Pacing Guide/Core Content Tracking
Health Education 6th Grade October 2013 2nd Nine weeks
Unit of Study / Description / Guiding Questions / Core Content / Evidence / Literacy Standard1/2 / Unit #1:
Personal Health / WEEK # 1:
- Dimensions of Health: Physical, Social, Mental/emotional, and Spiritual Health
- Staying Healthy for a lifetime
- Sources of Health Information
- Evaluating Health Websites
- Keeping My Body Healthy
- Planning for a PSA
NHES:
1.8.1Analyze the relationship between healthy behaviors and personal health.
1.8.7Describe the benefits of and barriers to practicing healthy behaviors.
PL-6-PW-U-8: Students will: a variety of resources are available to inform, treat and counsel individuals with physical, mental, social and emotional health needs.
3.8.1Analyze the validity of health information, products, and services.
3.8.2Access valid health information from home, school, and community.
PL-6-PW-U-3: Students will understand that: the environment, lifestyle, family history, peers and other factors impact physical, social, mental and emotional health.
PL-6-PW-U-5: Students will understand that: behavioral choices affect physical, mental, emotional and social well-being and can have positive or negative consequences on one’s health.
NHES:
1.8.1Analyze the relationship between healthy behaviors and personal health.
1.8.3Analyze how the environment affects personal health.
1.8.5Describe ways to reduce or prevent injuries and other adolescent health problems.
1.8.6Explain how appropriate health care can promote personal health.
PL-6-PW-S-DP3.c: explaining how personal hygiene practices affect physical, mental/emotional and social health; explaining how personal health habits (e.g., hand washing, care of teeth and eyes, sun protection) affect
self and others in the prevention and spread of disease
NHES:
7.8.2Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others
8.8.1State a health-enhancing position on a topic and support it with accurate information.
8.8.2Demonstrate how to influence and support others to make positive health choices.
8.8.3Work cooperatively to advocate for healthy individuals, families, and schools. / WEEK #1:
- What about your Health? WS
- Getting Good Information about Health WS #1-2
- Getting Good Information about Health WS #3-4, and Self-Check
- How to evaluate a health website
- Check out a health website WS
- Healthy Action WS
- Communication Piece: Planning a PSA for Health Part 1 and Part 2
1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2-Determine a central Idea of a text and how it is conveyed through particular details, provide a summary of a text distinct from personal opinions or judgments
Writing Standards 6-12
1-Write arguments to support claims with clear reasons and relevant evidence
2-Write informational / explanatory texts to examine a topic, convey ideas, concepts and information through the selection, organization, and analysis of relevant content.
3 / Unit #2: Nutrition / WEEK #3:
- Nutrients
- Portion Sizes: What should I eat?
- Assessing my Eating Habits
- Food Labels
PL-6-N-U-2: nutrients have a role in the development of an individual’s health.
NHES:
Standard 1:
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.1 Analyze the relationship between healthy behaviors and personal health.
1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.
PL-6-N-U-3: resources are available to assist in making nutritional choices.
NHES:
Standard 3:
Students will demonstrate the ability to access valid information, products, and services to enhance health.
3.8.1 Analyze the validity of health information, products, and services.
3.8.2 Access valid health information from home, school, and community.
PL-6-N-U-4: individuals, families and community values influence nutritional choices.
NHES:
Standard 2:
Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors
2.8.9 Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.
PL-6-N-S-1: identify the role of nutrients and food sources which are important in the growth and development of healthy
bodies
PL-6-N-S-2: explain the role of nutrition on the body systems impacting growth and development
NHES:
Standard 1:
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.1 Analyze the relationship between healthy behaviors and personal health.
1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.
PL-6-N-S-3: interpret, explain and apply the recommendations of national resources (e.g., Food Guide Pyramid (FGP),Dietary Guidelines for Americans, National Dairy Council) in making healthful food choices for a balanced diet
NHES:
Standard 3:
Students will demonstrate the ability to access valid information, products, and services to enhance health.
3.8.1 Analyze the validity of health information, products, and services.
3.8.2 Access valid health information from home, school, and community.
PL-6-N-S-4: analyze factors (e.g., geography, convenience, cost, advertising) that influence healthy food choices
NHES:
Standard 2:
Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors
2.8.9 Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.
PL-6-N-S-5: explain the role of nutrition on the body systems impacting the growth and development of healthy bodies
NHES:
Standard 7:
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks
7.8.1 Explain the importance of assuming responsibility for personal health behaviors.
7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.
