East Hartford Public Schools

East Hartford Public Schools

Curriculum Document

Subject / Health Education
Grade / 6
Unit Title / Personal Health Care Hygiene (Human Growth)
PSS © / 5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.1.2. Describe the interrelationship of mental, emotional, social and physical health during pre-adolescence/ adolescence.
M.1.7. Explain how appropriate health care can prevent premature death and disability.
M.2.4. Demonstrate ways to obtain medically accurate information about comprehensive sexuality education from family, school personnel, health professionals, and other adults.
M.3.2. Examine personal health status to determine needs.
M. 3.4. Apply strategies to improve or maintain personal and family health by examining influences, rules and legal responsibilities that affect decisions.
M.4.1. Examine the influence of family beliefs and cultural beliefs on personal health behavior.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Subject / Health Education
Grade / 6
Unit Title / Personal Health/Hygiene (Human Growth)
PSS © / 5 classes
Big Ideas / Essential Questions
Personal health and hygiene greatly contribute to overall wellness? / What are the benefits of practicing good hygiene?
Why is it important to see a doctor and dentist regularly?
Concepts
(what students need to know) / Skills
(what students need to be able to do) / Bloom’s Level
Importance of:
-Hand washing, bathing, clean clothing, clean hair, effective oral care, benefits of regular check-ups.
Benefits of regular doctor and dental screenings and checkups. / Identify healthy behaviors.
Demonstrate healthful behaviors, habits, and/or techniques.
Identify types of help available from source. / 1-2
2-3
2
Assessments
Pre-Assessment / “Dipsticks” (Informal Progress Monitoring)
·  True/False Unit Content
·  Open-ended response
·  Symbols/charts prior knowledge / As determined by:
·  Collins Writing Types 1-5
·  Projects & presentations
·  Homework
·  Essays
·  Note checks & Graphic Organizers
·  Data Discussion (CFA’s) (Teachers)
Post-Assessment
·  True/False Unit Content
·  Open-ended response
·  Symbols/charts prior knowledge
Assessment Guides (Rubrics)
To be attached with Unit Assessment.
Instructional Planning
REQUIRED Resources and Materials / Recommended Resources and Materials
Comprehensive School Health Education. Healthy & Balanced Living Curriculum Framework. Connecticut State Department of Education. 2006.
Health Education Assessment Project. Curriculum Framework – State of Connecticut. 2003. / Instructional
Drolet, J. & Wycoff-Horn, M. Health Education Teaching Strategies – for Elementary and Middle Grades. American Association for Health Education. 2006.
Technological
www.healthteacher.com
www.kidshealth.org
Instructional Planning (continued)
Effective Teaching Strategies / Enrichment, Intervention, and Differentiation
1-3-4

