KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
APPENDIX E
CROSS
REFERENCE
CHARTS
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/CPI
2.1.2 A.1
A.2
2.1.2.B.1
B.2
B.3
2.1.2.C.1
C.2
C.3
2.1.2.D.1
D.2
D.3
2.1.2.E.1
E.2
E.3
2.2.2.A.1
2.2.2.B.1
B.2
B.3
B.4
2.2.2.C.1
C.2
2.2.2.D.1
2.2.2.E.1
2.3.2.A.1
A.2
2.3.2.B.1
B.2
B.3
Kindergarten
Grade 1
2P
1H
2P, 1H
2P
1H
4H
4H
2H, 4H
4H
Grade 2
1H
1H
1H
1H
1H
1H
1H
4H
4H
4H
4H
4H
2H, 3H
2P
4H
4H
4H
2H
2P, 3H
4H
2P
4H
2P, 4H
4H
2H
2H
2H
2H
2H
2H
4H
2H, 3H, 4H
2P, 2H, 3H, 4H
2P, 3H
2P, 4H
4H
4H
4H
2H
2H
2H
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/CPI Kindergarten
Grade 1
2H
2.3.2.B.4
B.5
2H
2.3.2.C.1
2H
C.2
2.4.2.A.1
A.2
A.3
2.4.2.B.1
2.4.2.C.1
Grade 2
2H
2H
3H
3H
3H
3H
3H
3H
3H
3H
3H
2.5.2.A.1
A.2
A.3
A.4
2.5.2.B.1
B.2
B.3
B.4
2.5.2.C.1
C.2
1P, 3P, 5P
1P
1P, 3P
1P, 3P, 4P
1P
5P
5P
5P
5P
5P
5P
5P
1P, 2P, 3P, 4P
2P, 3P
2P, 3P
2P
2P, 4P
5P
5P
5P
5P
5P
3P, 5P
2.6.2.A.1
A.2
A.3
2P
2P, 1H
2P
2P
2P, 4P, 1H
2P, 3P
2P
5P
5P
2P, 3P, 4P
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/CPI
2.1.4.A.1
A.2
2.1.4.B.1
B.2
B.3
B.4
2.1.4.C.1
C.2
C.3
2.1.4.D.1
D.2
D.3
D.4
2.1.4.E.1
E.2
E.3
E.4
2.2.4.A.1
A.2
2.2.4.B.1
B.2
B.3
B.4
2.2.4.C.1
C.2
C.3
2.2.4.D.1
2.2.4.E.1
E.2
Grade 3
1H
Grade 4
1H
2P, 1H
2P
1H
2P, 1H
1H
1H
1H
1H
4H
4H
4H
4H
4H
4H
4H
4H
4H
4H
4H
4H
4H
4H
2H, 4H
2H
2H
2P
4H
4H
4H
4H
4H
4H
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/CPI
2.3.4.A.1
A.2
2.3.4.B.1
B.2
B.3
B.4
B.5
2.3.4.C.1
C.2
C.3
Grade 3
2H
2H
2H
Grade 4
2H
2H
2H
2H
2H
2H
2H
2H
2.4.4.A.1
A.2
2.4.4.B.1
2.4.4.C.1
C.2
3H
2.5.4.A.1
A.2
A.3
A.4
2.5.4.B.1
B.2
2.5.4.C.1
C.2
1P, 3P, 4P, 5P
1P, 4P
1P
4P
4P
4P
4P
1P, 3P, 4P
3P, 4P
1P
1P, 4P
4P, 5P
5P
5P
3P, 5P
2.6.4.A.1
A.2
A.3
A.4
2P, 1H
1P, 2P
1H
1P, 2P
2P
2P, 1H
3H
3H
2P, 1H
3H
3H
3H
3H
3H
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/CPI
2.1.6.A.1
A.2
A.3
2.1.6.B.1
B.2
B.3
B.4
2.1.6.C.1
C.2
C.3
2.1.6.D.1
D.2
D.3
D.4
2.1.6.E.1
E.2
E.3
2.2.6.A.1
A.2
2.2.6.B.1
B.2
B.3
B.4
2.2.6.C.1
C.2
C.3
2.2.6.D.1
D.2
Grade 5
Grade 6
1H
1H
1H
1H
1H
1H
1H
1H
1H
4H
4H
4H
4H
4H
4H
4H
1H
1H, 4H
2P, 3P, 2H
3P
4H
3P, 1H, 2H
1H
4H
1H
4H
4H
4H
4H
4H
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/CPI
2.2.6.E.1
E.2
Grade 5
Grade 6
1H
4H
2.3.6.A.1
A.2
2.3.6.B.1
B.2
B.3
B.4
B.5
B.6
B.7
2.3.6.C.1
C.2
C.3
C.4
2H
2.4.6.A.1
A.2
A.3
A.4
A.5
2.4.6.B.1
B.2
B.3
B.4
2.4.6.C.1
C.2
C.3
C.4
3H
3H
3H
2H
2H
2H
2H
2H
2H
2H
2H
2H
2H
2H
2H
3H
3H
3H
3H
3H
3H
3H
3H
3H
3H
3H
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/CPI
2.5.6.A.1
A.2
A.3
A.4
2.5.6.B.1
B.2
2.5.6.C.1
C.2
C.3
2.6.6.A.1
A.2
A.3
A.4
A.5
A.6
A.7
Grade 5
1P, 3P, 5P
1P, 3P, 4P
5P
5P
3P
1P
2P, 3P
2P
1H
2P
Grade 6
1P
1P
1P
1P, 3P, 4P
3P, 4P, 5P
3P, 4P, 5P
3P, 4P, 5P
4P, 5P
5P
2P
2P, 3P
2P
2P, 4P
2P
2P
2P
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/CPI
2.1.8.A.1
A.2
A.3
A.4
2.1.8.B.1
B.2
B.3
B.4
2.1.8.C.1
C.2
C.3
2.1.8.D.1
D.2
D.3
D.4
2.1.8.E.1
E.2
E.3
E.4
2.2.8.A.1
A.2
2.2.8.B.1
B.2
B.3
2.2.8.C.1
C.2
C.3
2.2.8.D.1
D.2
Grade 7
Grade 8
1H
1H
1H
1H
2P, 1H
1H
1H
1H
1H
1H
1H
3H
1H
1H
4H
4H
4H
4H
4H
4H
4H
4H
4H
3P, 4H
2H
1H
2P, 1H
4H
1H
3P
1H, 4H
4H
4H
4H
4H
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/CPI
2.2.8.E.1
E.2
Grade 7
Grade 8
4H
4H
2.3.8.A.1
A.2
2.3.8.B.1
B.2
B.3
B.4
B.5
B.6
B.7
B.8
2.3.8.C.1
C.2
2H
2.4.8.A.1
A.2
A.3
A.4
A.5
A.6
2.4.8.B.1
B.2
B.3
B.4
B.5
B.6
3H
3H
2H
2H
2H
2H
2H
2H
2H
2H
2H
2H
2H
2H
2H
2H
2H
3H
3H
3H
3H
3H
3H
3H
3H
3H
3H
1H
3H
3H
3H
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/CPI
2.4.8.C.1
C.2
C.3
C.4
C.5
Grade 7
3H
Grade 8
3H
3H
3H
3H
3H
2.5.8.A.1
A.2
A.3
A.4
2.5.8.B.1
B.2
B.3
2.5.8.C.1
C.2
C.3
1P
1P, 4P
2.6.8.A.1
A.2
A.3
A.4
A.5
A.6
2P
3P
3P
3P
4P
2P
2P
1P
1P
4P, 5P
3P, 4P, 5P
3P, 4P, 5P
5P
3P, 4P, 5P
1P
2P
2P
4P, 5P, 1H
2P
2P
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/
CPI
2.1.2.A.1
A.2
2.1.4.A.1
A.2
2.1.6.A.1
A.2
A.3
2.1.8.A.1
A.2
A.3
A.4
2.1.2.B.1
B.2
B.3
2.1.4.B.1
B.2
B.3
B.4
2.1.6.B.1
B.2
B.3
B.4
2.1.8.B.1
B.2
B.3
B.4
2.1.2.C.1
C.2
C.3
2.1.4.C.1
C.2
C.3
2.1.6.C.1
C.2
C.3
2.1.8.C.1
C.2
C.3
Grade
K
Grade
1
√
√
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/
CPI
2.1.2.D.1
D.2
D.3
2.1.4.D.1
D.2
D.3
D.4
2.1.6.D.1
D.2
D.3
D.4
2.1.8.D.1
D.2
D.3
D.4
2.1.2.E.1
E.2
E.3
2.1.4.E.1
E.2
E.3
E.4
2.1.6.E.1
E.2
E.3
2.1.8.E.1
E.2
E.3
E.4
2.2.2.A.1
2.2.4.A.1
A.2
2.2.6.A.1
A.2
2.2.8.A.1
A.2
Grade
K
Grade
1
Grade
2
√
√
√
√
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/
CPI
2.2.2.B.1
B.2
B.3
B.4
2.2.4.B.1
B.2
B.3
B.4
2.2.6.B.1
B.2
B.3
B.4
2.2.8.B.1
B.2
B.3
2.2.2.C.1
C.2
2.2.4.C.1
C.2
C.3
2.2.6.C.1
C.2
C.3
2.2.8.C.1
C.2
C.3
2.2.2.D.1
2.2.4.D.1
2.2.6.D.1
D.2
2.2.8.D.1
D.2
2.2.2.E.1
2.2.4.E.1
E.2
2.2.6.E.1
E.2
2.2.8.E.1
E.2
Grade
K
Grade
1
Grade
2
√
√
√
√
√
√
√
√
√
√
√
Grade
3
Grade
4
√
√
√
√
√
√
Grade
5
Grade
6
√
√
√
√
Grade
7
Grade
8
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/
CPI
2.3.2.A.1
A.2
2.3.4.A.1
A.2
2.3.6.A.1
A.2
2.3.8.A.1
A.2
2.3.2.B.1
B.2
B.3
B.4
B.5
2.3.4.B.1
B.2
B.3
B.4
B.5
2.3.6.B.1
B.2
B.3
B.4
B.5
B.6
B.7
2.3.8.B.1
B.2
B.3
B.4
B.5
B.6
B.7
B.8
2.3.2.C.1
C.2
2.3.4.C.1
C.2
C.3
Grade
K
Grade
1
√
√
√
Grade
2
Grade
3
Grade
4
√
√
√
Grade
5
Grade
6
Grade
7
Grade
8
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/
CPI
2.3.6.C.1
C.2
C.3
C.4
2.3.8.C.1
2
2.4.2.A.1
A.2
A.3
2.4.4.A.1
A.2
2.4.6.A.1
A.2
A.3
A.4
A.5
2.4.8.A.1
A.2
A.3
A.4
A.5
A.6
2.4.2.B.1
2.4.4.B.1
2.4.6.B.1
B.2
B.3
B.4
2.4.8.B.1
B.2
B.3
B.4
B.5
B.6
2.4.2.C.1
2.4.4.C.1
C.2
Grade
K
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/
CPI
2.4.6.C.1
C.2
C.3
C.4
2.4.8.C.1
C.2
C.3
C.4
C.5
Grade
K
2.5.2.A.1
A.2
A.3
A.4
2.5.4.A.1
A.2
A.3
A.4
2.5.6.A.1
A.2
A.3
A.4
2.5.8.A.1
A.2
A.3
A.4
2.5.2.B.1
B.2
B.3
B.4
2.5.4.B.1
B.2
2.5.6.B.1
B.2
2.5.8.B.1
B.2
B.3
2.5.2.C.1
C.2
√
√
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Grade
7
Grade
8
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
KITTATINNY REGIONAL SCHOOLS
COMPREHENSIVE HEALTH & PHYSICAL ED. CURRICULUM
NJCCCS/
CPI
2.5.4.C.1
C.2
2.5.6.C.1
C.2
C.3
2.5.8.C.1
C.2
C.3
Grade
K
2.6.2.A.1
A.2
A.3
2.6.4.A.1
A.2
A.3
A.4
2.6.6.A.1
A.2
A.3
A.4
A.5
A.6
A.7
2.6.8.A.1
A.2
A.3
A.4
A.5
A.6
√
Grade
1
√
√
√
Grade
2
Grade
3
Grade
4
√
√
√
Grade
5
Grade
6
√
√
√
√
√
√
Grade
7
Grade
8
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
KITTATINNY REGION
HEALTH & PHYSICAL EDUCATION CURRICULUM
DRAFT
Introduction
The Kittatinny Region Comprehensive Health and Physical Education Curriculum Committee, which
was represented by each of the regional school districts, has developed and written a 21st Century,
Comprehensive Health and Physical Education curriculum to be implemented in each of the five
regional schools. The committee met regularly throughout the 2014-2015 school year to complete this
task. A good amount of time and effort was devoted to reviewing the 2014 revisions of the New Jersey
Core Curriculum Content Standards. The committee incorporated the New Jersey Legislative Statues
related to the health and well-being of students in New Jersey public schools, including those enacted
from 2009-2014. These Standards provided the committee with direction as they undertook this
curriculum project. Copies of the 2014-2015 NJCCCS are available to professional staff members in
each building. The Comprehensive Health and Physical Education curriculum committee believes that
this guide will effectively serve the K-8 students of the Kittatinny Region.
This curriculum guide is divided into several sections to simplify its use:
1. Narratives – a set of statements that describe the beliefs upon which the curriculum is based.
2. Unit Overview and Student Learning Objectives – a listing by grade level of what should be
taught, cross-referenced with the appropriate NJCCCS.
3. Evidence of Learning – student learning objectives (SLO), suggested assessment activities, and
rubrics as well as a listing of suggested resources for teacher use.
4. New Jersey Legislative Statutes – required topics related to the health and well-being of students,
required to be taught in New Jersey public schools
5. Appendices – the appendices are provided to support implementation of the curriculum.
Suggestions for effective use of this curriculum guide:
1. All Health and Physical Education teachers should review appropriate parts of the NJ Core
Curriculum Content Standards.
2. All Health and Physical Education teachers should read the ‘Narratives’ section of this document.
3. Each Health and Physical Education teacher should review the NJ Standards as well as the
content to be taught at his/her grade level and the preceding grade level in an effort to provide
continuity of instruction.
4. All Health and Physical Education teachers should participate in appropriate staff development
activities, and they should meet when possible to discuss the curriculum and how it can and
should be implemented.
The Comprehensive Health and Physical Education curriculum committee believes that this guide will
effectively serve the K-8 students of the Kittatinny Region.
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As the curriculum consultant who coordinated this revision, I would like to express my sincere thanks
to the committee members for their fine work. Many thanks to the following teachers:
Dana Bitondo….........Kittatinny Regional High School
Mary Hayes……........Stillwater Twp. School
Stephen Tiberi …........Sandyston-Walpack School
Lisa Trusa…………...Fredon Twp. School
Derek Wilpert…….....McKeown School

The committee would like to thank the district administrators for their support and guidance,
both of which contributed to the final curriculum guide in a very positive manner.