PL-6-N-S-6: use the nutritional information provided on food labels to explain how it can impacts dietary choices
NHES:
Standard 6:
Students will demonstrate the ability to use goal-setting skills to enhance health
6.8.1 Assess personal health practices. /
- What I know about nutrients
- MyPlate for Teens
- Filling MyPlate
- Assessing my Eating Habits
- Food detective
- Label Detective
- Unit Assessment: Unit Test
1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2-Determine a central Idea of a text and how it is conveyed through particular details, provide a summary of a text distinct from personal opinions or judgments
Writing Standards 6-12
1-Write arguments to support claims with clear reasons and relevant evidence
2-Write informational / explanatory texts to examine a topic, convey ideas, concepts and information through the selection, organization, and analysis of relevant content.
4-6 / UNIT 3:
Violence & Injury Prevention / WEEK #4-5
- Understanding risks and unintentional Injuries
- Decision Making
- Safety rules to prevent Common Injuries
- Understanding Violence
- Causes of Violence
- Skills to resolve Conflict
- Unit Assessment ( CHALLENGES)
NHES:
Standard 1:
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.1Analyze the relationship between healthy behaviors and personal health.
1.8.5Describe ways to reduce or prevent injuries and other adolescent health problems.
1.8.8Examine the likelihood of injury or illness if engaging in unhealthy behaviors.
1.8.9Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.
PL-6-PW-S-PPH1.a: predict how decisions regarding health behaviors (e.g., hygiene, diet, exercise) have consequences for self and others
PL-6-PW-S-PPH1.b: analyze personal decisions that impact an individual’s emotional, sexual and reproductive health (e.g., abstinence)
NHES:
Standard 5:
Students will demonstrate the ability to use decision-making skills to enhance health.
5.8.1Identify circumstances that can help or hinder healthy decision making.
5.8.2Determine when health-related situations require the application of a thoughtful decision-making process.
5.8.3Distinguish when individual or collaborative decision making is appropriate.
5.8.4Distinguish between healthy and unhealthy alternatives to health-related issues or problems.
5.8.5Predict the potential short-term impact of each alternative on self and others.
5.8.6Choose healthy alternatives over unhealthy alternatives when making a decision.
5.8.7Analyze the outcomes of a health-related decision.
PL-6-S-U-1: safety practices and procedures help to prevent injuries and provide a safe environment.
NHES:
Standard 1:
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.5Describe ways to reduce or prevent injuries and other adolescent health problems.
PL-6-PW-U-6: Students will understand that: positive health habits can help prevent injuries and the spreading of diseases to
self and others.
7.8.3Demonstrate behaviors to avoid or reduce health risks to self and others.
PL-6-PW-U-5: Students will understand that: behavioral choices affect physical, mental, emotional and social well-being and can have positive or negative consequences on one’s health. 1
NHES:
Standard 1:
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.1Analyze the relationship between healthy behaviors and personal health.
1.8.8Examine the likelihood of injury or illness if engaging in unhealthy behaviors.
1.8.9Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.
PL-6-PW-U-4: Students will understand that: culture, values (e.g., individual, family, community) media and use of technology (e.g., television, computers, MP3 Players, electronic/arcade games) can influence personal behavioral choices
games) can influence personal health.
NHES:
Standard 2:
Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
2.8.7Explain how the perceptions of norms influence healthy and unhealthy behaviors.
PL-6-S-U-1: safety practices and procedures help to prevent injuries and provide a safe environment.
NHES:
Standard 1:
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.1Analyze the relationship between healthy behaviors and personal health.
PL-6-S-U-1: safety practices and procedures help to prevent injuries and provide a safe environment.
NHES:
Standard 1:
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.5Describe ways to reduce or prevent injuries and other adolescent health problems.
1.8.7Describe the benefits of and barriers to practicing healthy behaviors.
PL-6-PW-S-SMEH1.b: using and describe the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship)
NHES:
Standard 4:
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks
4.8.3Demonstrate effective conflict management or resolution strategies. /
- Reasons and Risks
- Making Safe Decisions
- Rules to keep me safe
- Understanding Violence
- Violence Causes and Corrections Part 1and Part2
- Resolve that Conflict
- Unit Assessment (4 Challenge Questions/ OR- Choose 2 of the 4 and complete as a unit assessment)
1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2-Determine a central Idea of a text and how it is conveyed through particular details, provide a summary of a text distinct from personal opinions or judgments
Writing Standards 6-12
1-Write arguments to support claims with clear reasons and relevant evidence
2-Write informational / explanatory texts to examine a topic, convey ideas, concepts and information through the selection, organization, and analysis of relevant content.
