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Health

Grade 5:

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Course Description

The unit on Nutrition will provide the students with the knowledge and skills and necessary to select a healthy diet, control

weight; and keep their digestive and excretory systems healthy. Each group of nutrients will be examined, and the four food

groups explained. Students will discuss how to maintain a healthy body by following modified caloric intake and a

recommended level of physical activity. Students will also gain an understanding of nutrition and be able to make healthier

decisions regarding nutrition by properly interpreting food labels.

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Pacing Chart

Activities Timelines

(In conjunction with 150

min mandate, timelines

are flexible based on

scheduling, facilities

testing, and weather )

New Jersey Learning

Standards &

Cumulative Progress

Indicators

Cross Discipline

Mental and Emotional Health September 2.1 ABCDE 2.2 ABCDE Language Arts

Family and Social Health October 2.1 ABCDE 2.2 ABCDE Language Arts & Social studies

Individual Growth & Human

Development

November 2.1 ABCDE 2.2 ABCDE Language Arts/Science/ Art

Nutrition December 2.1 ABCDE 2.2 ABCDE Science/Math

Personal Health and Physical

Activity

January 2.1 ABCDEF 2.2 ABCDEF Science/P.E./Math

Violence and Injury Prevention February 2.1 ABCDE 2.2 ABCDE 2.6 ABC Science/P.E.

Alcohol, Drugs &

Tobacco/Substance Abuse

March 2.2 ABCDE 2.3 ABCDE Math/Language Arts/Science/Art

Communicable and Chronic Diseases April 2.1 D 2.2ABCDE Science and Language Arts

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Consumer and Community Health May 2.1 ABCDE 2.2 ABCDE 2.4 ABC Language Arts

Environmental Health June 2.1 ABCDE 2.2 ABCDE Science and Language Arts

Review and Final Exam

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Educational Technology

Standards Note: Insert additional educational technology standards that align with the specific CTE standards for this course

8.1.5.A.1, 8.1.5.B.1, 8.1.5.D.4, 8.1.5.E.1

Technology Operations and Concepts

Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word

processing program.

Example: Microsoft word can be utilized to demonstrate the comparison of data and statistics in regard to health related issues (obesity, STDs, teen-

pregnancy) across states.

Creativity and Innovation

Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

Example: The class will research the production of food grown in nature and foods that are created in factories. They will compare profit, nutritional

value, understand dietary terms (organic, GMO, MSG, artificial/additives) and consumer knowledge.

Digital Citizenship

Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

Example: Microsoft Excel can be utilized to create spreadsheets that analyzes trends across various social media platforms, gender/sexual

orientation, age groups, and demographics.

Research and Information Literacy

Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world

problem.

Example: Using data collection technology (i.e. survey monkey, google classroom) students can identify behavioral patterns and school hot-spots

where germs are most present to discuss prevention and treatment.

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21st Century Life & Career Skills

Career Ready Practices describe the career-ready skills that all educators in all content areas should see to develop in their students. They are

practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career

exploration and preparation programs with increasingly higher levels of complexity and expectation as student advances through a program of study

Standards: CRP2.,CRP4,CRP8,CRP12.

CRP2. Apply appropriate academic and technical skills Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make

connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic

skill in a workplace situation.

Example: Students will apply prior knowledge when solving real world problems. Students will make sound judgments about the use of specific

tools and use tools to explore and deepen understanding of concepts. Students will be able to identify specific body systems anatomically and their

specific functions.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in

the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and

organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly

and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

Example: Students will communicate precisely using clear content-related jargon and provide carefully formulated explanations when constructing arguments.

Students will communicate and defend health-related reasoning using objects, drawing, diagrams, and/or actions. Students will ask probing questions to clarify or

improve arguments. In this unit, Students will be able to identify grooming and hygiene products and communicate their appropriate usage to specific body parts.

CRP8. Utilize critical thinking to make sense of problems and preserve in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They

are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is

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solved, whether through their own actions or the actions of others.

Example: Students will understand the meaning of a problem and look for entry points to its solution. They will analyze information, make conjectures, and plan a

solution pathway. Students will monitor and evaluate progress and change course as necessary. In this unit, students will analyze perpetrator behavior patterns,

conflict resolution tactics and identify key personnel within school and community that assist with H.I.B.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to

productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

Example: Students will work collaboratively in groups. Students will listen to or read the arguments of others and ask probing questions to clarify or improve

arguments. In this unit students will listen and construct explanations about enrichment regarding their personal health/physical activity, health services/resources

as well as nutritional care.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Differentiated Instruction

Accommodate Based on Content Specific Needs: Strategies

Reference sheets that list precise step by step progressions of diseases, puberty, decision making etc.