East Hartford Public Schools

Curriculum Document

Subject / Health Education
Grade / 6
Unit Title / Puberty (Human Growth)
PSS © / 5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.1.2. Describe the interrelationship of mental, emotional, social and physical health during pre-adolescence/ adolescence.
M.1.9. Identify and discuss causes, modes of transmission, symptoms and prevention methods of communicable and noncommunicable diseases (e.g. HIV/AIDS, sexually transmitted diseases, diabetes, cancer, heart disease).
M.1.10. Describe puberty and human reproduction as it relates to medically accurate comprehensive sexuality education.
M.2.4. Demonstrate ways to obtain medically accurate information about comprehensive sexuality education from family, school personnel, health professionals, and other adults.
M. 3.1 Explain the importance of assuming responsibility for personal health behaviors.
M 3.3 Distinguish between safe, risky or harmful behaviors involving themselves and/or others.
M.8.1. Analyze various methods of accurately access health information, concepts, and skills.
M. 8.4. Encourage and support others in making positive health choices.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Subject / Health Education
Grade / 6
Unit Title / Puberty (Human Growth)
PSS © / 5 classes
Big Ideas / Essential Questions
Changes that occur during puberty. / Why does puberty occur?
How does good decision-making (respect and responsibility) play a role in puberty?
Concepts
(what students need to know) / Skills
(what students need to be able to do) / Bloom’s Level
Body changes that occur during growth and development.
Emotional, social, and physical changes.
Puberty and adolescence. / Compare similarities/differences of boys and girls.
Identify and analyze internal and external factors on health.
Demonstrate healthful behaviors, habits, and/or techniques. / 3-4
2
Assessments
Pre-Assessment / “Dipsticks” (Informal Progress Monitoring)
·  True/False Unit Content
·  Open-ended response
·  Symbols/charts prior knowledge / As determined by:
·  Collins Writing Types 1-5
·  Projects & presentations
·  Homework
·  Essays
·  Note checks & Graphic Organizers
·  Data Discussion (CFA’s) (Teachers)
Post-Assessment
·  True/False Unit Content
·  Open-ended response
·  Symbols/charts prior knowledge
Assessment Guides (Rubrics)
To be attached with Unit Assessment.
Instructional Planning
REQUIRED Resources and Materials / Recommended Resources and Materials
Comprehensive School Health Education. Healthy & Balanced Living Curriculum Framework. Connecticut State Department of Education. 2006.
Health Education Assessment Project. Curriculum Framework – State of Connecticut. 2003. / Instructional
Drolet, J. & Wycoff-Horn, M. Health Education Teaching Strategies – for Elementary and Middle Grades. American Association for Health Education. 2006.
Technological
www.healthteacher.com
www.kidshealth.org
Instructional Planning (continued)
Effective Teaching Strategies / Enrichment, Intervention, and Differentiation
1-6-9

East Hartford Public Schools

Curriculum Document

Subject / Health Education
Grade / 6
Unit Title / Reproduction (Human Growth)
PSS © / 5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.2.4. Demonstrate ways to obtain medically accurate information about comprehensive sexuality education from family, school personnel, health professionals, and other adults.
M.1.2. Describe the interrelationship of mental, emotional, social and physical health during pre-adolescence/ adolescence.
M.1.3. Explain how health is influenced by the growth and interaction of body systems.
M.1.10. Describe puberty and human reproduction as it relates to medically accurate comprehensive sexuality education.
M.2.4. Demonstrate ways to obtain medically accurate information about comprehensive sexuality education from family, school personnel, health professionals, and other adults.
M. 3.1 Explain the importance of assuming responsibility for personal health behaviors.
M 3.3 Distinguish between safe, risky or harmful behaviors involving themselves and/or others.
M.6.1. Use the decision-making process to enhance health.
M.6.3. Predict how decisions regarding health behaviors have consequences for themselves and others.
M. 8.4. Encourage and support others in making positive health choices.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Subject / Health Education
Grade / 6
Unit Title / Reproduction (Human Growth)
PSS © / 5 classes
Big Ideas / Essential Questions
The reproductive system is vital to our existence. / What is the purpose of the reproductive system?
How does good decision-making impact my reproductive health?
Concepts
(what students need to know) / Skills
(what students need to be able to do) / Bloom’s Level
Emotional, social, and physical changes in the body. / Identify or cite specific sources.
Identify and analyze internal and external factors on health.
Demonstrate healthful behaviors, habits, and/or techniques. / 1-2
4
2-3
Assessments
Pre-Assessment / “Dipsticks” (Informal Progress Monitoring)
·  True/False Unit Content
·  Open-ended response
·  Symbols/charts prior knowledge / As determined by:
·  Collins Writing Types 1-5
·  Projects & presentations
·  Homework
·  Essays
·  Note checks & Graphic Organizers
·  Data Discussion (CFA’s) (Teachers)
Post-Assessment
·  True/False Unit Content
·  Open-ended response
·  Symbols/charts prior knowledge
Assessment Guides (Rubrics)
To be attached with Unit Assessment.
Instructional Planning
REQUIRED Resources and Materials / Recommended Resources and Materials
Comprehensive School Health Education. Healthy & Balanced Living Curriculum Framework. Connecticut State Department of Education. 2006.
Health Education Assessment Project. Curriculum Framework – State of Connecticut. 2003. / Instructional
Drolet, J. & Wycoff-Horn, M. Health Education Teaching Strategies – for Elementary and Middle Grades. American Association for Health Education. 2006.
Technological
www.healthteacher.com
www.kidshealth.org
Instructional Planning (continued)
Effective Teaching Strategies / Enrichment, Intervention, and Differentiation
1-5-7