7/8 / UNIT 4:
Tobacco, Drugs and Alcohol / WEEK #7-8:
- Teens and Drugs: What’s the truth
- Alcohol
- Tobacco
- Medicines
- Marijuana
- Guest Speaker
- Unit Assessment
NHES:
Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
2.8.7Explain how the perceptions of norms influence healthy and unhealthy behaviors.
PL-6-PW-U-4: Students will understand that: culture, values (e.g., individual, family, community) media and use of technology (e.g., television, computers, MP3 Players, electronic/arcade games) can influence personal behavioral choices can influence personal health.
NHES:
Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
2.8.9Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.
PL-6-PW-S-ATOD1:
demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs by:
PL-6-PW-S-ATOD1.b:
describing the immediate and long-term effects of alcohol and drug usage and the impact on physical, mental, emotional and social health (e.g., effects on family life)
NHES:
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.1Analyze the relationship between healthy behaviors and personal health.
PL-6-PW-S-ATOD1:
demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs by:
PL-6-PW-S-ATOD1.a: distinguishing between legal (e.g., over the counter, prescription drugs) and illegal drugs (e.g., inhalants, marijuana, stimulants, depressants) and describing how their usage affects the body systems
NHES:
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health
1.8.1Analyze the relationship between healthy behaviors and personal health.
PL-6-PW-S-ATOD1.a: distinguishing between legal (e.g., over the counter, prescription drugs) and illegal drugs (e.g., inhalants, marijuana, stimulants, depressants) and describing how their usage affects the body systems
NHES:
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health
1.8.1Analyze the relationship between healthy behaviors and personal health.
PL-6-PW-S-ATOD1.c: identifying resources available to individuals seeking treatment or counseling for negative behaviors or
Addictions
NHES:
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health
PL-6-PW-S-FCH1:
analyze how personal health choices, individual well-being and use of health services can be influenced by:
PL-6-PW-S-FCH1.a: family traditions/values
PL-6-PW-S-FCH1.b: technology and media messages
PL-6-PW-S-FCH1.c: cultural beliefs
PL-6-PW-S-FCH1.d: physical, social and emotional environments
PL-6-PW-S-FCH1.e: information from peers
NHES:
Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
2.8.7 / Explain how the perceptions of norms influence healthy and unhealthy behaviors.
/
- The truth about teens and Drugs
- Pre- Assessment Alcohol: What do you know
- Reasons to be tobacco free
- Looking at Labels
- What’s your advice about Marijuana
- Unit Assessment: Create A Poster persuading someone to be drug- free
1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2-Determine a central Idea of a text and how it is conveyed through particular details, provide a summary of a text distinct from personal opinions or judgments
Writing Standards 6-12
1-Write arguments to support claims with clear reasons and relevant evidence
2-Write informational / explanatory texts to examine a topic, convey ideas, concepts and information through the selection, organization, and analysis of relevant content.
9 / Unit #5:
Growth & Development / WEEK #9:
- Female Reproductive System
- Male Reproductive System
- Ovulation and Mensuration
- Abstinence
NHES:
Standard 6:
Students will demonstrate the ability to use goal-setting skills to enhance health
PL-6-PW-S-GD2: explain basic structures and function of the reproductive system
NHES:
Standard 1:
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.2Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.
A.PL-6-PW-U: Enduring Knowledge – Understandings
PL-6-PW-U-4: Students will understand that: culture, values (e.g., individual, family, community) media and use of technology (e.g., television, computers, MP3 Players, electronic/arcade games) can influence personal behavioral choices games) can influence personal health.
NHES:
Standard 2:
Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
2.8.1Examine how the family influences the health of adolescents.
2.8.2Describe the influence of culture on health beliefs, practices, and behaviors.
2.8.3Describe how peers influence healthy and unhealthy behaviors.
2.8.4Analyze how the school and community can affect personal health practices and behaviors.
2.8.5Analyze how messages from media influence health behaviors.
2.8.8Explain the influence of personal values and beliefs on individual health practices and behaviors.
PL-6-PW-S-PPH1.b: analyze personal decisions that impact an individual’s emotional, sexual and reproductive health (e.g., abstinence)
Standard 1:
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.1Analyze the relationship between healthy behaviors and personal health. /
- What I learned about puberty
- Understanding the Female Reproductive System
- Understanding the male Reproductive System
- Understanding Menstruation
- My advice about abstinence
1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2-Determine a central Idea of a text and how it is conveyed through particular details, provide a summary of a text distinct from personal opinions or judgments
Writing Standards 6-12
1-Write arguments to support claims with clear reasons and relevant evidence
2-Write informational / explanatory texts to examine a topic, convey ideas, concepts and information through the selection, organization, and analysis of relevant content.