Material from New Jersey’s Health and Physical Education Model Curriculum and William
Paterson University’s Unit Plan format was used to create sections of this curriculum.
Resouces:
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education.
Online: http://www.state.nj.us/education/cccs/standards/2/index.html
William Paterson University, NJ. (2015). Physical Education Unit Plan Template.
‘Partnership for 21st Century Skills’ (2014); ‘Framework for 21st century learning’
Online: http://www.p21.org/
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Section I
Narratives
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Philosophy
This curriculum is written based on the belief that Health Literacy is an integral component of 21st
century education. Healthy students are learners who are “knowledgeable, productive, and also
emotionally and physically healthy, motivated, civically engaged, prepared for work and economic
self-sufficiency, and ready for the world beyond their own borders” (ASCD, 2004). Because of this
belief, the purpose of this curriculum is to prepare students to function optimally as global citizens and
workers, and focuses on educating students to become personally responsible for their health through
an active, healthy lifestyle that fosters a lifelong commitment to wellness.
Through this program of study, children, adolescents, and emerging adults should accumulate a
body of knowledge about nutrition, practices for healthy living, the human body, family life,
career, technical, and consumer skills, substance use and abuse, safety and physical fitness as
well as individual, team and life-time activities – an all-inclusive recipe for productive living.
The Health and Physical Education program focuses on the development of the whole child,
including physical, social, and emotional wellbeing. The body of knowledge described above
provides students with the information needed to develop and maintain a healthy, active
lifestyle. The variety of activities and special programs associated with this curriculum
provides opportunities for students to recognize athletic interests and talent, and promote their
own self-esteem through reaching physical goals and building the confidence that results from
healthy competition. The activities provide the students with the chance to say, “Yes, I can do
it”; they encourage students to take sensible risks and stretch personal limits. The program
provides students with cooperative experiences and problem solving situations that develop
social skills, refusal skills, and leadership possibilities. The curriculum, being so varied in
material and activity, certainly addresses the numerous learning styles of both typical and
exceptional children.
The skills and content learned in the physical education program associated with gross and fine
motor development are necessary for early academic learning. The group problem-solving
activities help promote skills that are applied to all other school areas. Studies of nutrition and
the human body in health classes are directly related to the science and mathematics curricula.
The program supports and assists the development of communication skills – speaking,
listening, writing, reading, and viewing, which prepares students for further study in the areas
of career and technical education.
The lessons and experiences associated with team games, team play, and team competition help
develop lifelong essential skills/attitudes such as fair play, sportsmanship, team effort,
cooperation and citizenship.
The physical fitness component helps build healthy bodies for life, promotes personal
achievement, and develops self-discipline.
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Philosophy (cont’d)
The family life program helps develop personal values, positive attitudes toward sexuality, safe
and responsible decision making, and an understanding of family roles.
The substance use and abuse program offers students essential information about the safe use of
medications and prescription drugs. It teaches the dangers as well as the legal consequences of
drug abuse. This program also provides students with refusal skills that help them confidently
overcome the peer pressure often associated with substance abuse.
This program provides students with the opportunity to have clean, healthy fun now and in the
future. It also provides a great opportunity for finding balance in life.
We believe that a Comprehensive Health and Physical Education program is an absolute necessity for
the education of all children if they are to grow to become successful students, employees, family
members, and citizens.
Goals
The goals of the Comprehensive Health and Physical Education curriculum are for all students to:
1.
2.
3.
4.
maintain physical, social, and emotional health by practicing healthy behaviors and goal setting
engage in a physically active lifestyle
be knowledgeable about health and wellness and how to access health resources
recognize the influence of media, technology, and culture in making informed health-related
decisions as a consumer of health products and services
5. practice effective cross-cultural communication, problem solving, negotiation, and conflict
resolution skills
6. be accepting and respectful of individual and cultural differences
7. be advocates for personal, family, community, and global wellness, and knowledgeable about
national and international public and safety issues
8. obtain, interpret, and understand basic health information and services, and use such
information and services in ways that are health enhancing
9. understand preventative physical and mental health measures, including proper diet, nutrition,
exercise, risk avoidance, and stress reduction
10. use available information to make appropriate health-related decisions
11. establish and monitor personal and family health goals
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Section II
Grades K - 8
Comprehensive Health
Curriculum
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Content Area: Health
Grade: K-2
Section #: 1
Topic Name: Wellness
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The Comprehensive Health Education Sections for grades K-2 are comprised of a set of four topics that cohesively tier instruction from one grade
level to the next. The major ideas and themes displayed in the sections are comprised of different standards which support and set the stage for
Comprehensive Health. The Health topics are “Wellness”, “Alcohol, Tobacco, and other Drugs”, “Family Life”, and “Community Health Skills.”
These topics will cover various aspects involving character development, decision-making skills, relationships, physical and emotional wellness,
disease prevention, and personal growth and development.
Primary Interdisciplinary Connections
Language Arts
Grade
K
K
K
1
1
1
2
2
Social Studies
Technology
Science
Math
Music
Art
Student Learning Objectives
NJCCCS
1. Develop and demonstrate an awareness of healthy habits (use clean tissues, wash hands, handle food hygienically)
(2.1.P.A.1
that support personal wellness.
2.1.P.C.1)
2. Demonstrate independence when applying emerging, self-help skills (using utensils, choosing clothes, brushing teeth). (2.1.P.A.1
2.1.P.A.2)
3. Identify healthy food choices.
(2.1.2.B.1)
1. Explain how healthy habits and self-help skills support wellness. (i.e. personal hygiene, independence skills).
(2.1.P.A.2
2.1.2.A.1)
2. Explain how participating in regular physical activity promotes overall personal wellness.
(2.6.2.A.1)
3. Investigate different foods and food groups, and demonstrate an awareness of nutritional value.
(2.1.P.B.1
2.1.2.B.2)
1. Identify body parts (i.e. heart, lungs, legs etc.) using correct terminology and explain how they are supported through
regular physical activity.
2. Identify how feelings and actions can affect personal wellness.
(2.1.2.A.2
2.6.2.A.1)
(2.1.2.C.3)
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2
3. Explain which foods from MyPlate are healthier and why they contain more nutritional value through identifying
information on nutritional labels.
2
4. Identify symptoms and demonstrate strategies to prevent the spread of disease and health conditions.
(2.1.2.B.1
2.1.2.B.2
2.1.2.B.3)
(2.1.2.C.1
2.1.2.C.2)
Suggested Activities:









Role Play
Group Guided Practices
Individual Guided Practices
Partner Work
Worksheets
Arts & Crafts
Drawings
Discussions
Current Events
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Suggested Assessment & Rubrics:
Kindergarten Wellness Rubric & Assessment
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Demonstrates an
awareness of healthy
habits (use clean
tissues, wash hands,
handle food
hygienically)
Continues to develop an
awareness of how
healthy habits (use clean tissues,
wash hands, handle food
hygienically) support
personal wellness
Demonstrates an
awareness of how
healthy habits (use clean tissues,
wash hands, handles food
hygienically) support
personal wellness
Consistently demonstrates the use
of healthy habits ( use
clean tissue, wash
hands, handles food
hygienically) to support
personal wellness
2. Independently
demonstrates
emerging
self-help skills (using
utensils, choosing
clothes, brushing
teeth)
3. Identifies healthy
food choices
Continues to develop
independence when
applying self-help skills
(using utensils, choosing clothes,
brushing teeth)
Demonstrates
independence when
applying self-help skills
(using utensils, choosing clothes,
brushing teeth)
Consistently models
independence when
applying self-help skills
(using utensils, choosing clothes,
brushing teeth)
Continues to develop
the ability to identify
healthy food choices
(fruits, vegetables, etc.)
Demonstrates the ability to
identify healthy food choices
(fruits, vegetables, etc.)
Consistently demonstrates the
ability to identify healthy food
choices from various food groups
(fruits, vegetables, etc.)
Student Learning
Objectives
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SLO: 1 & 2
Goal: Students will demonstrate an awareness of healthy habits.
Assessment Activity: Students will be put into groups. They will be asked to draw pictures of several healthy habits. Students will be guided to
draw or describe combing their hair, brushing their teeth, and using tissues. Students will then be asked about the importance of the healthy
habits.
Sample Question – fill in the blank:
1. When you (fill in the healthy habit) it is important to ( not share your brush, wash your hands long enough to sing happy birthday, brush your
teeth two to three times a day for two minutes or longer etc.). Students will be given glitter (germs) to put on their hands to demonstrate proper
hand washing skills.
First students will place either lotion or petroleum jelly on their hands. Next glitter (germs) will be placed on their hands. Students will be asked to
demonstrate proper hand washing techniques to remove the glitter (germs) from their hands. Teachers will observe and record their students’
ability to do so properly and independently.
SLO: 2
Goal: Students will demonstrate awareness when applying self-help skills.
Assessment Activity: Students will demonstrate several self-help skills as guided by their teacher.
Students will demonstrate how to button their own or other’s coats and sweaters. Students will then be provided with basic utensils and asked to
demonstrate how to hold and use them correctly. Teachers will observe for independence when completing this task.
SLO: 3
Goal: Students will demonstrate the ability to identify healthy food choices.
Assessment Activity: Teacher will provide students with a worksheet depicting several different food choices. These could include depictions of
milk, soda, fruit, vegetables, grains, candy, water, meats, potato chips etc.
Students will then demonstrate their ability to identify the healthiest food choices by either coloring or circling them. Teachers may also ask their
students questions regarding their choices, to prove further understanding.
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Grade 1 Wellness Rubric & Assessment
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Understands that healthy
habits (personal hygiene) and selfhelp skills (using utensils, dressing,
brushing teeth) support wellness
Displays little or no understanding of
how healthy habits (personal
hygiene) and self-help skills support
wellness
Explains how healthy habits
(personal hygiene) and selfhelp skills support wellness
Explains specific connections
between healthy-habits/self-help
skills and wellness
2. Understands that regular
participation in physical activity
supports overall personal wellness
Displays little or no understanding of
how regular participation in physical
activity supports overall personal
wellness
Explains how regular
participation in physical
activity supports overall
personal wellness
3. Investigate different foods and
food groups and their nutritional
value
Has little or no awareness of
different foods and food groups and
their nutritional value
Demonstrates awareness of
nutritional value and different
foods and food groups
Consistently demonstrates an
understanding, and provides
examples, of how regular physical
activity supports overall
personal wellness (outside of
Physical Education class)
Demonstrates the ability to
differentiate between different
foods and food groups and their
nutritional values
Student Learning Objectives
SLO: 1& 2
Goal: Students will explain how healthy habits (personal hygiene, etc.), self-help skills, and regular participation in physical activity support
personal wellness.
Assessment Activity: Students will create a collage out of either drawn pictures or from magazines that depict either healthy or unhealthy habits,
skills, or activities. Examples could be exercise/physical activity, personal hygiene, dental hygiene, sedentary activity, or nutrition. Students will
then either orally explain or give one or two word written expressions to describe how the pictures on their collages either support or hinder their
overall personal wellness. Teachers will look for the proper representations of the students depictions of healthy habits and physical activity on
their collage as well as the ability to properly explain how the depictions support or hinder overall personal wellness.
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SLO: 3
Goal: Students will demonstrate awareness of nutritional value and different foods and food groups.
Assessment Activity: Teachers will either provide students with pictures of several types of foods from several food groups or use toy foods from
kitchen toy sets. Students will be asked to go “food shopping” from the pictures or foods the teacher has provided. Students will be directed to
select five to eight food items representing the different food groups. After the student has selected their items from several different food groups,
they will explain which foods they think contain more nutritional value than others. Teachers will be monitoring their explanations for their
awareness of the nutritional value of different foods. For example, the difference between selecting a bottle of soda versus a bottle of water or a
bag of potato chips versus a bag of apples. Students may either orally explain or may use a teacher-developed worksheet with pictures of the food
items and guided questions to express their nutritional value.
Grade 2 Wellness Section Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Identifies body systems
(muscular, circulatory,
respiratory) using correct
terminology and explain how
they are supported by regular
physical activity
Displays little or no ability to
identify body systems (muscular,
circulatory, respiratory) using
correct terminology or to
explain how they are supported
by regular physical activity
Identifies the body systems
(muscular, circulatory,
respiratory) with correct
terminology and explains how
they are supported by regular
physical activity
2. Identifies how one’s personal
feelings and their actions can
have an effect on overall
personal wellness
Displays little or no ability to
identify how one’s feelings and
actions can have an effect on
their overall personal wellness
Identifies how one’s personal
feelings and actions can have an
effect on overall personal
wellness
Consistently identifies the body
systems (muscular, circulatory,
respiratory) using correct
terminology and explains how
different types of physical
activity provide enhanced
support of the body systems
Consistently identifies how
one’s personal feelings and
actions can have an effect on
overall personal wellness as well
as the wellness of others
Student Learning Objectives
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3. Uses nutritional labels to
explain why some food choices
from *MyPlate have more
nutritional value than others
Displays little or no
understanding of how to use
nutritional labels to explain why
some food choices from *My
Plate have more nutritional value
than others
Demonstrates understanding of
how to use nutritional labels to
explain why some food choices
from *MyPlate have more
nutritional value than others
Consistently demonstrates
understanding of how to use
nutritional labels to explain how
a variety of food choices and
food groups from *MyPlate have
more nutritional value than
others
4. Identifies symptoms of certain
diseases and understands the
strategies that will aid in the
prevention/spread of such
diseases
Displays little or no
understanding of symptoms and
the different strategies that will
aid in the prevention of
spreading certain diseases and
other health conditions
Demonstrates understanding of
symptoms and the different
strategies that will aid in the
prevention of spreading certain
diseases and other health
conditions
Consistently demonstrates
understanding of a variety of
symptoms of certain diseases
and understands the strategies to
prevent the spread of such
diseases
SLO 1
Goal: Students will identify the body systems (muscular, circulatory, respiratory) with correct terminology and explain how each system is
supported by regular physical activity.
Assessment Activity: Students will get into small groups. Each group will be provided with a pre-traced human body on a large piece of paper.
Each pre-traced sheet will have certain body parts (that have been previously discussed in class) drawn on them. Students will then work together
to identify each body part that is drawn on the large sheet of paper. Each student will draw or write an example of an exercise or physical activity
that the body parts contribute to. For example, 20 minutes or more of running, biking or other cardiovascular exercise which uses the arms, legs,
heart, etc. will help support their circulatory and respiratory systems, or doing pushups using their arms chest, and legs will help support different
muscles in their muscular system. Teachers will monitor for the correct identification of the systems as well as the proper explanation of regular
exercise and how physical activity supports the systems (http://sjsdblogs.com/nabilak/files/2013/02/Body-system-pic-1bwdsdv.jpeg).
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SLO 2
Goal: Students will identify how one’s personal feelings and actions can have an impact on their overall personal wellness.
Assessment Activity: Teachers will develop different situations or scenarios that describe how people’s actions or feelings can have an effect on
their overall personal wellness.
Example: John is a second grade student who likes to pick on or make fun of other student’s mistakes, clothes or even the way they talk. John has
been reminded several times by his teacher that this is not appropriate behavior. Students will then, either orally or through one or two written
sentences, answer two to three questions regarding the scenario.
1. How would it make you feel if someone was picking on you or pointing out your mistakes?
2. How do feelings of embarrassment, anger or stress affect the way you feel overall?
3. How do John’s actions and words affect the way he feels?
Teachers should be monitoring for answers that these feelings do affect their overall personal wellness through sadness, stress or embarrassment.
SLO 3
Goal: Students will demonstrate an understanding of how to use nutritional labels to explain why some food choices have more nutritional value
than others.
Assessment Activity: Each student will bring into class an item of food with a nutritional label attached.* All students will be given a partner and
then will compare their food item and its nutritional label. Students will record each item and decide which item they believe has more nutritional
value. Students will then compare their food items to the food choices on MyPlate** (fruit, vegetable, dairy, protein) and compare and record if
their items are presented on MyPlate and, if not, does the item have more nutritional value compared to items on MyPlate. All students will then
answer the following questions:
1. What types of food items had more nutritional value and why?
2. Did the food items your group selected collectively have more or less nutritional value compared to MyPlate and why?
3. Why do some food choices on MyPlate have more nutritional value than others?
Teachers should be monitoring the discussion and comparison of the nutritional labels and be looking for answers that describe why some food
choices are better for us than others.
*Teachers should be cognizant of any food allergies or other food-related issues of any students.
**http://www.choosemyplate.gov/
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SLO 4
Goal: Students will demonstrate an understanding of symptoms of, and different strategies which will aid in the prevention/spreading of disease
and health conditions.
Assessment Activity: Students will be given a scenario regarding a health condition such as the flu. Several symptoms such as fever, sneezing,
cough etc. will be provided to the students. Students will then be asked to come up with the proper strategies to aid in the prevention of spreading
the flu.
1. Students may use word recognition of the symptoms to draw a picture depicting a strategy to aid in the prevention of spreading the flu. For
example, the teacher may say the word coughing and the students could draw and explain a depiction of someone covering their mouth when they
cough and then washing their hands in a sink or with antibacterial soap.
2. Students may be provided with a worksheet depicting pictures of people displaying certain strategies to prevent the spread of the flu. The
teacher would signal the class with the symptom and the students would describe the strategy under the correct picture.
3. Students may physically demonstrate different strategies when signaled by the teacher-delivered symptoms. For example, the teacher cues
coughing and the students would cover their own mouths in the correct manner while coughing.
Teachers should be looking for the correct depiction and explanation of why this strategy would aid in the prevention of the spread of disease or
health conditions.
Suggested Technology & Other Resources:











DVD / Multi-media Videos
Interactive Board
APPS / I-Pads / Tablets
Web Quest
Power Points
CD Player
Guest Speakers/Assemblies
Educational Posters, Magazines, Pamphlets, & Models
First Aid Kits
Textbook, Workbooks, & Educational Kits
Board Games
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[Rev. 6/24/15]
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Content Area: Health
Grade: 3-5
Section #: 1
Topic Name: Personal Growth &
Wellness
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The Comprehensive Health Education Sections for grades K-2 are comprised of a set of four topics that cohesively tier instruction from one grade
level to the next. The major ideas and themes displayed in the sections are comprised of different standards which support and set the stage for
Comprehensive Health. The Health topics are “Wellness”, “Alcohol, Tobacco, and other Drugs”, “Family Life”, and “Community Health Skills.”
These topics will cover various aspects involving character development, decision-making skills, relationships, physical and emotional wellness,
disease prevention, and personal growth and development.
Primary Interdisciplinary Connections
Language Arts
Grade
3
3
3
4
4
4
5
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
1. Identify and explain factors (heredity, environment) that may have a positive or
negative impact on personal health and fitness.
2. Compare and contrast a diet that contains healthy eating practices versus one that
contains unhealthy eating practices.
3. Identify the physical, social, emotional and intellectual benefits of participating in daily
physical activity.
1. Identify public health strategies and determine their impact on preventing diseases and
health conditions.
2. Create a healthy meal by identifying and analyzing nutritional data.
3. Analyze personal fitness levels to create and implement an individualized wellness
improvement plan.
1. Identify specific diseases and conditions that are prevalent in adolescents, and
determine strategies to prevent, detect, and treat them.
Art
NJCCCS
(2.6.4.A.4, 2.1.4.B.2)
(2.1.4.B.2)
(2.6.4.A.1, 2.6.4.A.4)
(2.1.4.C.1, 2.1.4.C.2, 2.1.4.C.3)
(2.1.4.B.1, 2.1.4.B.2, 2.1.4.B.3,
2.1.4.B.4)
(2.1.4.A.1, 2.1.4.A.2, 2.6.4.A.1,
2.6.4.A.4)
(2.1.6.C.1)
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5
5
2. Determine the benefits or risks that certain food choices and eating patterns have on
one’s overall wellness.
3. Analyze personal wellness and health practices (nutrition, physical activity) to develop,
implement, and achieve three personal health goals.
(2.1.6.B.1, 2.1.6.B.2)
(2.1.6.A.1, 2.6.6.A.1, 2.6.6.A.4)
Suggested Activities:









Role Play
Group Guided Practices
Individual Guided Practices
Partner Work
Worksheets
Arts & Crafts
Drawings
Discussions
Current Events
Suggested Assessment & Rubrics:
Grade 3 Wellness Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of the factors
(heredity, environment) that may
have a positive or negative
impact on personal health and
fitness
Identifies and explains the
factors (heredity, environment)
that may have a positive or
negative impact on personal
health and fitness decisions
Demonstrates exceptional
understanding through
identification of a variety of
factors that may have a positive
or negative impact on personal
health and fitness
Student Learning Objectives
1. Identify and explain what
factors (heredity, environment)
may have a positive or negative
impact on personal health and
fitness
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KITTATINNY REGION
HEALTH & PHYSICAL EDUCATION CURRICULUM
2. Compare and contrast diets
that contain healthy eating
practices versus ones that
contain unhealthy eating
practices
Displays little or no
understanding of how to
compare and contrast diets that
contain healthy eating practices
versus ones that contain
unhealthy eating practices
Compares and contrasts diets
that contain healthy eating
practices versus ones that
contain unhealthy eating
practices
Compares and contrasts a variety
of diets that contain healthy
eating practices versus ones
that contain unhealthy eating
practices
3. Identify the physical, social,
emotional, and intellectual
benefits that occur when
participating in daily physical
activity
Displays little or no
understanding of physical,
social, emotional, or
intellectual benefits that occur
when participating in daily
physical activity
Identifies the physical, social,
emotional, and intellectual
benefits that occur when
participating in daily physical
activity
Identifies the various physical,
social, emotional, and
intellectual benefits that occur
when participating in a variety
of daily physical activities
SLO: 1
Goal: Students will identify and explain the factors (heredity, environment) that may have a positive or negative impact on personal health and
fitness.
Assessment Activity: Students will create their own family fitness coat of arms. The blank sections on the coat of arms will represent the factors
that may have an impact on each student’s personal health and fitness. Heredity, environment, eating habits and the student’s physical activity
interests should be represented on the blank sections. After the students have completed their family fitness coat of arms, they will be asked to
answer reflection questions.
Reflection:
1. Which factors on your family fitness coat of arms have a positive impact on your personal health and fitness?
2. Why do you think these factors have a positive impact?
3. Which factors do you feel you can try to change to make them have more of a positive impact on your personal health and fitness?
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SLO: 2
Goal: Students will compare and contrast diets that contain healthy eating practices versus ones that contain unhealthy eating practices.
Assessment Activity: Using MyPlate (http://www.choosemyplate.gov/) as a guide, students will be asked to create a day of meals. One set of meal
choices will be healthy and the other set unhealthy. Students will be asked to either draw or cut out and paste the meals. The students should
include breakfast, lunch, dinner, and a snack. After both meal plans have been created students will compare and contrast the healthy meals versus
the unhealthy meals.
1. What makes the healthy meals you created better for your body versus the unhealthy meals?
2. Why is it important to try to eat healthy versus eating unhealthy foods?
SLO: 3
Goal: Students will identify the physical, social, emotional, and intellectual benefits that occur when participating in daily physical activity.
Assessment Activity: Students will look at a variety of pictures of children participating in physical activities. Students will identify the
characteristics of the children in the pictures [Do they look, happy, are they interacting with others etc.]. Students will then be asked to fill in the
following sentences:
When I do my favorite physical activity I feel …….
When I don’t do any physical activity I feel ………
Doing schoolwork after playing outside or exercising helps me ……
Grade 4 Wellness Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of what public
health strategies are or that they
have an impact on preventing
disease and health conditions
Identifies public health strategies
and the impact they have on
preventing disease and health
conditions
Demonstrates comprehensive
understanding through
identification of a variety of
public health strategies and the
impact they have on preventing
various diseases and health
conditions
Student Learning Objectives
1. Identify public health
strategies and what impact they
have on preventing disease and
health conditions
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2. Create a healthy meal through
the identification and analysis of
nutritional data
Displays little or no
understanding of how to create a
healthy meal through the
identification and analysis of
nutritional data
Creates a healthy meal through
the identification and analysis of
nutritional data
Creates a healthy meal through
the identification and analysis of
various types of nutritional data
3. Analyze personal fitness
levels to develop and
demonstrate an individualized
wellness plan
Displays little or no
understanding of how to analyze
personal fitness levels to create
and implement an individualized
wellness plan
Analyzes personal fitness levels
to create and implement an
individualized wellness plan
Analyzes personal fitness levels
to create implement, and
appropriately revise an
individualized wellness plan
SLO: 1
Goal: Students will identify public health strategies and the impact they have on preventing disease and health conditions.
Assessment Activity:
1) The teacher will divide the class into 5 groups and assign one of the following health programs to each group to research:
a) School-based
b) Community-based
c) State
d) Federal
e) International
2) Research should include:
a) Names of agencies and contact information (one or two)
b) Services/programs they provide to the public
c) What are an individual’s qualifications for service?
d) What type of professionals are the employees?
e) Where are the facilities located?
f) How they are funded?
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3) Have each group discuss the impact the absence of this agency might have on the health of the general public. Share findings with the class
through oral presentation.
Wrap up: Have students peruse the “Kids Health” site (http://kidshealth.org/kid/feel_better/) to learn at least one new fact about a health service
that provides education on prevention of diseases.
SLO: 2
Goal: Students will create a healthy meal through the identification and analysis of nutritional data.
Assessment Activity:
1) Each student will receive a “MyPlate” placemat. Explain that the activity will be to construct a “healthy meal” targeting breakfast, lunch or
dinner.
2) Each student should have reference materials (food label handout) and a computer to research the URLs provided on the next page.
3) Supply the class with paper, pencils for drawing, colored pencils and markers, magazines that contain pictures of food, scissors, and glue. The
students will use the materials to create their healthy meals by drawing them or creating them with pictures from the magazines.
4) As students finish their projects, have them placed on a table that the teacher has “set” for a meal (hint: a nice table cloth would “set the tone”).
5) Students will provide a description of what makes their meal “healthy”.
Reference Materials –
Food labels:
http://classroom.kidshealth.org/3to5/personal/nutrition/food_labels_handout1.pdf
http://kidshealth.org/kid/stay_healthy/food/labels.html?tracking=K_RelatedArticle
http://www.choosemyplate.gov/
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SLO: 3
Goal: Students will analyze personal fitness levels to develop and demonstrate an individualized wellness plan.
Assessment Activity: Teachers should review the following with their students before the assessment is given.
* The student’s participation in a pre and post self-assessment for physical fitness.
* Know your personal scores on the various components of the PF test.
* What are the standards for that particular test for their appropriate age group?
* Have you met stated standards?
1)
2)
3)
4)
Have each student use a print out of their physical fitness assessment results.
Each student will be provided with paper/pencil and access to resource materials/computer.
Students will evaluate the results of their fitness assessments and set goals for improving and/or maintaining age-appropriate fitness levels.
If students feel comfortable sharing their results, have them work within a small group to brainstorm activities that may improve/maintain
cardiorespiratory endurance, muscular strength/endurance, and flexibility.
Grade 5 Alcohol, Tobacco, and Other Drugs (ATOD) Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of what specific
diseases and conditions afflict
adolescents and the strategies
that may be used to prevent,
detect, or treat them
Identifies specific diseases and
conditions that afflict
adolescents and the strategies
that may be used to
prevent, detect, and treat them
Demonstrates understanding of a
variety of specific diseases and
conditions that afflict
adolescents and the various
strategies that may be used to
prevent, detect, and treat them
Student Learning Objectives
1. Identify specific diseases and
conditions that afflict
adolescents, and describe
strategies to prevent, detect, and
treat them
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2. Determine the benefits and
risks that certain food choices
and eating patterns have on
one’s overall wellness
Displays little or no
understanding of how to
determine the benefits or risks
that certain food choices and
eating patterns have on one’s
overall wellness
Determines the benefits or risks
that certain food choices and
eating patterns have on one’s
overall wellness
Consistently demonstrates
understanding of how to
determine the various benefits or
risks that certain food choices
and eating patterns have on
one’s overall wellness
3. Analyze personal wellness
and health practices (nutrition,
physical activity) that could be
used to develop, implement, and
achieve three personal health
goals
Displays little or no
understanding of how to analyze
personal wellness and health
practices (nutrition, physical
activity) that could be used to
develop, implement, and achieve
personal health goals
Demonstrates understanding of
how to analyze personal
wellness and health practices
(nutrition, physical activity) that
could be used to develop,
implement, and achieve three
personal health goals
Consistently demonstrates
understanding of how to analyze
a variety of personal wellness
and health practices
(nutrition, physical activity) that
could be used to develop,
implement, and achieve three
personal health goals
SLO: 1
Goal: Students will identify specific diseases and conditions that afflict adolescents and the strategies that may be used to prevent, detect, and treat
them.
Assessment Activity: Students will be placed in small groups and asked to research a specific disease or condition that affects adolescents.
Diseases such as diabetes, cancer, asthma, anxiety, etc. would be appropriate to research. Students will use a piece of poster board to identify their
specific disease as well as research-based strategies that may be used to prevent, detect, and treat them. Each group of students will report their
findings to the class. (http://kidshealth.org/kid/index.jsp?tracking=K_Home)
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SLO: 2
Goal: Students will determine the benefits or risks that certain food choices and eating patterns have on one’s overall wellness.
Assessment Activity: Students will be asked to select items that are available for lunch from the school’s cafeteria. They will then compare the
items to the suggested food groups from MyPlate (http://www.choosemyplate.gov/). After each student has compared their selected meal to the
MyPlate guidelines for serving sizes, calorie management, and healthy eating tips, they will report on the following:
1. How is the meal you selected beneficial to your overall wellness?
2. If you made the same meal selection (eating patterns) every day for lunch, what do you think it would do to your long-term wellness?
SLO: 3
Goal: Students will demonstrate how to analyze personal wellness and health practices (nutrition, physical activity) that could be used to develop,
implement, and achieve three personal health goals.
Assessment Activity: Students will be asked to keep a weekly log of their nutritional intake as well as their physical activity. Students should log
their daily intake at breakfast, lunch, dinner, and any other snacks they consume during the week. Students will also be asked to log their physical
activity for the week. Students should log the type of activity, the frequency with which they did it, as well as for how long they participated in the
activity. At the end of the week, students will analyze their logs and set appropriate and achievable goals to improve these health and wellness
practices. The goals should be monitored to evaluate if there is progress being made.
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Suggested Technology & Other Resources:













