Health Promotion and Disease Prevention (1)
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
Transfer
G
○
2.1.C Diseases and Health Conditions
2.2.B Decision Making and Goal Setting
2.2.D Advocacy and Service
2.2.E Health Services Information
2.1.P.C.1 Develop an awareness of healthy
habits (e.g., use clean tissues, wash hands,
handle food hygienically, brush teeth, and
dress appropriately for the weather).
2.1.2.C.1 Summarize symptoms of common
diseases and health conditions.
2.1.2.C.2 Summarize strategies to prevent the
spread of common diseases and health
conditions.
Students will be able to independently use their learning to…
Apply effective personal hygiene skills that prevent the spread of disease.
Meaning
UNDERSTANDINGS
U
○
ESSENTIAL QUESTIONS
Q
○
Students will understand that…
How do you practice good hygiene?
Practicing good hygiene will prevent the
spread of disease (use clean tissues, wash
hands, handle food hygienically, brush teeth,
and dress appropriately for the weather)
How do you know when you are sick?
How do we take care of ourselves when we
are sick?
The body shows signs and symptoms of
illness.
Acquisition
Students will know…
K
○
Doctors
Dentists
Nurses
Medicines help us when we are sick
Vaccines help us avoid illness
Common Tools (Stethoscope…)
What things they should not share (drinks,
toothbrushes, comes/brushes…)
That medicine should only be given to you by
an adult that you trust
Signs and symptoms of disease
© Grant Wiggins & Jay McTighe 2011
T
○
Students will be skilled at…
S
○
Washing hands
Using tissues
Covering up when sneezing and coughing
Brushing teeth
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
TRANSFER TASK(S):
The child will use the restroom without the
assistance of an adult. The child will wash
their hands without being told to do so. They
will spend adequate time washing outsides,
insides, and in-betweens with soap. They will
thoroughly lather, rinse and dry.
Use the restroom properly without cueing
OTHER EVIDENCE:
The student gets a tissue and properly uses it
and disposes of it, without assistance.
Student has a runny nose.
The student covers up the sneeze, blows nose,
and effectively washes hands without being
asked to do so.
Student sneezes.
The student covers the cough with the elbow.
If the hand is used, they wash effectively
without being asked.
Student coughs.
The student recognizes the signs of an illness,
expresses his/her feelings and asks to see the
nurse.
Student is sick and can express what they need to do to alleviate the problem
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
© Grant Wiggins & Jay McTighe 2011
TT
○
OE
○
Health Promotion and Disease Prevention (3)
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
Transfer
G
○
2.1 Wellness All students will acquire health
promotion concepts and skills to support a
healthy, active lifestyle.
Students will be able to independently use their learning to…
T
○
Meet their basic needs in order to remain disease free.
Meaning
2.1.4.B.1Explain how healthy eating provides
energy, helps to maintain healthy weight,
lowers risk of disease, and keeps body
systems functioning effectively.
2.1.4.B.2 Differentiate between healthy and
unhealthy eating practices.
2.1.4.C.1Explain how most diseases and health
conditions are preventable.
2.1.4.C.2
Justify how the use of universal
precautions, sanitation and waste disposal,
proper food handling and storage, and
environmental controls prevent diseases and
health conditions.
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Q
○
Students will understand that…
What do you need to maintain good health?
People have basic needs that must be met in
order to maintain good health and prevent
disease.
Acquisition
Students will know…
Common Medicines and Safe Use
Common Vaccines
Common illnesses that can be spread
Common illnesses that can’t be spread
Germs and how they are spread
The difference between sick and well
Immune System
Adequate Nutrition
Water and Hydration
Disease
Prevention
Stage 2 - Evidence
© Grant Wiggins & Jay McTighe 2011
U
○
K
○
Students will be skilled at…
S
○
Choosing foods and nutrients to consume
that promote good health
Practicing good hygiene
Evaluative Criteria
Assessment Evidence
TRANSFER TASK(S):
Student identifies one of many good health
practices that prevent disease and promote
good health.
Create a selfie art that identifies a way that you prevent disease and maintain good health.
OTHER EVIDENCE:
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
© Grant Wiggins & Jay McTighe 2011
TT
○
OE
○
Health Promotion and Disease Prevention (5)
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
Transfer
G
○
2.1 Wellness All students will acquire health
promotion concepts and skills to support a
healthy, active lifestyle.
Students will be able to independently use their learning to…
T
○
Protect their bodies from environmental health hazards.
Meaning
2.1.6.C.1 Summarize means of detecting and
treating diseases and health conditions that
are prevalent in adolescents.
2.1.6.C.2
Determine the impact of public
health strategies in preventing diseases and
health conditions.
UNDERSTANDINGS
U
○
ESSENTIAL QUESTIONS
Q
○
Students will understand that…
What are things in your environment that can
lead to poor health and disease?
There are many things in the environment
that can have a negative effect on one’s
health.
Acquisition
Students will know…
K
○
Pollution and the effects on the body
Environmental hazards
Second hand smoke
Third hand smoke
Prevention
Radiation
Dangerous chemicals and where they are
found
Vectors (Insects and animals that transmit
disease)
Students will be skilled at…
S
○
Protecting their skin
Protecting their eyes
Protecting their lungs
Protecting their ears
Recognizing environmental hazards
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
TRANSFER TASK(S):
© Grant Wiggins & Jay McTighe 2011
TT
○
The student includes sunscreen, a healthy
lunch and water on the list. The student may
also include a hat, sunglasses, bug repellent,
and other things that protect against disease.
practices that prevent disease and promote
good health.
You are going on a day-long canoe trip on a hot sunny day. Write a list of things you will do
before you go. Write a list of things you will do during the trip. Write a list of things you will do
after the trip. Explain.
OTHER EVIDENCE:
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
© Grant Wiggins & Jay McTighe 2011
OE
○