EHPS – Health & Physical Education
Health Curriculum – Grade 5 & 6 (Itinerant Health)

Primary Units (Pacing Guide):

Goal: 19 Classes of health instruction for all elementary students in grade 5.

Health Education Overview (Class #1 – Getting to know you)

  • Program Orientation/Syllabi
  • Expectations, Procedures, Rules.

Self-Management/Bullying 5

1 / 2 / 3
Unit: Stress-Management Bullying. / Unit: Stress-Management Bullying. / Unit: Stress-Management Bullying.
Standards:
#1 Core Concepts M.1.1
#5 Communication Skills M.5.1 / Standards:
#8 Advocacy M.8.1.
#3 Self Management M.3.5 / Standards:
#1 Core concepts M.1.3
#8 Advocacy M.8.1
Essential Question: How does stress and bullying effect school climate? / Essential Question: How can I recognize causes of conflict? / Essential Question: What is the appropriate way to respond to conflict?
Objective: The student will develop strategies for identifying potential conflicts/stressors and preventing situations that escalate. To be evident by feelings created and noted on the tree bully diagram.
Student friendly: Learn to remain balanced in all situations / Objective: The student will recognize common causes of conflict between adolescents. Understand how empathy can change a conflict. Evident by the article “Cool to be kind”, and personal experiences.
Student friendly: Demonstrate empathy whenever possible. / Objective: The student will demonstrate skills to resolve conflict in peaceful and productive ways. Understanding empathy as a possible solution. Evident by changes created and experienced in personal situations stated.
Student friendly: Gain insight in situations that turn positive with balanced empathetic actions.
Concepts
Analyze your stress patterns and influences. Learn how to diminish each stressor. / Concepts
Empathy is a possible solution to social stressors. / Concepts
Healthy relationships involve emotional intelligence.
Skills
Know your stressors! Apply skills to diminish. / Skills
Put yourself in someone else’s shoes. / Skills
Developing empathy. Recognizing its potential.
Agenda
Do now- worksheet (3 min.)
Individually – Bullying survey
Videos – Stress and Bullies (7 min.)
Bully tree diagram worksheet (5min.)
Partner share – diagram situations (5 min.)
Journal question (7-10) / Agenda
Journal – successes (5 min.)
Partner share (5 min.)
10 % summary preview/vocab (5 min.)
Paragraph one (5min.)
Central Idea- solo, partner, WC (10min.)
Closure – WC – application in journal (10min.) / Agenda
Journal review (5 min.)
Partner share (5 min.)
WC share (5 min.)
Central Idea paragraph 2 solo, partnered, WC (10 min.)
Central Idea paragraph 3 solo, partnered, WC (10 min.)
Closure – Journal
Activity:
Do now - (Assessing stress in my life worksheet)
Partner share pre-test answers
(always, sometimes, never )
WC Videos – Stress and Bullies
Bully tree diagram worksheet
Partner share – diagram situations
Discourse guided questions:
A-“I felt bullied when…., I handled it by…”
B-“Did you consider?...”
Journal question to be handed in
List 3-5 daily stressors and possible solutions. If communication skills are needed, state the start of a balanced response. Ex. “ I don’t like it when…” / Activity:
Journal – list successes since last class
Ex. I was stressed with …so I …
Partner share – Discourse question: “ How did it work out?” “Did you consider …?”
Cool to be kind article
10 % summary preview/vocab (bully, empathy, emotional intelligence)
Paragraph one – read
Central Idea- solo, partner, WC (Put your self in someone else’s shoes)
Closure – WC – show of hands – “heads downs and eyes closed, raise hands if your are thinking of someone to have empathy for.” Repeat
application in journal – Ways to show empathy. / Activity:
Journal review – ways to show empathy from last class. List 1-2 situations you applied this to and what change occurred?
Partner share – Discourse Question: How did the success make you feel?”
WC share – choose 2-3 volunteers.
Cool to be kind article 10% summary continued
Central Idea paragraph 2 solo, partnered, WC
Central Idea paragraph 3 solo, partnered, WC
Closure – Journal – Choose 1-2 situations you are thinking of and how will you creatively express empathy in it. When will you make these changes?
DOK 2
What stressors are in your life?
DOK 4
Do you feel safe at school and why? / DOK 3
What steps would you take to minimize each daily stressor?
Who is available to talk with about your stressful feelings? Why do you trust them? / DOK 4
How can you show empathy to a bully in order to make a positive change in a negative relationship?
When will you make this effort? In what situation?
Assessment: Stress Management Assessment 12. / Assessment: Exit Slip. (5 ways to prevent bullying) / Assessment: Stress Management Assessment 12.
Resources: Health Promotion Waves
Stress/Bully units, Bullying survey, / Resources: Health Promotion Waves
Cool to be kind article. / Resources: Health Promotion Waves
Cool to be kind article.

Self-Management/Bullying Gr. 6

1 / 2 / 3
Unit: Stress-Management Bullying. / Unit: Stress-Management Bullying. / Unit: Stress-Management Bullying.
Standards:
#1 Core Concepts M.1.1
#5 Communication Skills M.5.1 / Standards:
#8 Advocacy M.8.1
#3 Self Management M.3.5 / Standards:
#1 Core concepts M.1.1
#8 Advocacy M.8.1
Essential Question: How does stress and bullying effect school climate? / Essential Question: How can I recognize causes of conflict? / Essential Question: What is the appropriate way to respond to conflict?
Objective: The student will develop strategies for identifying potential conflicts/stressors and preventing situations that escalate. To be evident by feelings created and noted on the tree bully diagram.
Student friendly: Learn to remain balanced in all situations / Objective: The student will recognize common causes of conflict between adolescents. Understand how empathy can change a conflict. Evident by the article “Cool to be kind”, and personal experiences.
Student friendly: Demonstrate empathy whenever possible. / Objective: The student will demonstrate skills to resolve conflict in peaceful and productive ways. Understanding empathy as a possible solution. Evident by changes created and experienced in personal situations stated.
Student friendly: Gain insight in situations that turn positive with balanced empathetic actions.
Concepts
Analyze your stress patterns and influences. Learn how to diminish each stressor. / Concepts
Empathy is a possible solution to social stressors. / Concepts
Healthy relationships involve emotional intelligence.
Skills
Avoid stressors!. Apply skills to diminish their effects. / Skills
Get to know yourself. What are your stressors, and possible solutions? / Skills
Developing empathy. Recognizing its potential.
Agenda
Pre-test (Assessing stress) (5min.)
Partner share pre-test (2 min.)
Videos – Stress and Bullies (7 min.)
Bully tree diagram worksheet (5min.)
Partner share – diagram situations (5 min.)
Journal question (7-10) / Agenda
Journal – List stressors (5 min.)
Partner share (5 min.)
10 % summary preview/vocab (5 min.)
Paragraph one (5min.)
Central Idea- solo, partner, WC (10min.)
Closure – WC – application in journal (10min.) / Agenda
Do now - Preview article (2 min.)
Partner share (2 min.)
WC share (2 min.)
Individually – Read and complete a 10% summary. (10 min.)
WC - Central Idea (10 min.)
Post-test – Stress/Bully
Closure – Journal (10 min.)
Activity:
Pre-test (Assessing stress in my life worksheet)
Partner share pre-test answers
(always, sometimes, never )
WC Videos – Stress and Bullies
Bully tree diagram worksheet
Partner share – diagram situations
Discourse guided questions:
C-“I felt bullied when…., I handled it by…”
D-“Did you consider?...”
Journal question to be handed in
List 3-5 daily stressors and possible solutions. If communication skills are needed, state the start of a balanced response. Ex. “ I don’t like it when…” / Activity:
Journal – list stressors at school and home.
Ex. I get stressed with ___ at school.
Partner share – Discourse question: “ How does it affect you?” “Did you consider …?”
In depth article: Boys and Girls Bully differently.
10 % summary preview/vocab
Paragraph one – read
Central Idea- solo, partner, WC (Boys and girls bully differently)
Closure – WC – show of hands – “heads downs and eyes closed, raise hands if your are thinking of someone to have empathy for.” Repeat
application in journal – Ways to show empathy. / Activity:
Do now – Preview article – Cool to be kind
Partner share – Discourse Question: “What do you think the article is about?”
WC share – Hear partner suggestions for central idea.
Individually - Cool to be kind article 10% summary to be completed.
WC – Central idea.
Post-test – Stress/Bullying
Closure – Journal – Choose 1-2 situations you are thinking of and how will you creatively express empathy in it. When will you make these changes?
DOK 2
What stressors are in your life?
DOK 4
Do you feel safe at school and why? / DOK 3
What steps would you take to minimize each daily stressor?
Who is available to talk with about your stressful feelings? Why do you trust them? / DOK 4
How can you show empathy to a bully in order to make a positive change in a negative relationship?
When will you make this effort? In what situation?
Assessment: Stress Management Assessment 12. / Assessment: Exit Slip. (5 ways to prevent bullying) / Assessment: Stress Management Assessment 12.
Resources: Health Promotion Waves
Stress/Bully units / Resources: Health Promotion Waves
In depth article, Did you know boys and girls bully differently. / Resources: Health Promotion Waves
Cool to be kind article.