Conceptual word wall that contains definitions, translations, pictures and/or examples

Utilize technological programs which provide verbal and visual instruction in native and/or second languages (site specific)

Students can utilize content specific journals to conceptualize concepts, discussions, ideas

Create graphic organizers (i.e. growth and development, personal health, mental and emotional health, environmental health alcohol tobacco and other

drugs)

Translation dictionary (site specific)

Teacher Modeling

Utilize different colors when interpreting data from graphs or to indicate differences/similarities

Use interactive technology to improve health fact fluency and accuracy

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Interdisciplinary Connections Model interdisciplinary thinking to expose students to other disciplines.

ELA Connection:

Various Tasks ( RL. 6.1 & R I. 6.1)

Student will be able to read, analyze, and cite informational text to potentially diagnose diseases, drug dependencies or determine potential

health related issues, and explain their reasoning of how the task was solved.

Science Connection:

Heredity (1-LS3)

Students will be able to explain the variation of different genetic genes and their inheritance.

Social Studies Connection:

Various Tasks (6.1.4.A.15)

Students will look at data about obesity globally and within the 50 states.

Math Connection:

Various Tasks (1.OA.C.5)

Students will use counting to figure out their pulse after doing minimal physical activity in a classroom setting.

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Enrichment

Accommodate Based on Students individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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Grade: 5

Unit: A-E Topic: Health & Wellness

New Jersey Learning Standards (NJLS): 2.1ABCDE

NJDOE Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Discuss the physical, social, emotional, and intellectual dimensions of wellness.

Why is it important for regular

checkups, eye examinations,

dental examinations and the

importance of cleanliness,

grooming and rest?

Share ones experience with examinations and list differences in grooming. Small group interaction.

Texts Art, Language Arts,

Physical Education,

Social Studies, and

Science

B. Compare and contrast body systems, their parts and functions, and explain how body systems must work together to ensure wellness.

What are the physical changes that occur between male and female during each stage?

Compare and contrast the physical childhood that occur. Guided questioning, chart.

Books Art, Language Arts,

Physical Education,

Social Studies, and

Science

C. Classify foods by food group, food source, nutritional content, and nutritional value.

What are the six (6) classes of

nutrients (i.e. carbohydrate, fat,

protein, vitamin, mineral and

water)?

Create a healthy menu for breakfast, lunch, and dinner. Small group interaction, computers

Charts, Paper

and Writing

Instrument

Art, Language Arts,

Physical Education,

Social Studies, and

Science

D. Investigate ways to treat common childhood diseases and health conditions.

How can you avoid getting

heart, and other diseases and

conditions?

Create a chart of communicable and chronic disease. Computer program, small group presentation.

Materials Art, Language Arts,

Physical Education,

Social Studies, and

Science

E. Describe and demonstrate simple first aid procedures, including the assessment of choking and breathing, the control of bleeding, and the care of minor wounds and burns.

What ways can you assist in

choking and breathing

emergency situations and the

care of minor burns and

wounds?

Create a first aid kit and understand when to call 911. Small group, class discussion.

Computer-

Internet

Art, Language Arts,

Physical Education,

Social Studies, and

Science

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Grade: 5

Unit: A-E Topic: Integrated Skills

New Jersey Learning Standards (NJLS): 2.2ABCDE

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Summarize health information from a variety of valid and reliable health resources.

What are some health resources in the community, state, county, and/or the internet?

Create a list of reliable health websites for various health concerns and issues. Computer, class discussion.

Texts Art, Language Arts, Physical

Education, Social Studies, and

Science

B. Demonstrate effective decision making in health and safety situation.

How can you avoid & cope with potential situations using appropriate skills?

Design a new model and acronym for decision making skills G- Give thought to problem. R- Review choices. E- Evaluate the choice. (consequences) A- Asses and select the best choice. T- Think it over afterward.

Small group interaction, oral presentation.

Books Art, Language Arts, Physical

Education, Social Studies, and

Science

C. Use health data and information to formulate health goals.

What are health goals and, state how they will affect health?

Describe a personal plan to follow, and track the progress of a health goal. /

Computer, individual assignment.

Tape Recorder Art, Language Arts, Physical

Education, Social Studies, and

Science

D. Describe actions and situations that show evidence of good character.

Which of the six traits of good character (honesty, respect, responsibility, fairness, caring, citizenship)? Show the best evidence of good characteristic.

Create a skit of poor character traits vs. good character traits and their effect on life time behavior. / Role-play, small groups.

Materials Art, Language Arts, Physical

Education, Social Studies, and

Science

E. Compare various forms of leadership and implement appropriate leadership strategies when serving in a leadership role.

What is being a leader and a follower and, what are the responsibilities of a leader?

Create a chart listing the characteristics of a good leader. Peer review, class discussion.

