East Hartford Public Schools
Curriculum Document
Subject
Health Education
Grade
6
Unit Title
Addictive Behaviors (Drug Prevention)
PSS ©
5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.1.1. Explain the relationship between positive health behaviors and prevention of injury, illness, disease
and premature death.
M.1.5. Analyze ways in which the environment and personal health are interrelated.
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.2.1. Analyze the validity of health information and the cost of products and services.
M.3.3. Distinguish between safe, risky or harmful behaviors involving themselves and/or others.
M.4.1. Examine the influence of family beliefs and cultural beliefs on personal health behaviors.
M.6.1. Use a 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
Addictive Behaviors (Drug Prevention)
PSS ©
5 classes
Big Ideas
Essential Questions
The impact of addictive behaviors on overall health.
1. What kinds of behaviors lead to addiction?
2. What are the consequences of addiction?
3. How would a person deal with an addiction?
Concepts
Skills
(what students need to know)
(what students need to be able to do)
Bloom’s Level
Risks of dependence and addiction.
Accessing information
2
Relationship between alcohol and other
drugs use and mental health.
Decision-making
3
Goal setting
3
How to get help for dependence and
addiction.
Encourage others to make healthful
choices.
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
1-6-8
Enrichment, Intervention, and Differentiation
East Hartford Public Schools
Curriculum Document
Subject
Health Education
Grade
6
Unit Title
Drug Use & Abuse (Drug Prevention)
PSS ©
5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.1.1. Explain the relationship between positive health behaviors and prevention of injury, illness, disease
and premature death.
M.1.5. Analyze ways in which the environment and personal health are interrelated.
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.2.1. Analyze the validity of health information and the cost of products and services.
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 a 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
Drug Use & Abuse (Drug Prevention)
PSS ©
5 classes
Big Ideas
Essential Questions
1. What are the health risks of improper drug
use?
2. What are behaviors that lead to drug use
and abuse?
3. What positive roles do drugs play in our
society?
There are negative and positive consequences of
taking drugs and/or medications.
Concepts
Skills
(what students need to know)
(what students need to be able to do)
Physical, social, and emotional effects of
alcohol and other drugs use.
Signs and behavior of alcohol and other
drugs use.
Benefits of not using alcohol and other
drugs (physical, social, emotional, financial,
legal).
Accessing information
Bloom’s
Level
2
Decision-making
2-3
Goal setting
3-4
Demonstrate communication among
individuals.
2-3
Demonstrate refusal skills.
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
1-2-8
Enrichment, Intervention, and Differentiation
East Hartford Public Schools
Curriculum Document
Subject
Health Education
Grade
6
Unit Title
Tobacco (Drug Prevention)
PSS ©
5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.1.1. Explain the relationship between positive health behaviors and prevention of injury, illness, disease
and premature death.
M.1.5. Analyze ways in which the environment and personal health are interrelated.
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.2.1. Analyze the validity of health information and the cost of products and services.
M. 3.1 Explain the importance of assuming responsibility for personal health behaviors.
M 4.2 Analyze how media, technology and other factors influence personal health behaviors.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Subject
Health Education
Grade
6
Unit Title
Tobacco (Drug Prevention)
PSS ©
5 classes
Big Ideas
You can prevent diseases and death by not
smoking.
Essential Questions
1. Why do adolescents start to smoke?
2. What are the effects of smoking?
3. What are the benefits of being tobacco free?
Concepts
Skills
(what students need to know)
(what students need to be able to do)
Physical, social, and emotional effects of
alcohol and other drugs use.
Identify and analyze internal and external
factors on health.
How to accept personal responsibility for
choices about alcohol and other drugs use.
Address interrelationships and complexity
of influences.
Influences different levels of alcohol and
other drugs use.
Decision-making
Internal, family, and peer influences.
Advertising and media strategies and
influences.
How to make a personal commitment to
not use.
Bloom’s
Level
1-4
4-5
3
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:



 Collins Writing Types 1-5
 Projects & presentations
 Homework
 Essays
 Note checks & Graphic Organizers
 Data Discussion (CFA’s) (Teachers)
True/False Unit Content
Open-ended response
Symbols/charts prior knowledge
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.
Instructional
Drolet, J. & Wycoff-Horn, M. Health Education
Health Education Assessment Project. Curriculum
Framework – State of Connecticut. 2003.
Education. 2006.
Teaching Strategies – for Elementary and Middle
Grades. American Association for Health
Technological
www.healthteacher.com
www.kidshealth.org
Instructional Planning (continued)
Effective Teaching Strategies
6-1-5
Enrichment, Intervention, and Differentiation