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Health
Grade 2:
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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 minute
mandate, timelines are flexible
based on scheduling, facilities,
testing and weather)
New Jersey Learning
Standards &
Cumulative Progress
Indicators
Cross Discipline
Family, Mental and Social Health September 2.1 ABCDE 2.2 ABCDE Language Arts
Violence and Injury Prevention 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 January 2.1 ABCDEF 2.2 ABCDEF Language Arts and Social Studies
Physical Fitness February 2.1 ABCDE 2.2 ABCDE 2.6 ABC Science/P.E./Math
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
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
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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
8.1.2.A.7, 8.1.2.B.1, 8.1.2.D.1, 8.1.2.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: Students will create a pamphlet to compare and contrast over–the-counter drugs and prescription drugs.
Creativity and Innovation
Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.
Example: Students will compare obesity rates of different ethnic groups with in their community and create a chart of the data.
Digital Citizenship
Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.
Example: Students will create posters that display appropriate responses to social media requests in reference to cyber bullying.
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: students will collect data on hygiene behavior using a survey and then explain how it affects their peers.
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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 seek to develop in their students. They are the 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 with
increasingly higher levels of complexity and expectation as a 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 academic skill in a workplace situation.
Example: Career-ready individuals will be able to use their health education to be more productive in the workplace and with using real-world
applications.
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 other’s time. They are excellent
writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate idea. 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: Career-ready individuals will be able to effectively communicate in written and non-written forms by applying techniques acquired
throughout the health curriculum.
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. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own
actions or the actions of others.
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Example: Career-ready individuals will be able to take action quickly to solve workplace problems based on the strategies they learned through their
health education.
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 differences to
avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They
plan facilitate effective team meetings.
Example: Career-ready individuals will utilize the diversity of their surroundings to productively achieve goals set forth by society. Therefore
increasing our health student’s involvement in society on a global level.
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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 Students Individual Needs: Strategies
Anchor charts to model concepts/skills/life progressions
Chart academic vocabulary with visual representations
Conceptual word wall that contains definitions, translations, pictures and/or examples.
Translation dictionary
Teacher modeling
Students can utilize health journals to write notes, translate terms and key vocabulary.
Utilize technological programs which provide verbal and visual instruction in native and/or second language ( site specific)
Use interactive technology to improve health fact fluency and accuracy.
Utilize different colors when interpreting data from graphs or to indicate differences/similarities.
Display chart to differentiate between the following: sign/symptoms, cause/effect, and nutritional facts.
Create graphic organizers for different health topics( examples include: decision making, body systems, nutrition)
Display The Health Curriculum for students to reference and assess risk.
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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: 2
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. Describe and demonstrate self-care practices that support wellness, such as brushing/flossing teeth, washing hands, and wearing appropriate attire for weather or sports.
What are some techniques of
good personal hygiene and care
to prevent the obtaining and
spreading of disease?
With a partner, construct a list of communicable and non-communicable diseases and how to care for and prevent them. Have students discuss their care and resolution. Observation, questioning and self-examination.
Texts Art, Language Arts,
Physical Education, and
Social Studies
B. Describe how children are alike and how they are different.
What are some personal traits that all humans possess? How do these characteristics vary from person to person?
Role-play the differences that are apparent from person to person. An example would be height. (small groups)Using a computer program, draw the various characteristics that make a person unique--eye color, hair shade, body type, etc. Demonstrations, observations, art displays
Books Art, Language Arts,
Physical Education, and
Social Studies
C. Explain what information can be found on product labels.
What is the food pyramid and
what are the different
categories of food mean? (i.e.
meat, breads, vegetables. etc.)
List the foods each student in your group consumes over a two-day period and place them into appropriate food pyramid category. (Small group) Chart, observation, self-assessment, group assessment
Charts, Paper
and Writing
Instrument
Art, Language Arts, Music,
Physical Education, and
Social Studies
D. Discuss common symptoms of disease conditions.
In what way does the
transmission of diseases occur? Construct a pathway web reflecting how a communicable disease could travel from person to person. Group interaction, small group work, guided questioning.
Materials
E. Distinguish between “good/safe touch,” “bad/unsafe touch,” and “confusing touch”.
What is an “unsafe” touch?
What would you do and who
would you tell?
Guest speaker on Child Abuse/DYFS. Guided questions, explanations.
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Grade: 2
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. Explain when and how to use refusal skills in health and safety situations.
What are healthy activities, which may provide enjoyment, challenge, self- expression, and/or stress reduction?
Participate in a variety of activities and describe how they help advance the body, mind, and spirit. Oral questioning, observation, active representation.
Texts Art, Language Arts, Physical Education, and Social Studies
B. Discuss how parents, peers, and the media influence health decisions.
How are choices made via information, both conscious and subconscious, from sources that are influential in one’s life?
Role-play different situations where persuasive personalities or attractive marketing can sway the way a person makes personal decisions. /Media display, oral explanation and observation
Books Art, Language Arts, Physical Education, and Social Studies
C. Consider a wellness goal and determine if it is truly a reachable or unreasonable goal.
Why do some people choose unrealistic goals and what happens when they fail to reach them?
Class discussion on how personal wellness looks and feels and doable ways to reach and maintain such a state. Individual or group participation, guided questioning.
Tape Recorder Art, Language Arts, Physical Education, and Social Studies
D. Define character, values, and integrity. Express the respect young people can attain when displaying them.
What difficulties do people encounter when, in some people’s minds, doing the right thing is not “cool”?
