury prevention and describe the appropriate
                procedures for contacting healthcare personnel in an emergency.
                9.4 Able to distinguish among safe, unsafe, and inappropriate touch.

                9.5 Able to demonstrate the use of assertive behavior, refusal skills, and
                actions intended for personal safety.

                9.6 Able to follow universal precautions for all first aid involving any blood
                and other body fluids.

                9.7 Apply appropriate first aid for cuts and bruises, including observing
                universal precautions.

 Standard 10    10.1 Able to identify and distinguish between substances that are safe and
                unsafe to be taken by mouth.
 Tobacco,
 Alcohol, and
 Substance
 Use
 Prevention

                10.2 Able to describe the purpose of medicines (prescription and over-the-
                counter) and how they can be used or misused in the treatment of common
                medical problems.



Grade 4                                                                                             336
Scope and Sequence
                10.3 Able to describe how tobacco and prolonged exposure to cigarette
                smoke affects the body.

                10.4 Able to identify whom to seek help from for a possible poisoning or
                overdose.

 Standard 11
                11.1 Able to describe some of the ways that young children can be
 Violence       intentionally helpful and intentionally hurtful to one another.
 Prevention

                11.3 Able to differentiate between one's personal rights and those of others
                and use communication and problem-solving to set personal boundaries,
                resolve conflicts, and develop positive relationships.

                11.4 Able to identify helping resources regarding violence in the school and
                community, such as counselors, neighbors, law enforcement, and members of
                faith-based groups.

 Standard 12    12.2 Able to interpret the symbols and information provided on labels for
                health care products and food products.
 Consumer
 Health and
 Resource
 Management

                12.3 Identify advertising techniques.




Grade 4                                                                                        337
Scope and Sequence

				
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