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MCSD K-5 Health and Safety Curriculum
4th Grade
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Title of Planned Instruction: Health
Subject Area: Health, Safety, and Physical Education
Grade Level: Four
Prerequisites: None
Course Description: This course will enable students to
discover that health, safety, physical education, and wellness are
important ingredients in the overall well-being of their everyday
lives.
Required Time: One Year
Course Credit: n/a
Major Text(s) and Resources: Your Health, Harcourt
Brace, 1999 |
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| Names of District Subject Area Curriculum
Writing Committee: |
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Suzanne L. LaMarca
D. Robert Reeder, III
Timothy N. Ritter |
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Date of Board Approval: March 27, 2003
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Strand:
Concepts of Health
Standard: 10.1
Grade/course: Health 4 |
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Grade Level Objectives |
Performance Indicators |
Assessments |
| A. |
Identify growth and
development changes that occur between childhood and adolescence and
identify factors that can influence these changes. |
Discuss factors that influence and relate to physical, social,
emotional, and mental growth:
- Basic needs
- Thinking/Learning
- Feelings
- Families and relationships
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-- Charts and posters
-- Worksheets
-- Class discussions |
| B. |
Identify and know the
location and function of cells, tissues, organs, and systems. |
· Discuss the parts and
function of a cell.
· Discuss the parts and functions of a tissue.
· Discuss the types and function of organs (i.e., senses).
· Discuss the types and function of systems (i.e., integumentary,
nervous, immune). |
-- Models and murals
-- Test
-- Oral and written reports |
| C. |
Develop a relationship
between the food guide pyramid and how it relates to a healthy diet:
- Healthful food selection
- Label reading
- Nutrients
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· Make healthful food
choices.
· Read a food label.
· Identify the six nutrients and their functions. |
-- Class discussion
-- Individual/group projects |
| D. |
Know age-appropriate drug information related to factors that influence
drug use:
- Peer influence
- Decision-making/refusal skills
- Consequences
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· Discuss the differences between over-the-counter prescriptions and
illegal drugs.
· Discuss the pros and cons of peer influence.
· Discuss the decision-making process.
· Discuss refusal skills.
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-- Written and oral reports
-- Charts and posters |
| E. |
Identify and describe
types, causes and prevention of health problems of children:
- Infectious diseases
- Non-infectious diseases
- Pathogens
- Heredity
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· Discuss colds, flu, chickenpox, etc., as common infectious diseases
and their treatments and prevention methods.
· Discuss asthma, hay fever, allergies, Lyme disease, etc., as
common non-infectious diseases.
· Discuss the three types of germs and pathogens (bacteria,
infection, viruses).
· Discuss the relationship between heredity and non-infectious
diseases.
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-- Journals
-- Drawings |
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Strand: Healthful Living
Standard: 10.2
Grade/course: Health 4 |
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Grade Level Objectives |
Performance Indicators |
Assessments |
| A. |
Identify the
relationship between personal health practices and individual
well-being. |
Discuss proper hygiene and care of skin, teeth, eyes, and ears.
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-- Student demonstrations
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| B. |
Identify the
relationship between health-related information and consumer
choices. |
Discuss how
health-related information influences consumer choices such as
labels and pamphlets. |
-- Projects
-- Class discussion |
| C. |
Identify the media’s
effect of health and safety issues. |
Discuss media
influence as it relates to health and safety issues. |
-- Checklist or
rubric |
| D. |
Identify and
explain the steps of a decision-making process. |
Discuss and apply the four-step process for making decisions:
- Identify choices.
- Imagine consequences of each choice.
- Make best choice.
- Think about consequences of choice.
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-- Class participation
-- Teacher judgment |
| E. |
Recognize and
identify the different environmental factors that affect health:
- Pollution (air, water, land)
- Natural resources
- Conservation
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Discuss how air, water, and pollution affect health.
· Discuss how natural resources affect health.
· Discuss how conservation affects health. |
-- Drawings
-- Journals
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- - - - -
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Strand: Safety and Injury Prevention
Standard: 10.3
Grade/course: Health 4
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| Grade level
Objectives |
Performance
Incicators |
Assessments |
| A. |
Identify safe/unsafe
practices in the home, school, and community:
- Personal safety
- Vehicular safety
- Bicycle safety
- Pedestrian safety
- Water safety
- Communication
- Violence prevention
- Emergencies
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· Discuss personal safety (unsafe touch, abuse, stranger, bully).
· Discuss safety practices in communication (telephone, internet).
· Discuss safety practices involving violence prevention (gangs,
weapons).
· Discuss safety practices of emergencies (natural, unnatural).
· Discuss appropriate responses to emergency situations (i.e.,
first aid, 911, emergency personnel).
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-- Workbooks
-- Worksheets
-- Class discussion |
| B. |
Identify emergency
situations and explain appropriate responses. |
· Discuss
the different types of emergency situations (i.e., hazardous wastes,
accidents, severe weather, and fire).
· Discuss appropriate responses to emergency situations (i.e.,
first aid, 911, emergency personnel).
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-- Student demonstration |
| C. |
Identify conflict
situations and strategies to avoid or resolve. |
Discuss conflict resolution.
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-- Class participation
-- Teacher judgment |
| D. |
Understand and apply
safe practices in physical activity settings. |
Discuss and apply safe practices in physical activity settings (proper
clothing, equipment, rules).
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-- Charts and posters
-- Murals |
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District Recommended Instructional Approach For the
Course
To Drive Teacher’s Instructional Activities |
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- reading books
- group discussion
- newspapers and periodicals
- bulletin board creation
- instructional games
- illustrations and drawings
- posters
- guest speakers
- homework
- oral and written reports
- computer work
- journaling
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- research
- videos, filmstrips, and movies
- current event sources
- field trips
- models and diagrams
- learning centers
- Weekly Reader, Scholastic News, and Time for Kids
- portfolios
- activity sheets
- workbooks
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