East Hartford Public Schools

Curriculum Document

Subject / Health Education
Grade / 6
Unit Title / HIV/AIDS (Human Growth)
PSS © / 5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.1.8. Describe how pathogens, family history, individual decisions and other risk factors are related to the cause or prevention of disease and other health problems.
M.1.9. Identify and discuss causes, modes of transmission, symptoms and prevention methods of communicable and noncommunicable diseases (e.g. HIV/AIDS, sexually transmitted diseases, diabetes, cancer, heart disease).
M.1.11. Define abstinence, explain the value of postponing sexual activity, identify the methods of contraception and effectiveness of each.
M. 3.1 Explain the importance of assuming responsibility for personal health behaviors.
M 3.3 Distinguish between safe, risky or harmful behaviors involving themselves and/or others.
M.3.5. Examine and apply safety techniques to avoid and reduce injury and prevent disease.
M.6.2. Describe and analyze how health-related decisions are influenced by using resources from family, school, and community.
M.6.3. Predict how decisions regarding health behaviors have consequences for themselves and others.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Subject / Health Education
Grade / 6
Unit Title / HIV/AIDS (Human Growth)
PSS © / 5 classes
Big Ideas / Essential Questions
Knowing the facts about HIV/AIDS can keep you safe and disease free. / What types of behaviors put me at risk for getting HIV/AIDS?
How can I protect myself from infection?
Why is good decision-making vital in preventing HIV/AIDS and STDs.
Concepts
(what students need to know) / Skills
(what students need to be able to do) / Bloom’s Level
Risks of HIV and other STDs.
Common signs and symptoms of HIV and other STDs.
Common routes of transmission of HIV and other STDs.
Effective prevention strategies (Abstinence is the most effective).
Risks of unintended pregnancy and disease with unprotected sexual intercourse.
Effects of alcohol and other drug use on sexual behavior. / Encourage others to make healthful choices.
Show evidence of a clear, health-enhancing stand (abstinence).
Evaluate the validity of sources. / 4
3
5
Assessments
Pre-Assessment / “Dipsticks” (Informal Progress Monitoring)
·  True/False Unit Content
·  Open-ended response
·  Symbols/charts prior knowledge / As determined by:
·  Collins Writing Types 1-5
·  Projects & presentations
·  Homework
·  Essays
·  Note checks & Graphic Organizers
·  Data Discussion (CFA’s) (Teachers)
Post-Assessment
·  True/False Unit Content
·  Open-ended response
·  Symbols/charts prior knowledge
Assessment Guides (Rubrics)
To be attached with Unit Assessment.
Instructional Planning
REQUIRED Resources and Materials / Recommended Resources and Materials
Comprehensive School Health Education. Healthy & Balanced Living Curriculum Framework. Connecticut State Department of Education. 2006.
Health Education Assessment Project. Curriculum Framework – State of Connecticut. 2003. / Instructional
Drolet, J. & Wycoff-Horn, M. Health Education Teaching Strategies – for Elementary and Middle Grades. American Association for Health Education. 2006.
Technological
www.healthteacher.com
www.kidshealth.org
Instructional Planning (continued)
Effective Teaching Strategies / Enrichment, Intervention, and Differentiation
2-6-7