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MCSD K-5 Health and Safety Curriculum
5th Grade
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Title of Planned Instruction: Health
Subject Area: Health, Safety, and Physical Education
Grade Level: Five
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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Karen S. Reed
David R. Byler |
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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 5 |
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Grade Level Objectives |
Performance Indicators |
Assessments |
| A. |
Develop an understanding
of the growth and development changes that occur between childhood and
adolescence and explain factors that can influence these changes. |
· Know the growth characteristics of childhood.
· Know the growth characteristics of adolescence.
· Discuss the influence of heredity on growth and development.
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-- Test
-- Worksheets
-- Discussion
-- Teacher observation |
| B. |
Identify certain body
systems and their care:
- Reproductive
- Immune
- Integumentary
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· Identify the basic parts
and functions of the male/female reproductive system.
· Explain the importance of personal hygiene during adolescence.
· Describe how personal health habits affect the immune system.
· Explain how the immune system fights disease.
· Care for skin, hair, and nails.
· Care for teeth and gums.
· Describe the function of the eye and the ear and their care. |
-- Test
-- Worksheet
-- Discussion
-- Teacher observation
-- Projects
-- Student presentations |
| C. |
Recognize the relationship
between nutritional concepts and good health and wellness:
- Caloric content of foods
- Relationship of food intake and physical activity (energy output)
- Nutrient requirements
- Label reading
- Healthful food selections
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· Identify and compare
caloric content of various food groups.
· Identify foods and nutrient requirements necessary for good
health.
· Compare food requirements for different activities.
· Read food labels.
· Make healthful food selections. |
-- Test
-- Worksheets
-- Projects
-- Discussion
-- Student presentations
-- Written work |
| D. |
Recognize and understand factors that influence drug use:
- Peer influence
- Social acceptance
- Stress
- Media influence
- Decision-making/refusal skills
- Consequences
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· Analyze advertisements objectively.
· Know decision-making steps and ways to say no.
· Discuss consequences for decisions.
· Deal with stress.
· Explain relationship of peer influence, social acceptance, and a
positive self-concept.
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-- Student demonstrations
-- Test
-- Worksheets
-- Written work
-- Projects
-- Teacher observation
-- Discussion |
| E. |
Recognize certain health
problems that can occur throughout life and their prevention:
- HIV/AIDS
- Heart disease
- Cancer
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· Define HIV/AIDS and its effect on the body.
· Explain how AIDS is contracted.
· Know prevention of AIDS.
· Identify heart diseases and their prevention (healthy lifestyle,
exercise, healthy foods).
· Identify cancer and its warning signs.
· Know prevention for cancer.
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-- Test
-- Worksheets
-- Discussion
-- Projects |
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Strand: Healthful Living
Standard: 10.2
Grade/course: Health 5 |
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Grade Level Objectives |
Performance Indicators |
Assessments |
| A. |
Explain the
relationship between personal health practices and individual
well-being. |
Identify health practices that lead to individual well-being.
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-- Written work
-- Discussion
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| B. |
Recognize and
identify the relationship between health-related information and
consumer choices. |
· Identify
reliable sources of health information.
· Explain how to use labels to make wise decisions. |
-- Discussion |
| C. |
Recognize the
media’s effect on health and safety issues. |
Discuss the impact
of advertisements on health and safety decisions. |
-- Discussion
-- Projects |
| D. |
Recognize the
value of the steps in a decision-making process to health and
safety issues. |
Establish steps for decision making as they relate to health and
safety issues.
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-- Discussion
-- Projects |
| E. |
Describe
environmental factors that affect health:
- Pollution (air, water, land, noise))
- Conservation (land, water)
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· Explain how air, water, land, and noise pollution affects personal
health.
· Discuss the need for conservation. |
-- Discussion
-- Test
-- Worksheets |
- - - - -
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Strand: Safety and Injury Prevention
Standard: 10.3
Grade/course: Health 5
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| Grade level
Objectives |
Performance
Incicators |
Assessments |
| A. |
Identify safe/unsafe
practices in the home, school, and community:
- Emergencies
- Personal safety
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· Describe safety measures taken during emergencies.
· Discuss personal safety at home.
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-- Discussion
-- Projects
-- Student demonstrations |
| B. |
Know appropriate
emergency responses (e.g., basic first aid). |
Identify and
explain first aid responses to injuries.
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-- Projects
-- Test
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| C. |
Describe strategies to
avoid or manage conflict and violence. |
Recognize situations that lead to violence and how to deal with them.
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-- Discussion
-- Test
-- Student demonstrations |
| D. |
Understand the role of
individual responsibility for safety during physical activity. |
Discuss safety practices for various physical activities.
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-- Discussion
-- Projects
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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
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- journaling
- research
- videos, filmstrips, and movies
- current event sources
- field trips
- models and diagrams
- learning centers
- Weekly Reader and Scholastic News
- portfolios
- activity sheets
- workbooks
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