Role play various scenes depicting doing the honest, noble thing and how not acting in this way will only cause more harm. Student performance, peer review, and teacher observation.
Materials Art, Language Arts, Physical Education, and Social Studies
E. Motivate group members to work together and provide constructive feedback.
How does communication, cooperation, and compromise compare and contrast when seeking resolution for a group difficulty?
Create situations where the group dynamics leads to either an equitable, agreeable solution or none resolution and chaos. Self-assessment, peer assessment and teacher evaluation.
Art, Language Arts, Physical Education, and Social Studies
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Grade: 2
Unit: A-E Topic: Drugs and Medicine
New Jersey Learning Standards (NJLS): 2.3ABC
NJDOE Student
Learning Objectives
Essential Question Sample Activities Resources Interdisciplinary
Connections
A. Explain medicines can be helpful or harmful and that when used correctly, medicines can help keep one healthy.
How does medicine effect the body and the mind, how are they obtained and properly used?
Formulate a list of commonly-used drugs and discuss how each is obtained – either over the counter or by doctor’s prescription. Small group work, peer review teacher observation.
Textbooks, Handouts and Charts
Art, Language Arts, Physical Education, and Social Studies
B. Explain how tobacco use contributes to lung diseases and fires.
How does avoiding the use of tobacco products contribute to good life practices?
Prepare a chart of good and bad reasons why people smoke. Decide if this is really a worthwhile habit. Pros and cons of smoking. Small group work, charts to share with all members of class, teacher observation.
Guest Speakers and Tape Recorder
Art, Language Arts, Physical Education, and Social Studies
C. Explain that people who abuse alcohol, tobacco, and other drugs can get help.
Which individuals and agencies that are health advocates – especially in the area of drugs, alcohol, and tobacco?
Observe and listen to guest speakers who are experts in the field or persons who have had adverse experiences with these destructive products. Oral questioning, participation, observation.
Computer- Internet Art, Language Arts, Physical Education, and Social Studies
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Grade: 2
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. Explain how families experiencing a change or crisis can get help if needed.
Which family members are in your family? Describe the roles and responsibilities of each.
Role-play the stereotypical actions of various family members around the dinner table. Presentations, observations, self-assessment
Textbook Art, Language Arts, Physical
Education, and Social Studies
B. Explain the physical differences of the genders as they begin to go through puberty.
What is puberty? At what age does it occur and the physical and emotional changes one experiences?
Using an outline model of the human body, begin to draw in the physical changes that begin to take place during puberty. Begin a discussion about the emotional response that could possibly happen when this change of life takes place. Oral presentation, visual representations, oral questioning.
Materials- Paper, Pencils,
Arts and Craft Supplies
Art, Language Arts, Physical
Education, and Social Studies
C. Explain that the formative years, birth through seven, are a time of enormous physical, mental, and psychological growth.
What are the different reconstruction phases and what are some of the changes?
Think about the human body and mind and how it is shaped. Relate personal experiences to illustrate this point. Oral presentations, illustrations, guided questioning.
Computer-Internet Art, Language Arts, Physical
Education, and Social Studies
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Grade: 2
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 control in
traveling, weight bearing, and
balance activities on a variety of
body parts.
What are the different movement
patterns?
Perform correct foot patterns when combining two or three of the following skills; hopping, jumping, skipping, leaping, galloping and sliding. Teacher observation, checklist
Gymnasium or large space
conducive to movement
Art, Language Arts, Physical
Education, and Social Studies
B. Explain how changes in
rhythm, tempo, beat, and musical
style can alter movement.
What elements of shapes, pathways, and levels are needed to perform movement sequences? Can you demonstrate?
Perform physical activities, and demonstrate awareness of personal and general space while moving in a variety of levels and directions .Teacher observation, student participation
Equipment – balls, jump
ropes, cones, etc.
Art, Language Arts, Physical
Education, and Social Studies
C. Recognize that player
placement and prearranged
movement patterns can lead to
efficient and effective team play.
Which various formations can
you utilize players’ abilities and
field space to maximize unit
performance?
Diagram sets of player locations and then place on playing field for visual reference and reinforcement. Group discussion, questions and answers, student participation.
Video recorder and television Art, Language Arts, Physical
Education, and Social Studies
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Grade: 2
Unit: A-E Topic: Fitness
New Jersey Learning Standards (NJLS): 2.6A
NJDOE Student
Learning Objectives
Essential Question Sample Activities Resources Interdisciplinary
Connections
A. A. Identify body responses associated with moderate to vigorous physical activity including sweating, a fast heart rate, and heavy breathing.
What are some body defense
mechanisms that protect the
body during strenuous
exercise?
Monitor and chart heart rates during sessions of moderate and heavy physical activity. Recording of results and discussion as to what they mean.
I. Gymnasium or space for activity
II. PE equipment – ropes, balls, scooters, cones, etc.
III. Video recorder IV. Fitness Gram V. Heart Monitors
Art, Language Arts, Physical Education, and Social Studies
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Vocabulary
age food ad nerves alcohol food group noise bad touch food label nutrients blood vessels friends ozone bones gang poison brain germs pollution bully good character product label cavity good health recycle checkup groom reduce chore grow resources communicate habit respect conflict head lice reuse cool-down health fact safety rule cooperate health helper seat belt cross walk health product secondhand smoke diet hearing aid self-concept divorce heart serving drug heart fitness side effect drug-free inhalant snack earthquake injury stomach emergency landfill stress environment lungs stretch family marijuana tobacco feelings medicine vision first-aid mistake volunteer fitness mussels warm-up floss
MyPyramid
wise decision
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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:
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