Computer-Internet

Art, Language Arts, Physical

Education, Social Studies,

and Science

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NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Discuss factors to consider when choosing an over-the–counter medicine.

Why is an OTC medicine taken for specific problems or conditions?

Pass out sample labels of OTC drugs and create a chart for the OTC drugs and their uses. Small group, class discussion.

Handouts, Charts, and Materials

Art, Language Arts, Physical

Education, Social Studies, and

Science

B. Describe how tobacco use contributes to the incidence of respiratory disease, cancer, and cardiovascular disease.

What are the effects of tobacco on various organs (lungs, heart and digestive system)?

List the disease/disorder from long-term use of tobacco. List, oral presentation.

Guest Speakers Art, Language Arts, Physical

Education, Social Studies, and

Science

C. Describe the signs and symptoms of a substance abuse problem and the statistics that lead to dependency/addiction.

What are the effects of drugs on individual behavior?

Devise a Beliefs v s. Reality scale, based on preconceptions of substance abuse. Small group, class discussion.

Computer- Internet Art, Language Arts, Physical

Education, Social Studies, and

Science

Grade: 5

Unit: A-E Topic: Drugs and Medicine

New Jersey Learning Standards (NJLS): 2.3ABC

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Grade: 5

Unit: A-E Topic: Human Relationships + Sexuality

New Jersey Learning Standards (NJLS): 2.4ABC

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Compare and contrast the interconnected and cooperative roles of family members.

Can you describe the characteristics of a family (i.e. communication, respect, commitment, love)?

Choose one characteristic using critical thinking skills and support why this is the most important trait. Guide questioning, written assignment.

Materials- Paper, Pencils, Arts and Craft Supplies

Art, Language Arts, Physical

Education, Social Studies, and

Science

B. Describe the individual growth patterns of males and females during adolescence.

What are some of the different changes in males and females during puberty and why?

List the differences in genders and the hormones responsible for the differences. Computer, chart.

Computer-Internet Art, Language Arts, Physical

Education, Social Studies, and

Science

C. Discuss fertilization, embryonic development, and fetal development.

What changes occur to the female during pregnancy, and why?

Compare changes in other animal life cycles (i.e. elephant, frog) in relationship to humans.

Art, Language Arts, Physical

Education, Social Studies, and

Science

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Grade: 5

Unit: A-E Topic: Motor Skill Development

New Jersey Learning Standards (NJLS): 2.5ABC

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Demonstrate developmentally appropriate form when using movement skills in applied settings.

Can you perform critical elements of basic movement skills (i.e. balance)?

Holistic scores for application of skills. Teacher observation, checklist.

Gymnasium or large space conducive to movement

Art, Language Arts,

Physical Education, Social

Studies, and Science

B. Analyze movement sequences for the proper use of body mechanics and suggested improvements.

What are manipulative skills in activities in combination of loco motor skills in a dynamic (game) situation (i.e. dribbling)?

Diagram a flow chart of movement sequences. Practical assessment, teacher observation, checklist.

Equipment – balls, jump ropes, cones, etc.

Art, Language Arts,

Physical Education, Social

Studies, and Science

C. Describe and demonstrate the use of offensive, defensive, and cooperative strategies.

Can you execute skills in modified game activities (i.e. soccer)?

Perform physical activity and demonstrate awareness while on the playing field. Practical assessment, teacher observation, checklist.

Video recorder and Television

Art, Language Arts,

Physical Education, Social

Studies, and Science

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Grade: 5

Unit: A-E Topic: Motor Skill Development

New Jersey Learning Standards (NJLS): 2.6A

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Describe the physical, social,

and emotional benefits of regular

physical activity.

What are the rewards of physical

activities (i.e. mental, emotional,

social, and physical)?

Create fitness banners including a message and reward. / Presentation, display.

I. Gymnasium or large

space conducive to

movement

II. PE Equipment-

ropes, balls,

scooters, cones, etc.

III. Video recorder and

television

Art, Language Arts, Physical

Education, Social Studies, and

Science

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Vocabulary

anger friend pathogen

antibiotic food group poison

antibody fossil fuels pollution

bacteria frostbite posture

balanced diet fungus preservative

blood pressure health behavior puberty

body image healthful weight relationship

body language heart attack recycle

calorie heart disease reproduction

cancer heatstroke respiratory system

cilia heredity reuse

clique hormone role model

conservation illness safety rules

eating disorders immunization separation

emergency infancy skill

environment injury tetanus

epidermis joint universal precaution

family guidelines MyPyramid urinary system

fever neglect virus

first-aid nutrition facts label white blood cells

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DBQ (Required)

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Unit Project (Choose 1)

Unit Project (Suggested) Unit Project (Suggested)

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Rubric(s)

Insert rubric(s) referenced in course guide.

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Field Trip Ideas: