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 preadolescence/ 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
What are the benefits of practicing good hygiene?
Personal health and hygiene greatly contribute to
overall wellness?
Why is it important to see a doctor and dentist
regularly?
Concepts
Skills
(what students need to know)
(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.
Identify healthy behaviors.
1-2
Demonstrate healthful behaviors, habits,
and/or techniques.
2-3
Benefits of regular doctor and dental
screenings and checkups.
Identify types of help available from source.
2
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge






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
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.
Recommended Resources and Materials
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 preadolescence/ 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
Why does puberty occur?
Changes that occur during puberty.
How does good decision-making (respect and
responsibility) play a role in puberty?
Concepts
Skills
(what students need to know)
(what students need to be able to do)
Body changes that occur during growth and
development.
Compare similarities/differences of boys and
girls.
Emotional, social, and physical changes.
Identify and analyze internal and external
factors on health.
Puberty and adolescence.
Demonstrate healthful behaviors, habits,
and/or techniques.
Bloom’s
Level
3-4
2
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge






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
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.
Recommended Resources and Materials
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 preadolescence/ 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
What is the purpose of the reproductive system?
The reproductive system is vital to our existence.
How does good decision-making impact my
reproductive health?
Concepts
Skills
(what students need to know)
(what students need to be able to do)
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.
Bloom’s Level
1-2
4
2-3
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge






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
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.
Recommended Resources and Materials
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
What types of behaviors put me at risk for getting
HIV/AIDS?
Knowing the facts about HIV/AIDS can keep you
safe and disease free.
How can I protect myself from infection?
Why is good decision-making vital in preventing
HIV/AIDS and STDs.
Concepts
Skills
(what students need to know)
(what students need to be able to do)
Risks of HIV and other STDs.
Common signs and symptoms of HIV and
other STDs.
Common routes of transmission of HIV
and other STDs.
Encourage others to make healthful
choices.
Show evidence of a clear, health-enhancing
stand (abstinence).
Evaluate the validity of sources.
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.
Assessments
Bloom’s
Level
4
3
5
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge






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
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.
Recommended Resources and Materials
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
2-6-7
Enrichment, Intervention, and Differentiation