DVD
Multi-media Videos
Interactive Board
APPS
I-Pads/Tablets
Web Quest
Power Points
CD Player
Guest Speakers/Assemblies
Educational Posters, Magazines, Pamphlets, & Models
First Aid Kits
Textbook, Workbooks, & Educational Kits
Board Games
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Content Area: Health
Grade: 6-8
Section #: 1
Topic Name: Personal Growth &
Wellness
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The Comprehensive Health Education Sections for grades K-2 are comprised of a set of four topics that cohesively tier instruction from one grade
level to the next. The major ideas and themes displayed in the sections are comprised of different standards which support and set the stage for
Comprehensive Health. The health topics are “Wellness”, “Alcohol, Tobacco, and other Drugs”, “Family Life”, and “Community Health Skills.”
These topics will cover various aspects involving character development, decision-making skills, relationships, physical and emotional wellness,
disease prevention, and personal growth and development.
Primary Interdisciplinary Connections
Language Arts
Social Studies
Technology
Science
Math
Music
Art
Grade
Student Learning Objectives
NJCCCS
6
1. Describe how effective decision-making strategies can impact choices made by individuals or groups in regard
to personal wellness
2. Examine how to analyze food’s nutritional value in relation to an individual’s needs.
3. Determine how culture/family history impacts one’s personal growth and health.
(2.2.6.B.1,2.2.6.B.2)
6
6
6
7
7
7
4. Evaluate the impact that public health strategies have on the prevention of certain diseases
and health conditions.
1. Analyze and predict factors in certain social situations that may require the use of effective
decision-making strategies to ensure personal health and wellness
2. Investigate different case scenarios to determine how food choices/supplements impact total
well-being
3. Evaluate the impact of marketing techniques of new nutritional products and supplements
(2.1.6.A.2,2.1.6.A.3)
(2.1.8.A.1,2.1.8.A.2,
2.1.8.B.1)
(2.1.6.C.2)
(2.2.8.B.2,2.2.8.B.3)
(2.1.8.A.1,
2.1.8.B.1,
2.1.8.B.2)
(2.1.8.A.3,
2.1.8.A.4,
2.1.8.B.1)
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7
8
8
8
8
4. Identify and analyze the multiple factors (i.e. depression, eating disorders, and compulsive disorders) that may
impact one’s physical, social, emotional wellness
1. Evaluate and demonstrate the impact of effective decision-making skills to increase healthy
lifestyle choices and wellness throughout their lifetime
2. Research (and design) a meal plan for a special case study (family background, special needs,
dietary restrictions, etc.) implementing new products or supplements
3. Examine different methods to utilize a technological application to track and evaluate one’s
basal metabolic rate.
4. Evaluate methods to justify professional intervention for different mental illnesses, physical disabilities, or
emotional distress.
(2.1.8.C.3)
(2.2.8.B.1,
2.2.8.B.3)
(2.1.8.B.1,
2.1.8.B.3,
2.1.8.B.4)
(2.1.8.A.4,2.1.8.B.2,
2.6.8.A.4)
(2.1.8.C.2,
2.1.8.C.3)
Suggested Activities:









Role Play
Group Guided Practices
Individual Guided Practices
Partner Work
Worksheets
Arts & Crafts
Drawings
Discussions
Current Events
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Suggested Assessment & Rubrics:
Grade 6 Wellness Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of how effective
decision-making strategies can
impact choices made by groups
or individuals in regard to
personal wellness
Displays little or no
understanding of nutritional
value in relation to the
individual’s needs
Displays an understanding of
how effective decision-making
strategies can impact choices
made by groups or individuals in
regard to personal wellness
Consistently describes how to
make effective decisions in a
variety of situations that impact
the personal wellness of
individuals in a group as well as
oneself
Consistently demonstrates
understanding of the importance
of nutritional value to meet a
variety of individual needs
3. Determine how one’s
culture/family history impacts
one’s personal growth and
health.
Displays little or no
understanding of how one’s own
cultural/family history impacts
one’s personal health and wellbeing
Demonstrates understanding of
how one’s own cultural/family
history impacts one's personal
health and well-being
Consistently demonstrates
understanding of how various
cultural/family histories impact
family members’ personal health
and well-being
4. Evaluate the impact that
public health strategies have on
the prevention of certain health
conditions and diseases
Displays little or no
understanding of how public
health strategies impact the
prevention of certain diseases
and health conditions
Demonstrates understanding of
how public health strategies
impact the prevention of certain
diseases and health conditions
Consistently demonstrates
understanding of how public
health strategies impact the
prevention of various diseases
and health conditions and how it
affects overall well-being
Student Learning Objectives
1. Describe how effective
decision-making strategies can
impact choices made by
individuals or groups in regard
to personal wellness
2. Examine how to analyze
foods’ nutritional value in
relation to an individual’s needs
Demonstrates understanding of
how to analyze nutritional value
to meet individual needs
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SLO: 1, 2
Assessment Activity: Food Label Project – The student will research food labels, the content, daily values, and nutritional values. The student is to
develop a food label for a new product. The label must include nutritional value as well as a product logo. The nutritional value should include
calories, fat content and percentages, carbohydrates, and proteins.
SLO: 3
Assessment Activity: Collaborative Group Cultural Project – Students will work collaboratively to research both nutritional and health care needs,
as well as different health issues that are related to their heritage and genetic makeup (i.e. sickle cell anemia, cystic fibrosis, Tay-Sachs). Students
will create a presentation that will describe the health issue, causes, cultural history, treatments etc. Students should pay special attention to
presenting the information regarding heritage/culture and genetic make-up in a sensitive and respectful manner.
SLO: 4
Assessment Activity: Mental Illness Informational Poster – The student is to develop an informational poster for a mental illness. The poster
should include a definition of the illness, signs and symptoms, treatment, and three tips for maintaining one's mental wellness. This will allow
students to research and develop a base of knowledge to understand mental wellness and illnesses. The student will develop a poster defining a
specific mental illness, where to find help, and the signs and symptoms of the illness.
Grade 7 Wellness Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of the importance
of decision-making skills in
certain social situations
Analyzes and predicts factors in
certain social situations that may
require the use of effective
decision-making strategies to
ensure personal health and
wellness
Consistently analyzes factors in
a variety of social situations and
demonstrates effective decisionmaking to enhance one’s
personal health and well-being
Student Learning Objectives
1. Analyze and predict factors in
certain social situations that may
require the use of effective
decision-making strategies to
ensure personal health and
wellness
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2. Investigate different case
scenarios and how food
choices/supplements impact total
well-being
3. Evaluate the impact of
marketing techniques of new
nutritional products and
supplements
4. Identify and analyze the
multiple factors (i.e. depression,
eating disorders, and compulsive
disorders) that may impact one’s
physical, social, and emotional
wellness
Displays little or no
understanding of the different
nutritional needs of individuals
and how food choices and
supplements impact personal
well-being
Displays little or no
understanding of the marketing
techniques of new nutritional
products and supplements
Demonstrates understanding of
the different nutritional needs of
an individual and how food
choices and supplements impact
personal well-being
Displays little or no
understanding of the factors that
may impact one’s physical,
social, and emotional wellness
Demonstrates understanding of
the factors that impact one’s
physical, social, and emotional
wellness
Demonstrates understanding of
the utilization of marketing
techniques of new nutritional
products and supplements
Consistently demonstrates
understanding of the different
nutritional needs of an individual
and how food choices and
supplements impact personal
well-being
Consistently demonstrates
understanding of the intent of
marketing techniques of new
nutritional products and
supplements
Consistently demonstrates
understanding of a variety
factors that impact one’s
physical, social, and emotional
wellness, and how they can be
managed
SLO: 1, 2
Assessment Activity: Students will be asked to solve different teacher provided health-related scenarios individually and in groups (nutritional
decisions, physical activity decisions, and lifestyle decisions). Students must use the steps of good decision-making. The group will perform the
scenario and analyze why the decision was the correct one to make. Groups will also be asked follow-up questions on how they could help others
make the same decisions.
SLO: 3
Assessment Activity: Scaffolding on the sixth grade project, the seventh grade nutrition project will begin to explore in more depth some of the
relevant concepts including media and its influence on health choices.
Advertising and Nutrition: What kind of influence does the media have on your food choices? Think about all of the sources of media (TV, radio,
t-shirts, billboards, internet, and radio). How many ads do you think you see on a daily basis? See the activity below…
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For one week you will complete the following chart, recording the number of ads you see through each medium:
TV
Internet
Clothing Ads
Billboard
Radio
Other
Total
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Totals
Which advertisement was the most appealing and why? Choose a healthy nutritional product and create an advertising technique to influence
others to buy your product. Create a one-page print advertisement, or a multi-media advertisement three minutes in length, that identifies a target
audience, describes the nutritional value and affordability to the consumer, and states the product availability.
SLO: 4
Assessment Activity: Scaffolding on the 6th grade project, the 7th grade nutrition project will begin to explore more in-depth some of the relevant
concepts including different scenarios and nutritional needs and how changes in one’s behaviors can change their nutritional needs. Have each
student complete a case study. Create a patient with a disease/disorder and include: age, occupation, family life, lifestyle/activity level, weight,
and age. Have students plug into MyPlate and create a diet for the patient that suits the disease/disorder. Students will have to research the disease
and then use the analyzing tool to get results to summarize a conclusion. The student must develop a portfolio that will include research and data
projected from MyPlate tracker; cite all resources. http://www.myplate.gov
Examples:
• 12 yr. old female anorexic, 5’3”, 67 pounds
• Student, Hispanic. 24 yr. old male, 5’11”, 180 pounds.
• Professional who lives an active lifestyle.
• 50 year old male teacher, diabetic, 5’10”, 210 pounds, and low activity level
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SLO: 4
Assessment Activity: Scaffolding on the 6th and the 7th grade mental wellness project students will continue to explore more complex concepts
surrounding mental illness. These concepts will include: describing how one can gain help to diagnose or treat mental illness as well as help
educate others regarding mental illness.
Students will complete the following research.
• Research the following information from a reputable source. You must cite your source (no Wikipedia), “Title of the page” specific URL
of the page from which the information is taken. Ex: “Symptoms and Treatments of Mental Disorders” http://psychcentral.com/disorders/
• Your five facts must include, but are not limited to: Definition of illness; Treatment; Impact on one’s wellness
• Using this information, develop a song, video, or poem. The song can be original or set to a tune you already know. The video needs to be
developed and appropriate for students. Teacher will preview the video before sharing with the class.
• Develop a Mental Wellness slogan. The message can pertain to the specific disorder or to one’s overall positive mental wellness. The
slogan will be designed to go with a video cover or album cover. On the cover you will list your “producer.” The producer is one of the
organizations from whom you received your information, i.e.: Medline Plus, Web MD, psychiatry.org etc.
Grade 8 Wellness Rubric
Student Learning Objectives
1. Evaluate and demonstrate the
impact of effective decisionmaking skills to increase healthy
lifestyle choices and wellness
throughout their lifetimes
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of the impact that
effective decision-making skills
may make on healthy lifestyle
choices and wellness throughout
their lifetimes
Demonstrates understanding that
effective decision-making skills
will increase healthy lifestyle
choices and wellness throughout
their lifetimes
Consistently describes how
effective decision-making skills
impact a variety of healthy
lifestyle and wellness choices
throughout their lifetimes
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2. Research (and design) a meal
plan for a special case study
(family background, special
needs, dietary restrictions, etc.)
implementing new products or
supplements
Displays little or no
understanding of the research
and design of a meal plan for a
special case study (family
background, special needs,
dietary restrictions, etc.)
implementing new products or
supplements
Researches and designs a meal
plan for a special case study
(family background, special
needs, dietary restrictions, etc.)
implementing new products or
supplements
Researches and designs multiple
meal plans (using different
scenarios) for a special case
study (family background,
special needs, dietary
restrictions, etc.) implementing
new products or supplements
3. Examine different methods to
utilize a technological
application to track and evaluate
one’s basal metabolic rate
Displays little or no
understanding of the different
technologies and their
application to evaluate one’s
basal metabolic rate
Demonstrates understanding of
the different technologies and
their application to evaluate
one’s basal metabolic rate
Consistently demonstrates
understanding of various
technologies and their
application to evaluate one’s
basal metabolic rate
4. Evaluate methods to justify
professional intervention for
different mental illnesses,
physical disabilities, or
emotional distress
Displays little or no
understanding of the methods to
justify professional intervention
for mental illnesses, physical
disabilities, or emotional
distress, or their impact on one’s
overall wellbeing
Demonstrates understanding of
the methods to justify
professional intervention for
mental illnesses, physical
disabilities, or emotional
distress, and their impact on
one’s overall wellbeing
Evaluates methods for justifying
different professional
interventions of mental illnesses,
physical disabilities, or
emotional distress, and
demonstrates understanding of
the importance to increase one’s
personal wellness
SLO: 1
Assessment Activity: Scaffolding on the sixth and seventh grade projects, the student will utilize information learned in order to develop advice on
decision-making. You are to write a letter of advice to a younger person, either a sibling or a seventh grader. Give them advice on drinking, drugs,
and peer pressure. You need to cite facts, signs and symptoms of abuse/addiction, and consequences of bad decisions that were discussed in class
this year. Think out your response, and then give a lot of information modified for each student. The letter should be one to two pages.
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SLO: 2
Assessment Activity: Scaffolding on the sixth and seventh grade projects, the student will utilize information learned in order to develop their own
food plan based upon their individual needs and cultural backgrounds. Students will evaluate one day of food intake in order to analyze the
nutritional value.
1. Analyze one day of food intake (the student’s own intake or a meal plan the teacher develops). The student will analyze the food
through the food MyPlate either in class using teacher resources or with the help of
https://www.choosemyplate.gov/SuperTracker/foodtracker.aspx USDA Super Food Tracker
2. Complete the following activity:
Name: ______________________________________________________________
Complete the chart using the number of servings from each group.
Answer the following:
1. Did the individual meet the requirements of the food groups?
2. What nutrients (vitamins, minerals, carbohydrates, proteins, and fats) will the individual be lacking due to the inadequate amount?
SLO: 3
Assessment Activity: Students will create a meal that will include the five food groups. The student’s meal should consist of foods eaten in their
home with an explanation of the cultural or ethnic food choices. Students will then track their food plan and how these foods may or may not
affect their basal metabolic rate.
You are to write an in-depth research-based paper describing the ways in which one can determine their basal metabolic rate. The paper must be
accompanied with works cited.
• Analyze at least two ways one can determine basal metabolic rate.
• Describe how one can improve their metabolic rate.
• Describe why this information is important to each individual.
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SLO: 4
Assessment Activity: Students will learn/research how to obtain services for their mental/physical well-being through interviewing different health
professionals.
Procedures: Teacher will invite different health professionals in from various settings that provide physical and mental health care. Each health
professional will be placed at a different table throughout room. Students will be grouped according to either a physical or mental health care
group.
Each group will spend 5-7 minutes at each table, obtaining information from each health professional. The students will utilize questions
formulated from previous lessons (i.e. focus of their practice, how they help their patients, etc.). Time will be completed when each group has had
the opportunity to visit with each health care professional.
Project: Each group of students will decipher information and use it to develop a presentation (PowerPoint, PSA, pamphlet, display board, radio
address or infomercial). Students will also include how to recognize when someone needs assistance.
Suggested Technology & Other Resources:













DVD
Multi-media Videos
Interactive Board
APPS
I-Pads/Tablets
Web Quest
Power Points
CD Player
Guest Speakers/Assemblies
Educational Posters, Magazines, Pamphlets, & Models
First Aid Kits
Textbook, Workbooks, & Educational Kits
Board Games
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Content Area: Health
Grade: K-2
Section #: 2
Topic Name: Alcohol, Tobacco,
& Other Drugs
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The Comprehensive Health Education Sections for grades K-2 are comprised of a set of four topics that cohesively tier instruction from one grade
level to the next. The major ideas and themes displayed in the sections are comprised of different standards which support and set the stage for
Comprehensive Health. The Health topics are “Wellness”, “Alcohol, Tobacco, and other Drugs”, “Family Life”, and “Community Health Skills.”
These topics will cover various aspects involving character development, decision-making skills, relationships, physical and emotional wellness,
disease prevention, and personal growth and development.
Primary Interdisciplinary Connections
Language Arts
Grade
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
Art
NJCCCS
K
1. Explain what it means to make a decision.
(2.2.2.B.1)
K
2. Explain what medicines are, and who the trusted adults are who may administer them.
K
1
1
1
3. Identify the harmful effects that tobacco could have on personal hygiene, health, and safety.
1. Identify how certain decisions we make may affect the way we feel (physically/emotionally, socially, etc.).
2. Determine why we use medicines when we are not feeling well.
3. Determine the harmful effects of alcohol, tobacco, and other drugs, and how they impact the personal wellness
of the user and non-user.
4. Describe products in your environment that contain alcohol.
5. Recognize that people may have difficulty controlling their use of alcohol, tobacco and other drugs, and explain
that they can get help.
1. Describe why using decision-making skills is advantageous to prevent the use of alcohol, tobacco, and other
drugs.
(2.3.2.A.1,
2.3.2.A.2)
(2.3.2.B.2)
(2.2.2.B.1)
(2.3.2.A.1)
(2.3.2.B.2,
2.3.2.B.3)
( 2.3.2.B.4)
(2.3.2.C.1,
2.3.2.C.2,2.2.2.E.1)
(2.2.2.B.1,
2.2.2.B.2)
1
1
2
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2
2
2
2
2. Determine why medicines should be administered by a trusted adult.
3. Demonstrate an understanding of how alcohol, tobacco, and other drugs can be abused.
4. Determine what substances should never be inhaled and explain why.
5. Understand that some people may have difficulty controlling their use of alcohol, tobacco, and
other drugs, and determine where/how community health professionals can be accessed.
(2.3.2.A.2)
(2.3.2.B.1)
(2.3.2.B.5)
(2.3.2.C.1,
2.2.2.E.1)
Suggested Activities:









Role Play
Group Guided Practices
Individual Guided Practices
Partner Work
Worksheets
Arts & Crafts
Drawings
Discussions
Current Events
Suggested Assessment & Rubrics:
Grade K – Alcohol, Tobacco, and Other Drugs (ATOD) Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Continues to develop an
awareness of what a decision is
Explains what it means to make
a decision
Consistently demonstrates
knowledge of what it means to
make a decision in a variety of
settings
Student Learning Objectives
1. Explains what it means
to make decisions
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2. Explains what medicines
are and what adults may
administer them
Continues to develop an
awareness of what medicines are
as well as which adults may
administer them
Explains what medicines are as
well as which adults may
administer them
Consistently demonstrates the
ability to explain what medicines
are as well which adults may
administer them
3. Identifies the harmful
effects that tobacco,
could have on personal
hygiene, health, and
safety
Continues to develop the ability
to identify the harmful effects
that tobacco could have on
personal hygiene, health, and
safety
Demonstrates the ability to
identify the harmful effects that
tobacco could have on personal
hygiene, health, and safety
Consistently demonstrates the
ability to identify the variety of
harmful effects that tobacco
could have on personal hygiene,
health, and safety
SLO 1
Goal: Students will explain what it means to make a decision.
Assessment Activity: Students will be asked to explain what it means to make a decision. The teacher will describe a scenario regarding decisions
that students make every day. The scenario could contain examples of students making the decisions to brush their teeth, what type of clothes to
wear depending on the weather, combing their hair, food selections etc. Students will then be asked to draw a depiction of a decision that they
have made. Students may also describe the depiction to the teacher to further explain what their decisions were. Teachers may write explanations
on the student’s drawing for clarity. Teachers should be assessing for the student’s ability to comprehend that making a decision is a choice.
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SLO 2
Goal: Students will explain what medicines are, as well as which adults may administer them.
Assessment Activity: Teachers will describe several different kinds of medicines through pictures or through examples of over the counter
medicine containers, cough medicine containers, or prescription medicine containers. Teachers will explain that these medicines may be used by
people who are not feeling well and will make you feel better when taken in the proper way. Students will then be given flash cards with pictures
of different types of medicines (OTC, prescription, etc.), foods, and drinks. Students will then need to identify and explain which ones are
medicines. Teachers may use a checklist to record the students’ answers and explanations. Teachers will develop a poster with pictures of who
may administer medicines to children. The poster will contain a red light on the top of one column and a green light on the top of the other to
denote who may and who may not administer medicines. The red column may consist of friends, siblings, or strangers. The green column may
consist of doctors, parents, teachers, nurses. After the teacher has explained who may or may not administer medicines, students will be given a
worksheet with the pictures of the individuals from the poster. Each student will be asked to identify who they would be able to take medicine
from by either circling or coloring the appropriate individuals. Teachers may want to use photographs of the school nurse, student’s parents etc.
(http://www.ehow.com/list_6136436_drug-awareness-activities-kindergarten.html)
SLO 3
Goal: Students will identify the harmful effects that tobacco may have on personal hygiene, health, and safety.
Assessment Activity: Teachers will discuss the harmful effects that tobacco has on a person’s body. Students will be given a picture of a person’s
body. All students will be asked to identify different parts of the body (teeth, eyes, heart, lungs, etc.) that are affected negatively by tobacco use by
circling them on the picture. Teachers may then go further to ask students to discuss how these body parts are affected. Yellowing of the teeth,
coughing, out of breath could all be used as examples. (http://www.google.com/imghp); (www.worksheetsforkids.net)
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Grade 1 Alcohol, Tobacco, and Other Drugs Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Identify how decisions may
affect the way we feel
(physically, emotionally,
socially, etc.)
Continues to develop an
awareness of how to identify
decisions that may affect the
way we feel (physically,
emotionally, socially, etc.)
Identifies how one’s decisions
may affect the way we feel
(physically, emotionally,
socially, etc.)
Consistently identifies how
decisions may affect the way we
feel in a variety of ways
(physically, emotionally,
socially, etc.)
2. Determine why medicines are
used when we are not feeling
well
Displays little or no
understanding of why medicines
are used when we are not feeling
well
Demonstrates understanding of
why medicines are used when
we are not feeling well
Consistently demonstrates an
understanding of why different
medicines are used when we are
not feeling well
3. Determine the harmful effects
of alcohol, tobacco, and other
drugs and how they impact the
personal wellness of the user as
well as the non-user
Displays little or no
understanding of the harmful
effects of alcohol, tobacco, and
other drugs and how they may
impact the user as well as the
non-user
Demonstrates understanding of
the harmful effects of alcohol,
tobacco, and other drugs and
how they impact the personal
wellness of the user as well as
the non-user
Consistently demonstrates an
understanding of the various
harmful effects of alcohol,
tobacco, and other drugs and
how they impact the personal
wellness of the user as well as
the non-user
4. Describe products in their
environment that contain alcohol
Displays little or no
understanding of products that
contain alcohol
Describes products in their
Consistently demonstrates an
environment that contain alcohol understanding of the variety of
different products in the
environment that contain alcohol
Student Learning Objectives
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5. Recognize that people may
have difficulty controlling their
use of alcohol, tobacco, and
other drugs, and explain that
they can get help
Displays little or no
understanding that people may
have difficulty controlling
their use of alcohol, tobacco, or
other drugs, and doesn’t explain
that they can get help
Demonstrates the ability to
recognize that people may have
difficulty controlling their use of
alcohol, tobacco, and other
drugs and explains that they can
get help
Consistently demonstrates the
ability to recognize that
people may have difficulty
controlling their use of alcohol,
tobacco, and other drugs, and
explains the different ways they
can get help
SLO: 1
Goal: Students will identify how certain decisions may affect the way they feel physically, socially, and emotionally.
Assessment Activity: Teachers will present different situations in which students will need to make decisions. The situations should contain
decisions that may affect the student physically, socially, or emotionally. Examples of physical activity decisions, social choices, and how certain
actions or decisions may affect them or others emotionally should be discussed.
Example: A students is at a friend’s house for a play date when an older sibling offers them medicine from their parent’s medicine cabinet. What
should the student do? How will the decision affect them physically (make them ill), socially (might not want to be embarrassed or seen as not
cool for saying no), emotionally (comment might be made to hurt their feelings when they say no).
Students will then be tasked with answering 3 opened-ended questions. Teachers may orally recite the questions to the class or have them printed
on the white board or paper. Students may either attempt to write answers to questions or answer orally with teacher.
1. What type of decisions do you make almost every day?
2. How do these decisions affect the way you feel?
3. How might these decisions affect the way other people might feel?
SLO: 2
Goal: Students will demonstrate why medicines are used when we are not feeling well.
Assessment Activity: Teacher may read a book like “Teaching Medicines” by Liz Gogerly and Mike Gordon. Teachers will then lead a discussion
regarding different types of medicines and when and why they could be used. Students will be asked to describe a time when they were not feeling
well and if medicine was given to them to make them feel better. Students may also show mastery by voting on the scenarios in the book and if the
characters acted appropriately regarding the use of medicines.
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SLO 3
Goal: Students will identify the harmful effects of alcohol, tobacco, and other drugs and how they impact the wellness of the user and non-user.
Assessment Activity: Teachers will discuss the harmful effects of the use of alcohol, tobacco and other drugs. Examples such as they are harmful
to certain parts of our bodies, hygiene issues, etc. should be given. Students will create three word collages with the center words being alcohol,
tobacco, and drugs. On each word collage the students will be asked to surround the center word with words that describe the harmful effects that
alcohol, tobacco, and other drugs have on our wellness. Students may provide handouts with the center words printed on them and outside circles
for students to list their harmful effects. Teachers should be looking to assess the word representations of the harmful effects:
(http://www.abcya.com/word_clouds.htm)
SLO: 4
Goal: Students will describe or identify products in their environment that contain alcohol.
Assessment Activity: Students will be shown several different examples of consumer products. Examples should include a carton of milk, water
bottle, soda bottle, beer can, wine bottle, container of mouth wash, and a container of rubbing alcohol. After a teacher-led discussion, students in
groups of 2 to 3 will identify which products have alcohol in them by placing them on a piece of red construction paper. Products that do not
contain alcohol will be placed on a piece of green construction paper. Teacher will circulate through each group and monitor and record the
process.
SLO: 5
Goal: Students will recognize that people may have difficulty controlling their use of alcohol, tobacco, or other drugs. Students will also explain
that people with this difficulty can get help.
Assessment Activity: Students will be asked two to three open-ended questions regarding the abuse of alcohol, tobacco, or other drugs, and if help
is available for these people. Students can write or orally discuss answers with the teacher. Teachers should differentiate between feeling bad and
the health impacts of abusing alcohol, tobacco, and other drugs.
1. Can you think of anything that you eat or drink in excess?
2. How does your body feel if you eat or drink too much of something?
3. How could adults do the same with alcohol, tobacco, or other drugs?
4. How could adults who use too much alcohol, tobacco, or other drugs get help for their over-use?
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Grade 2 Alcohol, Tobacco, and Other Drugs Rubric
Student Learning Objectives
1. Describes why using decisionmaking skills is advantageous to
preventing the use of alcohol,
tobacco, and other drugs
Developing/
Needs Improvement
Targeted/
Satisfactory
Displays little or no ability to
describe why using decisionmaking skills is advantageous to
preventing the use of alcohol,
tobacco, and other drugs
Describes why using decisionmaking skills is advantageous to
preventing the use of alcohol,
tobacco, and other drugs
Exceeds Target/
Very Good
Consistently demonstrates
understanding of how using
decision-making skills,
individually or as a group is
advantageous to preventing the
use of alcohol, tobacco, and
other drugs
2. Describe why medicines
Displays little or no ability to
Describes why medicines should Consistently describes why
should be administered by a
describe why medicines should
be administered by a trusted
medicines should be
trusted adult
be administered by a trusted
adult
administered by, and provides
adult
examples of, trusted adults
3. Demonstrate an understanding Displays little or no
Demonstrates understanding of
Consistently demonstrates
of how alcohol, tobacco, and
understanding of how alcohol,
how alcohol, tobacco, and other understanding of how and what
other drugs can be abused
tobacco, and other drugs can be
drugs can be abused
types of alcohol, tobacco, and
abused
other drugs can be abused
4. Determine what substances
Continues to develop an
Determines what substances
Consistently demonstrates
should never be inhaled and why understanding of what
should never be inhaled and why understanding of a variety of
substances should never be
substances that should never be
inhaled and why
inhaled and why
5. Understand that people may
Displays little or no
Demonstrates understanding that Consistently demonstrates
have difficulty controlling their
understanding that people may
people may have difficulty
understanding that people may
use of alcohol, tobacco, and
have difficulty controlling their
controlling their use of alcohol,
have difficulty controlling
other drugs and determine where use of alcohol, tobacco, and
tobacco, and other drugs, and
their use of alcohol, tobacco, and
or how to access health
other drugs, and where or how to determines where or how to
other drugs, and determines
professionals who may help
access health professionals who access health professionals who the ways to access health
may help
may help
professionals who may help
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SLO 1
Goal: Students will identify why using decision-making skills is advantageous in preventing the use of alcohol, tobacco, and other drugs.
Assessment Activity: Students will be paired up with partners. The teacher will give a scenario regarding a child and a decision they have to make.
Scenarios could be comprised of nutritional decisions, hygiene decisions, or decisions that might occur with friends. Each group will be asked to
write down a list of words that describe the decision-making process. The list could contain words like think, relax, identify the problem, be
confident. The groups will then create a list of positive and negative outcomes that could come about, depending on their decisions. After the list
is created and the positives and negatives of the decisions are compared, the group will be asked to write one to two sentences explaining their
decisions. Each student in the group will then be asked to answer two open-ended questions regarding the decision-making process and how they
could use it when it comes to decisions involving alcohol, tobacco, and other drugs. Teachers may either give a printed hand out or orally recite
the questions to their students.
1. How could you use decision-making skills to say no to alcohol, tobacco, or other drugs?
2. What do you think the negatives on your list would be if someone was trying to give you alcohol, tobacco, or other drugs?
Teachers should look for answers that indicate comprehension of the decision-making process as well as negatives associated with the use of
alcohol, tobacco, and other drugs.
SLO 2
Goal: Students will describe why medicines should only be administered by a trusted adult.
Assessment Activity: Teachers will describe a situation where someone is trying to give a student some medication. As the scenario unfolds the
teacher will show pictures of different people. For example a doctor, a friend, an older student on the playground, a school nurse, a stranger, or a
parent. Students will then either cut out and paste pictures or draw depictions of trusted adults from whom they would take medicine. Under the
depictions the students will create one or two sentences that describe why they would take medicine from this person.
Examples could be a picture of a nurse, and the description would read: our school’s nurse is allowed to give me medicine because she is trained
and allowed to do so.
SLO 3
Goal: Students will display an understanding of how alcohol, tobacco, and other drugs can be abused.
Assessment Activity: The teacher will discuss with students the reasons people might use too much alcohol, tobacco, or other drugs. Discuss
reasons such as: they don’t feel good about themselves, they are stressed or depressed. The teacher will point out that even though using alcohol,
tobacco, or other drugs might make those feelings go away for a while, in the long run they are hurting themselves physically, socially, and
emotionally. Teacher will stress that using alcohol, tobacco and other drugs is never the answer to fixing problems or feelings.
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SLO 4
Goal: Students will identify what substances should never be inhaled and why.
Assessment Activity: Teachers will review the dangers of breathing in inhalants or poisons. The discussion should revolve around the brain
needing oxygen and that poisonous inhalants will deprive our bodies and brains of oxygen which could cause serious harm. Students will then be
asked to volunteer answers of things that are safe to smell. For example flowers, fruit, vegetables. Students will be then be asked to complete a
work sheet that has the depictions of common household items, some safe and some unsafe to smell (cleaning products, paints etc.). Students will
be tasked to color the items that are safe to smell and write one or two sentences to describe why it is ok to smell these items and not the other
ones that have been left uncolored.
SLO 5
Goal: Students will demonstrate the understanding that some people may abuse alcohol, tobacco, and other drugs as well as determine where or
how to access health professionals trained to help.
Assessment Activity: Teachers will develop a scenario or a story or article in which they discuss people who have illnesses and diseases. They
will discuss that people having an illness or disease need to find professional help. The teacher would then transition into how adults who have
trouble controlling their consumption of alcohol, tobacco, or other drugs also have an illness or a disease. Their illness or disease is that they
cannot control how much alcohol, tobacco, or other drugs they use. Students will answer open-ended questions to demonstrate understanding:
1. Who has helped you when you were sick or ill?
2. Why do people become sick or ill if they use too much alcohol, tobacco, or other drugs?
3. If people are sick or ill how would they find a professional who could get them help?
Students will build on question #3 by describing where they would find professional help for someone who has a substance abuse problem.
Students could create a graphic organizer with the middle being substance abuse and the outside circles being professional help providers.
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Suggested Technology & Other Resources:













DVD
Multi-media Videos
Interactive Board
APPS
I-Pads/Tablets
Web Quest
Power Points
CD Player
Guest Speakers/Assemblies
Educational Posters, Magazines, Pamphlets, & Models
First Aid Kits
Textbook, Workbooks, & Educational Kits
Board Games
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HEALTH & PHYSICAL EDUCATION CURRICULUM
Content Area: Health
Grade: 3-5
Section #: 2
Topic Name: Alcohol, Tobacco,
& Other Drugs
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The Comprehensive Health Education Sections for grades K-2 are comprised of a set of four topics that cohesively tier instruction from one grade
level to the next. The major ideas and themes displayed in the sections are comprised of different standards which support and set the stage for
Comprehensive Health. The Health topics are “Wellness”, “Alcohol, Tobacco, and other Drugs”, “Family Life”, and “Community Health Skills.”
These topics will cover various aspects involving character development, decision-making skills, relationships, physical and emotional wellness,
disease prevention, and personal growth and development.
Primary Interdisciplinary Connections
Language Arts
Grade
3
3
3
3
4
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
1. Identify decision-making skills and how they relate to decisions involving the use of alcohol, tobacco, and other
drugs.
2. Interpret a medicine label and identify pertinent information provided for responsible use.
3. Identify the laws associated with the illegal use of alcohol, tobacco, and other drugs.
4. Identify the warning signs or symptoms that a person might exhibit if they are abusing alcohol, tobacco, or other
drugs.
1. Describe how the decision-making process could be used to avoid substance use, misuse and abuse when being
influenced by others.
4
2. Identify the possible side effects that medicines may cause even when used appropriately.
4
3. Discuss the possible short/long term effects and consequences that the use and abuse of alcohol, tobacco and other
drugs or inhalants could have on one’s health.
Art
NJCCCS
(2.2.4.B.1)
(2.3.4.A.1,
2.3.4.A.2)
(2.3.4.B.1)
(2.3.4.C.1)
(2.2.4.B.1,
2.2.4.B.2,
2.2.4.B.3)
(2.3.4.A.2)
(2.3.4.B.2,
2.3.4.B.4,
2.3.4.B.5)
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4
4. Describe situations or environments where second-hand smoke could impact the health of nonsmokers.
(2.3.4.B.3)
5
1. Determine effective decision-making strategies that would assist in choices involving alcohol, tobacco, and other
drugs.
(2.2.6.B.1)
5
2. Compare and contrast short and long term physical and behavioral effects of substance use and abuse caused by
over the counter and prescribed medication.
(2.3.6.A.1)
5
3. Compare the effects and consequences of laws, policies, and procedures on people who use and abuse substances
with those who do not.
(2.3.6.B.3)
5
4. Determine how laws/policies can have an effect on the health of both smokers and nonsmokers.
(2.3.6.B.2,
2.3.6.B.3)
Suggested Activities:









Role Play
Group Guided Practices
Individual Guided Practices
Partner Work
Worksheets
Arts & Crafts
Drawings
Discussions
Current Events
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Suggested Assessment & Rubrics:
Grade 3 Alcohol, Tobacco and Other Drugs Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Identify decision-making
skills and how they relate to
decisions involving the use of
alcohol, tobacco, and other drugs
Displays little or no
understanding of how decisionmaking skills relate to decisions
involving the use of alcohol,
tobacco, and other drugs
Identifies decision-making skills
and how they relate to decisions
involving the use of alcohol,
tobacco, and other drugs
2. Identify and interpret a
medicine label for the pertinent
information that is provided for
responsible use
Displays little or no
understanding of how to identify
and interpret a medicine label
for pertinent information for
responsible use
Identifies and interprets a
medicine label for the pertinent
information that is provided for
responsible use
Demonstrates exceptional
understanding through
identification of a variety of
decision-making skills and how
they relate to decisions involving
the use of alcohol, tobacco, and
other drugs
Identifies and interprets various
medicine labels for pertinent
information that is provided for
responsible use
3. Identify the laws associated
with the illegal use of alcohol,
tobacco, and other drugs
Displays little or no ability to
identify the laws that are
associated with alcohol, tobacco,
and other drugs
Identifies the laws associated
with the illegal use of alcohol,
tobacco, and other drugs
Identifies and explains the laws
associated with the illegal use of
alcohol, tobacco, and other drugs
4. Identify the warning signs or
symptoms that someone might
exhibit if they are abusing
alcohol, tobacco, or other drugs
Displays little or no ability to
identify the warning signs or
symptoms that people might
exhibit if they are abusing
alcohol, tobacco, or other drugs
Identifies the warning signs or
symptoms that people might
exhibit if they are abusing
alcohol, tobacco, or other drugs
Consistently identifies various
warning signs and symptoms
that people
might exhibit if they are abusing
alcohol, tobacco, or other drugs
Student Learning Objectives
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SLO: 1
Goal: Student will identify decision-making skills and how they relate to decisions involving the use of alcohol, tobacco, and other drugs.
Assessment Activity: Students in groups of four will be asked to brainstorm decisions that they need to make every day. They will write these
decisions down on a piece of poster board. Next to the decision they will write down what they think about before making these decisions. The
teacher will then give them one or two scenarios involving alcohol, tobacco, or other drugs. Students will use these scenarios to complete their
poster board. Next to the scenarios they will write down what things they should be thinking about when making decisions involving alcohol,
tobacco, or other drugs. Students should understand that they should use the same thought process when making any decision.
SLO: 4
Goal: Students will identify and interpret a medicine label for the pertinent information that is provided for responsible use.
Assessment Activity: Students will be provided with medicine labels. The labels may be from over the counter medicines. Students will then be
asked to respond to the following questions:
1. What are the directions for the medicine’s use?
2. What is the expiration date of the medicine?
3. Identify any people who should not use the medicine.
4. What is the intended use of the medicine?
5. What warnings regarding the use of the medicine are listed?
SLO: 7
Goal: Students will discuss the laws associated with the illegal use of alcohol, tobacco, and other drugs.
Assessment Activity: Students will pick a law commonly associated with alcohol, tobacco, or other drugs. For example the legal age to drink
alcohol or smoke tobacco or the illegalities of drinking and driving. Students will be asked to draw a representation of this law. The students will
also be asked to write a sentence or two describing their picture and the related law.
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SLO: 12
Goal: Students will identify the warning signs or symptoms that people might exhibit if they are abusing alcohol, tobacco, or other drugs.
Assessment Activity: Students will be given a scenario regarding an adult who is abusing alcohol. Embedded in the scenario would be ageappropriate signs and symptoms of abuse. Signs and symptoms include loss of appetite, weight loss, irritability, headaches, not being responsible,
fatigue, etc. At the completion of the scenario all students will be asked the following:
1. Identify 3 physical signs or symptoms that an adult might exhibit when abusing alcohol.
2. Identify 2 nonphysical signs or symptoms that an adult may exhibit if abusing alcohol.
*tobacco or other drugs may also be included in this assessment.
Grade 4 Alcohol, Tobacco, and Other Drugs Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Describe how the decisionmaking process could be used to
avoid substance use, misuse,
and abuse when being
influenced by others
Displays little or no
understanding of how the
decision-making process could
be used to avoid substance use,
misuse, and abuse when being
influenced by others
Describes how the decisionmaking process could be used to
avoid substance use, misuse,
and abuse when being
influenced by others
2. Identify the possible side
effects that medicines could
cause even when used
appropriately
Demonstrates little or no
understanding of how medicines
could possibly cause side effects
even when used appropriately
Identifies possible side effects
that medicines may cause even
when used appropriately
Demonstrates understanding
through identification of a
variety of situations in which the
decision-making process could
be used to avoid substance use,
misuse, and abuse when being
influenced by others
Demonstrates understanding
through identification of various
possible side effects that
medicines may cause even when
used appropriately
Student Learning Objectives
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3. Discuss the possible
short/long term effects and
consequences that the use and
abuse of alcohol, tobacco, and
other drugs or inhalants could
have on one’s
health
Displays little or no
understanding of the possible
short/long term effects and
consequences that the use and
abuse of alcohol, tobacco, and
other drugs or inhalants could
have on one’s health
Demonstrates understanding of
the possible short/long term
effects and consequences that
the use and abuse of alcohol,
tobacco, and other drugs or
inhalants could have on one’s
health
Consistently demonstrates
understanding of the possible
short/long term effects and
consequences that the use and
abuse of alcohol, tobacco, and
other drugs or inhalants could
have on one’s health
(consistently discusses what
organs, and body systems are
affected)
4. Describe situations and
environments where secondhand
smoke becomes a danger to the
health of nonsmokers
Demonstrates little or no
understanding of the situations
and environments where
second hand smoke could impact
the health of nonsmokers
Describes situations and
environments where second
hand smoke could impact the
health of nonsmokers
Describes situations and
environments where second
hand smoke could impact the
health of nonsmokers and how
the impact manifests itself
5. Differentiate among drug use,
misuse, and abuse, and
determine factors (prescription
use, not following prescribed
directions, addiction) and
consequences that could
potentially occur
Displays little or no ability to
differentiate among drug use,
Misuse, and abuse, and
determine factors (prescription
use, not following prescribed
directions, addiction) and
consequences that could
potentially occur
Demonstrates the ability to
differentiate among drug use,
misuse and abuse, and determine
factors (prescription use, not
following prescribed directions,
addiction) and consequences that
could potentially occur
Demonstrates the ability to
differentiate among drug use,
Misuse, and abuse, and
determine a variety of factors
(prescription use, not following
prescribed directions, addiction)
and consequences that could
potentially occur
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SLO: 2
Goal: Students will describe how the decision-making process can be used to avoid substance use, misuse, and abuse when being influenced by
others.
Assessment Activity:
1. Review decision-making skills from previous lessons.
2. Have students work in small groups of 2-3. Students will construct a list of things that may influence an individual’s decisions (family, friends,
media, etc.).
3. Have groups analyze what consequences may come from these influences when making poor choices with alcohol, tobacco, or other drugs.
4. Each group will present a “role play” of a situation incorporating decision-making and avoidance skills.
5. Wrap up by having each group contribute an idea for what a student might incorporate into their life that may affirm self-esteem and positive
decision-making. (i.e. participating in different activities, especially with family, setting health-related goals...)
SLO: 5
Goal: Students will identify possible side effects that medicines may cause even when used appropriately.
Assessment Activity:
1. Have students work in small groups of 2-3 with a “prescription label” provided by instructor.
2. Use laptops to have the students research what prescriptive drug is on the label and list its possible side effects when “taken as directed.”
3. When the group work is completed, have students discuss how these possible side effects may interfere with an individual’s daily routine
(including sleep).
4. What consequences might these side effects have on the function of the family?
Resource:
http://www.pfizer.com/files/health/medicine_safety/1-1_Medicine_Safety_and_You.pdf (provides explanation of understanding side effects. Includes a
work chart for use in classroom activity)
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SLO: 8
Goal: Students will demonstrate an understanding of the possible short/long term effects and consequences that the use and abuse of alcohol,
tobacco, and other drugs or inhalants could have on one’s health.
Assessment Activity: The short-term effects of alcohol, tobacco and drug use/abuse are more immediate to the function of the body (i.e. heart rate,
breathing, confusion, nausea, irritability, loss of sleep, etc.). The long-term effects of alcohol, tobacco, and drug use/abuse occur over a period of
time and involve the destruction of the physical and mental state of the body and its organ functions (i.e. liver and kidney disease, brain swelling,
paranoia, deterioration of circulatory system, etc.).
1. Students will be divided into four groups. Assign each group one of the following:
a. alcohol
c. prescription drugs
b. tobacco
d. illicit drugs (including inhalants)
2. Each group will be given 12 paper plates and a 24” piece of paper for the “heading” of their group’s assignment. Allow them time for research
and discussion (laptops, texts, handouts, etc.) on short and long term effects and consequences of their assigned substance. On each paper plate
have them draw or write ONE effect/consequence, illustrating if possible. On the BACK of each plate, have each group write SHORT or LONG
term.
3. Along the perimeter walls have each group post their “heading” and beneath it place their paper plates. After completing the plates, have the
teacher guide the class through each group’s posting. Students NOT in the group being discussed will try to state if each plate is a SHORT or
LONG term effect.
Resources:
http://drugfacts4youngpeople.com/
SLO: 9
Goal: Students will describe situations and environments where second hand smoke could impact the health of nonsmokers.
Assessment Activity:
1. View YOU TUBE VIDEO ON SECOND HAND SMOKE: “SECOND HAND ROSE” (young boy singing to tune of “Second Hand Rose”
shows room filling with smoke) https://www.youtube.com/watch?v=LORfp9_1IY0
2. After viewing the video have the entire class contribute to a discussion on:
A) What went through your mind as you watched the room fill up with smoke as the young boy sang?
B) Can you name one fact about smoking that was in the lyrics of his song?
C) Have you ever been in a situation where you were exposed to secondhand smoke? Describe the overall environment.
D) Using your prior knowledge, what could you have done to correct or avoid your situation?
3. Wrap up: Using a 3-D or printed model of the respiratory system, have the class trace the entry of “second-hand smoke” into the lungs.
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Resources:
http://www.cdc.gov/tobacco/data_statistics/fact_sheets/secondhand_smoke/health_effects/index.htm#children CDC GRAPHIC INFO POSTER
www.cdc.gov/media/dpk/2013/docs/dpk-TIPS-campaign-jamason.pdf
FACT SHEET FROM “TOBACCO FREE KIDS.ORG”
http://www.tobaccofreekids.org/research/factsheets/pdf/0104.pdf
SLO: 13
Goal: Students will demonstrate the ability to differentiate among drug use, misuse, and abuse, and determine factors (prescription use, not
following prescribed directions, addiction) and consequences that could potentially occur.
Assessment Activity: Teachers should review the following before the assessment is given: using drugs safely by understanding medications and
what they do; what is the difference between a prescribed and an “over the counter” medication?; how to read prescription labels and follow
directions on medication bottles; consequences of using another person’s prescriptions or misusing your own; how the misuse and abuse of
medications may lead to addictions; know steps to take in case over the counter or prescription medicines are taken incorrectly.
Misuse: leading to drug poisoning; drugs interacting with one another; not following medical instructions.
Abuse: using prescription medicines in ways NOT intended by the prescribing doctor; using for the feelings (high) you get from the drugs.
Addiction: a persistent, compulsive dependence on a behavior or substance.
1. Have students move about the classroom until they have located all of those students who have the SAME prescription label they hold. Students
have now “grouped” themselves.
2. Using resource materials (see below for “anatomy of a prescription label”) and internet connections, have students analyze information on their
label (i.e. what IS the medication and what is its purpose(s), possible side effects, or interactions).
3. Have each group make a short summative presentation to include all information the group found. Include effects of misuse and/or abuse of the
medication.
4. Wrap-up: Have students complete the “Medication Quiz” found at:
http://kidshealth.org/teen/quizzes/medications-quiz.html
Resources:
http://www.fda.gov/ForConsumers/ConsumerUpdates/ucm220112.htm
http://www.talkaboutrx.org/documents/WarningSigns.pdf
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Grade 5 Alcohol, Tobacco, and Other Drugs Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Determine effective decisionmaking strategies that would
assist in choices involving
alcohol, tobacco, and other drugs
Displays little or no
understanding of effective
decision-making strategies that
would assist in choices involving
alcohol, tobacco, and other drugs
Determines effective decisionmaking strategies that would
assist in choices involving
alcohol, tobacco, and other drugs
Demonstrates understanding of a
variety of effective decisionmaking strategies that would
assist in choices involving
alcohol, tobacco, and other drugs
2. Compare and contrast
short/long term physical and
behavioral effects caused by
substance use and abuse as a
result of using over the counter
and prescription medication
Displays little or no
understanding of how to
compare and contrast short/long
term physical and behavioral
effects of substance use and
abuse as a result of using over
the counter and prescription
medication
Demonstrates understanding of
how to compare and contrast
short/long term physical and
behavioral effects of substance
use and abuse as a result of
using over the counter and
prescription medication
Consistently demonstrates
understanding of how to
compare and contrast the various
short/long term physical and
behavioral effects of substance
use and abuse as a result of
using over the counter and
prescription medication
3. Compare the effects and
consequences of laws, policies,
and procedures on people who
use and abuse substances to
those people who do not
Displays little or no
understanding of how to
compare the effects and
consequences of laws, policies,
and procedures on people who
use and abuse substances to
those who do not
Demonstrates understanding of
how to compare the effects and
consequences of laws, policies,
and procedures on people who
use and abuse substances to
those who do not
Consistently demonstrates
understanding of how to
compare the various effects and
consequences of laws, policies,
and procedures on people who
use and abuse substances to
those who do not
4. Determine how laws/policies
can have an effect on the health
of both the smoker and
nonsmoker
Displays little or no
understanding of how
laws/polices can have an effect
on the health of both the smoker
and nonsmoker
Determines how laws/policies
can have an effect on the health
of both the smoker and
nonsmoker
Determines how the various
laws/policies can have an effect
on the health of both the smoker
and nonsmoker
Student Learning Objectives
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5. Summarize the signs and
symptoms of a person who is
abusing alcohol, tobacco, and
other drugs, and determine how
it affects both short and long
term wellness
Displays little or no
understanding of how to
summarize the signs and
symptoms of a person who is
abusing alcohol, tobacco, and
other drugs, and determine how
they affect both short and long
term wellness
Summarizes the signs and
symptoms of a person who is
abusing alcohol, tobacco, and
other drugs, and determine how
they affect both short and long
term wellness
Consistently and correctly
summarizes the variety of signs
and symptoms of a person who
is abusing alcohol, tobacco, and
other drugs, and determines how
they affect both short and long
term wellness
SLO: 3
Goal: Students will determine effective decision-making strategies that would assist in making choices involving alcohol, tobacco, and other
drugs.
Assessment Activity: Students will be placed in groups of three to four students. Each group will brainstorm their own three or four step decisionmaking process. The students will then demonstrate their decision-making process in a role play situation involving the use of alcohol, tobacco, or
other drugs.
Example of four step process:
1. Identify the decision.
2. Explore the alternatives.
3. Evaluate the risks or consequences.
4. Make a decision.
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SLO: 6
Goal: Students will compare and contrast the short/long term physical and behavioral effects of substance abuse caused by over the counter
prescription medication.
Assessment Activity: The class will be broken up into two groups. One group will be responsible for the short-term physical and behavioral
effects of over the counter and prescription medication abuse, and the other group for the long-term effects. Each group will brainstorm the effects
from previous lessons and present their findings to the entire class. After the findings have been reported all students will be asked the following
reflection questions:
1. What are the short-term physical and behavioral dangers of abusing over the counter or prescription medications?
2. What are the long-term physical and behavioral dangers of abusing over the counter or prescription medications?
3. Which type of medications, over the counter or prescription, do you think pose a greater risk for abuse and addiction?
SLO: 10
Goal: Students will compare the effects and consequences of laws, policies, and procedures on people who use and abuse substances to those who
do not.
Assessment Activity: Students will be assigned a short research project, which will compare the effects and consequences of laws, policies, and
procedures on those people who abuse substances versus those who do not. Students will be given a facet of a law, policy (local, school), or a
procedure. The project will be done on a piece of poster board and should contain the law, policy, or procedure, the effect or consequences of
breaking them, and how abusing a substance can play a role in the consequences that will be faced.
Rubric:
___________ Information (Project is complete and includes the laws, policies, or procedures and the consequences for substances abusers who
break them) [10 points]
___________ Presentation (Project is appropriate, and is delivered in an accurate manner) [8 points]
___________ Total [18 points possible]
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SLO: 11
Goal: Students will determine how laws/policies can have an effect on the health of both the smoker and nonsmoker.
Assessment Activity: Students will complete a public service announcement (PSA) concerning how laws/policies about smoking can have an
effect on the health of both smokers and nonsmokers. Each student will develop a poster containing a law or policy that governs smoking in the
state of New Jersey as well as the effects that these laws may have on the health of both the smoker and the nonsmoker (i.e. municipal laws
regarding smoking on public beaches). Include at least two reasons to educate the public regarding why the policy or law may have an effect on
the health of the smoker and the nonsmoker.
SLO: 14
Goal: Students will summarize the signs and symptoms of a person who is abusing alcohol, tobacco, and other drugs, and determine how they
affect both short and long-term wellness.
Assessment Activity: Each student is to develop a pamphlet that summarizes the signs and symptoms regarding the abuse of alcohol, tobacco, or
other drugs. The pamphlet should include the signs and symptoms of abuse, and how they affect both the short and long-term wellness of someone
who is abusing them. This will allow students to research and develop a base of knowledge to understand the signs and symptoms of abuse as well
as how it affects a person’s wellness.
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Suggested Technology & Other Resources:









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


DVD
Multi-media Videos
Interactive Board
APPS
I-Pads/Tablets
Web Quest
Power Points
CD Player
Guest Speakers/Assemblies
Educational Posters, Magazines, Pamphlets, & Models
First Aid Kits
Textbook, Workbooks, & Educational Kits
Board Games
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Content Area: Health
Grade: 6-8
Section #: 2
Topic Name: Alcohol, Tobacco,
& Other Drugs
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The Comprehensive Health Education Sections for grades K-2 are comprised of a set of four topics that cohesively tier instruction from one grade
level to the next. The major ideas and themes displayed in the sections are comprised of different standards which support and set the stage for
Comprehensive Health. The Health topics are “Wellness”, “Alcohol, Tobacco, and other Drugs”, “Family Life”, and “Community Health Skills.”
These topics will cover various aspects involving character development, decision-making skills, relationships, physical and emotional wellness,
disease prevention, and personal growth and development.
Primary Interdisciplinary Connections
Language Arts
Social Studies
Technology
Science
Math
Music
Art
Grade
Student Learning Objectives
6
6
7
1. Identify and compare information that is contained on the bottle of over the counter and prescription drugs.
2. Examine data on how drugs/alcohol effect decision-making such as the potential for illness, injury, disease, and
risky health behaviors
3. Demonstrate through role-play the impact of effective refusal skills to decrease experimentation and use of alcohol,
tobacco, and other drugs in several social settings.
4. Describe the different stages of alcoholism and drug addiction.
5. Research the relationship between injected drug use and diseases such as HIV/AIDS and hepatitis.
1. Describe the positive effects and the potential risks that may occur when one uses over the counter medicines,
prescription drugs, and supplements.
2. Summarize the effects of alcohol/drug use on the body systems.
7
3. Compare and contrast how the effects of alcohol, tobacco, and other drugs vary in different people.
6
6
6
7
NJCCCS
(2.3.6.A.2)
(2.3.6.B.4)
(2.3.6.B.5,
2.2.8.B.1)
(2.3.6.B.4)
( 2.3.6.B.7)
(2.2.4.B.1,
2.3.8.A.1)
(2.3.8.B.3,
2.3.8.B.5,
2.3.8.B.7)
(2.3.8.A.1,
2.3.8.B.1,
2.3.8.B.5)
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7
4. Identify treatment options for substance abusers, and evaluate one’s ability to recognize and overcome negative
risk factors in order to support a substance-free lifestyle.
(2.3.8.C.1,
2.3.8.C.2)
8
1. Analyze the varying effects of use, misuse, and abuse of over the counter, prescription, and illegal drugs have on
different individuals.
8
2. Identify the factors, such as peer pressure, that influence teen alcohol/drug use.
8
3. Investigate and analyze adverse consequences of the misuse and abuse of alcohol, tobacco, and other drugs.
( 2.3.8.A.1,
2.3.8.C.1,
2.3.8.A.2)
(2.3.6.B.5,
2.3.6.C.4)
(2.3.8.B.1,
2.3.8.B.2,
2.3.8.B.8)
8
4. Research school district policy and local/state laws governing drug and alcohol use.
( 2.3.8.B.4,
2.3.8.C.2)
Suggested Activities:

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Role Play
Individual/Group Guided Practices
Partner Work
Worksheets
Arts & Crafts
Drawings
Discussions
Current Events
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Suggested Assessment & Rubrics:
Grade 6 Alcohol, Tobacco, and Other Drugs Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Identify and compare
information that is contained on
the bottle of over the counter and
prescription drugs
Displays little or no ability to
identify and compare
information (dosage, type of
drug) that is contained on the
bottle of over the counter and
prescription drugs
Identifies and compare
information (dosage, type of
drug) that is contained on the
bottle of over the counter and
prescription drugs
Consistently demonstrates
understanding of the various
information (dosage, type of
drug) that is contained on the
bottle of over the counter and
prescription drugs
2. Examine data on how
drugs/alcohol affect decisionmaking and the potential for
illness, injury, disease, and risky
health behaviors
Displays little or no
understanding of the data on
how drugs/alcohol affect
decision-making and the
potential for illness, injury,
disease, and risky health
behaviors
Demonstrates understanding of
the data on how drugs/alcohol
affect decision-making and the
potential for illness, injury,
disease, and risky health
behaviors
Draws conclusions from the
various types of data on how
drugs/alcohol affect decisionmaking and the potential for
illness, injury, disease, and risky
health behaviors
3. Demonstrate through roleplay the impact of effective
refusal skills to decrease the
amount of experimentation with
alcohol, tobacco, and other drugs
Displays little or no ability to
role-play and understand the
impact of effective refusal skills
to decrease the amount of
experimentation with alcohol,
tobacco, and other drugs
Demonstrates through role-play
an understanding of the impact
of effective refusal skills to
decrease the amount of
experimentation with alcohol,
tobacco, and other drugs
Consistently demonstrates
understanding through role-play
the impact of various effective
refusal skills to decrease the
amount of experimentation with
alcohol, tobacco, and other drugs
Describes the different stages of
alcoholism and drug addiction
Describes with detail the
different stages of alcoholism
and drug addiction
Student Learning Objectives
4. Describe the different stages
Displays little or no
of alcoholism and drug addiction understanding of the different
stages of alcoholism and drug
addiction
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5. Research the relationship
between injected drug use and
diseases such as HIV/AIDS and
hepatitis
Displays little or no
understanding of the relationship
between injected drug use and
diseases such as HIV/AIDS and
hepatitis
Researches and demonstrates
understanding through
researching the relationship
between injected drug use and
diseases such as HIV/AIDS and
hepatitis
Researches and demonstrates
understanding of researching the
relationship between injected
drug use and diseases such as
HIV/AIDS and hepatitis and the
health issues they cause
SLO: 1
Assessment Activity: Place students in groups and give each group several medicine labels (OTC and Prescription).
http://www.womenshealth.gov/aging/drugs-alternative-medicine/how-to-read-drug-labels.cfm
http://www.consumerreports.org/health/best-buy-drugs/prescription-labels/bottle-pictures/index.htm
As a class, discuss the information one can gather from reading the packaging. The students should be able to answer the following questions:
1. What is the medication used for? What is the correct dosage?
2. Are there differences in dosages for various ages? Why or why not?
3. How many times a day can you take this medication?
4. How, why, and when do you stop taking the medication (restrictions, interactions)?
SLO: 4 & 5
Assessment Activity: The importance of refusal skills and recognition of risky behaviors:
1. Place the six categories of risk behaviors identified by CDC on large raindrops; http://www.cdc.gov/healthyyouth/yrbs/brief.htm
2. Place the six criteria for the Responsible Decision-making Model on large construction strips.
3. Have two students in front of the class who state that they are preparing for the storms of life and its decisions. Give one an umbrella
and label him/her as ready for the storms of life. Place the decision-making model on the umbrella, describing the process and the
importance of good decision-making.
4. Using index cards with scenarios, have students discuss how the umbrella can help the students make better decisions.
5. Have each student role play Resistance Skills that would allow the student without the umbrella to begin changing decisions (strategies
to use, long term effects & consequences) and protect themselves from the raindrops.
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SLO: 8
Assessment Activity: Alcoholism/addiction definition and stages:
The student is to develop a pamphlet for alcoholism/addiction stages and definitions. The pamphlet should include a definition of the disorder,
signs and symptoms, stages, treatment, and three tips for maintaining one's wellness. This will allow students to research and develop a base of
knowledge to understand addiction and alcoholism.
SLO: 11
Assessment Activity: Debate:
Have students form groups. Have groups research and develop arguments for each side of the following question: Should people addicted to drugs
have access to clean needles? (Clinic, pharmacy, with or without prescription); the groups must be prepared to give research-based data to defend
their position. The data should include, but is not limited to, statistics, definitions of diseases, treatment, programs that have been implemented
(successful or not); http://www.cdc.gov/injectionsafety/
Grade 7 Alcohol, Tobacco, and Other Drugs Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of the positive
effects and the potential risks
that may occur when one uses
over the counter medicines,
prescription drugs, and
supplements
Describes the positive effects
and the potential risks that may
occur when one uses over the
counter medicines, prescription
drugs, and supplements
Consistently demonstrates an
understanding of a variety of
positive effects and potential
risks that may occur when one
uses over the counter medicines,
prescription drugs, and
supplements
Demonstrates understanding
through summarizing the effects
of alcohol and drug use on the
body systems
Consistently demonstrates an
understanding of the various
effects of alcohol and drug use
on several body systems
Student Learning Objectives
1. Describe the positive effects
and the potential risks that may
occur when one uses over the
counter medicines, prescription
drugs, and supplements
2. Summarize the effects of
Displays little or no
alcohol and drug use on the body understanding of the effects of
systems
alcohol and drug use on the body
systems
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3. Compare and contrast how the
effects of alcohol, tobacco, and
other drugs vary in different
people
4. Identify treatment options for
substance abusers and evaluate
one’s ability to recognize and
overcome negative risk factors
in order to stay substance free
Displays little or no ability to
compare and contrast how the
effects of alcohol, tobacco, and
other drugs vary in different
people
Displays little or no ability to
identify treatment options for
substance abusers or evaluate an
individual’s ability to recognize
and overcome negative risk
factors in order to stay substance
free
Demonstrates the ability to
compare and contrast how the
effects of alcohol, tobacco, and
other drugs vary in different
people
Identifies treatment options for
substance abusers and can
evaluate an individual’s ability
to recognize and overcome
negative risk factors in order to
stay substance free
Consistently demonstrates the
ability to compare and contrast
the different effects of alcohol,
tobacco, and other drugs in
different people
Identifies treatment options for
substance abusers and evaluates
an individual’s ability to
recognize and overcome
negative risk factors in order to
stay substance free
SLO: 2, 6
Assessment Activity: Students will break into groups with large butcher paper and trace the outline of a person. The groups will be given a drug
name/class and they are to label the body with the effects of the drug. (Group topics should include, but are not limited to over the counter
medications, supplements, and prescription medications). Once the figure is labeled, the group should then brainstorm tactics for staying drug free.
The students will then present the information gathered about the use/misuse/abuse of the specific drug. Be specific on which drug and have
medication inserts for student information. Marijuana, Club drugs, Inhalants, Hallucinogens, etc. (Adapted from PBS.org) Fact Sheets can be
found at URL: http://pbskids.org/itsmylife/body/drugabuse/index.html
SLO: 6, 9
Assessment Activity: Students will analyze the short-term and long-term consequences of drug and alcohol use.
Materials needed: Bag of marshmallows
A student volunteer will read aloud a teacher selected poem to the class. Then ask the same student to read the same poem with a marshmallow in
his/her mouth. The student cannot chew or eat the marshmallow, YET, the marshmallow must remain in the mouth. The class will compare and
contrast each reading; they should notice how words were slurred and difficult to understand when the marshmallow was in the mouth. Students
will understand that the tongue is a muscle and when a person drinks alcohol, muscles cannot work in a coordinated manner. Reading the poem
with the marshmallow in the mouth simulated how a person who drinks too much alcohol might sound. Have students pair off and replicate the
same procedure: read a poem without the marshmallow in mouth then read the same poem with a marshmallow in mouth.
Follow-Up: Students will research and create other activities (i.e. driving, riding a bike) requiring the use of coordinated muscles. Students will
share their findings with the class and demonstrate how alcohol would interfere with the coordination needed for those activities. (Extension: have
students differentiate affects according to gender/age).
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SLO: 12
Assessment Activity: Scaffolding on the 6th grade Alcoholism/addiction definition and stages, in 7th grade the students will research treatment
options for addiction and alcoholism in order to overcome the illness. The student will develop a PSA.
What is a PSA? At some point in our lives all of us have seen a Public Service Announcement (also known as a PSA). PSAs come in many forms.
They can be commercials, radio advertisements, billboards, pamphlets, posters, etc. Although they come in many different forms, PSAs all have
something in common: they try to get an important message across to the public.
Directions: For this assignment you will be working to create a PSA about the dangers of alcohol and drug abuse and the role that treatment plays
in the success of overcoming the illness. Your PSA can take any of the forms mentioned above. Your PSA should have at least three facts about
the treatment option you have been assigned (sources must be cited). A specific message or slogan that may be an outcome from treatment or a
reason to use this specific treatment option, and it must be creative and appropriate.
Grade 8 Alcohol, Tobacco, and Other Drugs Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Analyze the varying effects
that use, misuse, and abuse of
over the counter, prescription,
and illegal drugs have on
different individuals
Displays little or no ability to
analyze the varying effects that
use, misuse, and abuse of over
the counter, prescription, and
illegal drugs have on different
individuals
Analyzes the varying effects that
use, misuse, and abuse of over
the counter, prescription, and
illegal drugs have on different
individuals
Consistently analyzes the
varying effects that use, misuse,
and abuse of a variety of over
the counter, prescription, and
illegal drugs have on different
individuals
2. Identify factors such as peer
pressure that influence teen
alcohol and drug use
Displays little or no ability to
identify factors such as peer
pressure that influence teen
alcohol and drug use
Identifies factors such as peer
pressure that influence teen
alcohol and drug use
Demonstrates understanding
through the identification of a
variety of factors such as peer
pressure that influence teen
alcohol and drug use
Student Learning Objectives
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3. Investigate and analyze the
adverse consequences of the
misuse and abuse of alcohol,
tobacco, and other drugs
Displays little or no ability to
investigate and analyze adverse
consequences of the misuse and
abuse of alcohol, tobacco, and
other drugs
Displays the ability to
investigate and analyze adverse
consequences of the misuse and
abuse of alcohol, tobacco, and
other drugs
Effectively investigates and
analyzes the adverse
consequences of the misuse and
abuse of a variety of alcohol,
tobacco, and other drugs
4. Research school district
policy and local/state laws
governing drug and alcohol use
Displays little or no ability to
research school district policy
and local/state laws governing
drug and alcohol use
Researches school district policy
and local/state laws governing
drug and alcohol use
Researches and evaluates school
district policy and local/state
laws governing drug and alcohol
use
SLO: 3, 7, 10
Assessment Activity: After watching the video (you can find one relevant to your area at:
www.nbcnewyork.com/news/local/Back-toSchool-Nutmeg-Teen-Drug-Use-171225531.html) or have students discuss the following information:
1. Compare the abuse of OTC, illegal drugs, prescription drugs, or homemade drugs.
2. What are some reasons drugs are abused?
3. Do young people think it is acceptable to take OTC, illegal drugs, prescription drugs, etc.?
4. What factors regarding prescription and OTC drugs makes their misuse common? Why may some people think they are safe?
Have students develop a myth (i.e. that using drugs once can’t lead to addiction) that the group wants to investigate. In groups, develop a survey of
the student body to include the following information (if you cannot survey the school, you may use the national statistics on drug use):
1. What is the age of person taking survey?
2. Do you know someone who uses OTC drugs when not needed?
3. Do you know someone who uses prescription drugs when not needed?
4. Do you know someone who uses illegal drugs?
Have students tabulate the data into useful information on the statistics of drug and alcohol use. This information is to be presented to the
class in order to give valid information on the myths that the group was to debunk. (Adapted from Discovery Education)
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SLO: 7, 10
Assessment Activity: Group Drug Education Public Service Announcement Research the following information for a drug from a reputable
source. You must cite your source (no Wikipedia).
1. “Title of the page” specific URL from the page the information is taken from (e.g. “NIDA InfoFacts: Marijuana”)
http://drugabuse.gov/infofacts/marijuana.html
2. Your facts must include, but are not limited to:
• Physical effects – short-term and long-term
• Psychological effects – short-term and long-term
• Brain effects or treatment
• Street names for the drug - (no more than 3)
3. Using this information, develop an anti-drug song, video, or poem:
• The song can be original or set to a tune you already know
• The video needs to be developed and appropriate to show to the class
4. Develop an anti-drug slogan:
• The message can pertain to the specific drug or overall drug use
• The slogan will be designed to be part of a video cover or album cover
• On the cover you will list your “producer”
• Producer is one of the organizations from whom you received your information; i.e.: NIDA, National Council on Alcoholism and
Drug Dependence, Drug Free America, etc…
SLO 7, 13
Assessment Activity: Campaign to have students investigate and evaluate the factors that influence teens’ drug and alcohol use.
Students will develop a ‘Campaign to Pledge’ in order to combat the factors such as peer pressure, lack of education, accessibility, or boredom.
The Pledge should be one that can be implemented in a school/community setting. It must contain an educational piece for the community
members and include school district and local/state laws.
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Suggested Technology & Other Resources:













DVD
Multi-media Videos
Interactive Board
APPS
I-Pads/Tablets
Web Quest
Power Points
CD Player
Guest Speakers/Assemblies
Educational Posters, Magazines, Pamphlets, & Models
First Aid Kits
Textbook, Workbooks, & Educational Kits
Board Games
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Content Area: Health
Grade: K-2
Section #: 3
Topic Name: Family Life
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The Comprehensive Health Education Sections for grades K-2 are comprised of a set of four topics that cohesively tier instruction from one grade
level to the next. The major ideas and themes displayed in the sections are comprised of different standards which support and set the stage for
Comprehensive Health. The Health topics are “Wellness”, “Alcohol, Tobacco, and other Drugs”, “Family Life”, and “Community Health Skills.”
These topics will cover various aspects involving character development, decision-making skills, relationships, physical and emotional wellness,
disease prevention, and personal growth and development.
Primary Interdisciplinary Connections
Language Arts
Grade
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
Art
NJCCCS
K
1. Identify what decisions we make as families.
(2.2.2.B.1)
K
2. Describe the roles and responsibilities of family members in different types of families both locally
and globally.
(2.4.2.A.2)
K
3. Identify the similarities between boys and girls.
(2.4.2.B.1)
1
1. Identify when a decision needs to be made to ensure the health of all family members.
(2.4.2.A.2)
1
2. Identify different roles that family members assume and the responsibilities that are included.
(2.4.2.A.2)
1
3. Identify the physical characteristics of both genders.
(2.4.2.B.1)
2
1. Determine when a decision influences the health of oneself or other family members.
(2.2.2.B.1)
2
2. Identify different types of families and distinguish responsibilities family members may assume.
(2.4.2.A.1,
2.4.2.A.2)
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2
3. Identify how making decisions can impact healthy relationships.
2
4. Describe the physical similarities and differences of the genders.
2
5. Determine how other’s health-related decisions have an impact on a pregnant mother and the health of her unborn
baby.
(2.4.2.A.3,
2.2.2.B.2)
(2.4.2.B.1)
(2.4.2.A.3,
2.2.2.B.1
2.2.2.B.3)
Suggested Activities:









Role Play
Group Guided Practices
Individual Guided Practices
Partner Work
Worksheets
Arts & Crafts
Drawings
Discussions
Current Events
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Suggested Assessment & Rubrics:
Grade K Family Life Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Identify decisions we make as
families
Continues to develop an
awareness of what decisions we
make as families
Identifies decisions we make as
families
Consistently demonstrates the
ability to identify various
decisions we make as families
2. Describe the roles and
responsibilities of family
members in different types of
families, both locally and
globally
Continues to develop the ability
to describe the roles and
responsibilities of family
members in different types of
families, both locally and
globally
Describes the roles and
responsibilities of family
members in different types of
Families, both locally and
globally
Consistently demonstrates the
ability to describe the roles and
responsibilities of family
members in different types of
families, both locally and
globally
3. Identify the similarities
between boys and girls
Continues to develop the ability
to identify the similarities
between boys and girls
Identifies the similarities
between boys and girls
Consistently demonstrates the
ability to identify the various
similarities between boys and
girls
Student Learning Objectives
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SLO: 1
Goal: Students will identify decisions that families make together.
Assessment Activity: Students will start the activity by drawing a picture of their family. Students will then draw pictures of routines or activities
they do together as a family. Examples could be eating dinner, exercising, watching a movie, going to the grocery store or the beach. Students will
then be asked to circle which activities they decide upon as a family and leave the decisions that are made by only the adults in their family not
circled.
SLO: 2
Goal: Students will describe the roles and responsibilities of family members in different types of families both locally and globally.
Assessment Activity: The teacher will review different types of responsibilities or tasks that members of a family might be responsible for
completing. Students in pairs will draw a picture of their families and the tasks they complete. Each student will then explain what tasks or
responsibilities are handled by what family member. For example, an older brother cuts the lawn, dad does the grocery shopping, mom goes to the
bank, etc. After each student has completed their illustration and explanation, students will be asked if any other student’s families handle their
responsibilities differently. Teachers may use a checklist to record their student’s ability to describe the roles of their family as well as understand
the differences in other student’s families.
SLO: 3
Goal: Students will identify similarities between boys and girls.
Assessment Activity: Teacher will begin the activity by having the entire class brainstorm the similarities between boys and girls. Students will
then be broken up into boy and girl pairs. In their pairs students will describe as many similarities as possible between boys and girls. Students
may either describe orally or illustrate a drawing. Examples could be hair, teeth, nose, arms, legs, feet, etc. Teacher may use a checklist to record
how each student identifies the similarities.
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Grade 2 Family Life Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Identify when decisions need
to be made to ensure the health
of family members
Continues to develop an
understanding of when decisions
need to be made to ensure the
health of all family members
Identifies when decisions need
to be made to ensure the health
of all family members
Consistently demonstrates the
ability to identify when
decisions need to be made to
ensure the health of all family
members
2. Identify different roles that
family members assume and the
responsibilities that are included
Displays little or no ability to
identify different roles that
family members assume and the
responsibilities that are included
Identifies different roles that
family members assume and the
responsibilities that are included
Consistently demonstrates an
ability to identify different
roles that family members
assume and the responsibilities
that are included
3. Identify the physical
characteristics of both genders
Displays little or no ability to
identify the physical
characteristics of both genders
Identifies the physical
characteristics of both genders
Consistently demonstrates the
ability to identify the physical
characteristics of both genders
4. Explain the factors that
contribute to a mother having a
healthy baby and how a
mother’s decisions can help or
harm the baby
Displays little or no ability to
explain the factors that
contribute to a mother having a
healthy baby and how a
mother’s decisions can help or
harm the baby
Explains the factors that
contribute to a mother having a
healthy baby and how a
mother’s decisions can help or
harm the baby
Consistently demonstrates the
ability to explain the factors that
contribute to a mother having a
healthy baby and how a
mother’s decisions can help or
harm the baby
Student Learning Objectives
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SLO: 1
Goal: Students identify decisions that are made to ensure the health of all family members.
Assessment Activity: Teacher will create a worksheet in which students will identify healthy decisions that would ensure the wellness of all family
members. Examples of illustrations of healthy decisions could be healthy foods, exercise, hygiene, etc. Students should be able to differentiate
between healthy versus non-healthy decisions.
SLO: 2
Goal: Students will identify the roles that certain family members assume and the responsibilities that accompany those roles.
Assessment Activity: Students will draw an illustration of their own family and identify different family roles and the responsibilities that
accompany them. Students should be able to supply at least two roles and responsibilities.
SLO: 3
Goal: Students will identify the physical characteristics of both genders.
Assessment Activity: Students will draw pictures of themselves. They will then identify their own physical characteristics such as hair, teeth, legs
etc. The students will then draw a picture of the opposite sex and identify their physical characteristics. Students should then compare their
drawings and compare the physical characteristics.
SLO: 4
Goal: Students will determine the factors that contribute to a mother having a healthy baby and how a mother’s decisions may help or harm the
baby.
Assessment Activity: Students will create two collages using pictures from newspapers or magazines. One collage will represent positive factors
or actions a pregnant mother could take to maintain the health of an unborn baby. The second would contain images of negative factors or actions
that a pregnant mother could be involved in that could harm the health of an unborn baby. Examples could be exercise, proper nutrition, medical
care, smoking, drinking alcohol or using drugs, and poor nutrition. Students will identify for the teacher which factor or actions will be helpful and
which could harm the unborn baby.
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Grade 2 Family Life Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Determine when a decision
influences the health of oneself
or other family members
Displays little or no ability to
determine when a decision
influences the health of oneself
or other family members
Determines when a decision
influences the health of oneself
or other family members
Consistently demonstrates
understanding of how various
decisions influence the health of
oneself or other family members
2. Identify different types of
families and list responsibilities
family members may assume
Displays little or no ability to
identify different types of
families and list responsibilities
family members may assume
Identifies different types of
families and lists responsibilities
family members may assume
3. Identify how making
decisions can impact healthy
relationships
Displays little or no ability to
identify how making decisions
can impact healthy relationships
Identifies how making decisions
can impact healthy relationships
4. Describe the physical
similarities and differences of
the genders
Displays little or no
understanding of the physical
similarities and differences of
the genders
Demonstrates the ability to
describe the physical similarities
and differences of the genders
Consistently demonstrates the
ability to identify different
types of families and list the
various responsibilities family
members may assume
Consistently demonstrates the
ability to identify how making
decisions can impact healthy
relationships
Consistently demonstrates the
ability to describe the various
physical similarities and
differences of the genders
5. Determine how others’ healthrelated decisions have an impact
on a pregnant mother and the
health of her unborn baby
Continues to develop an
understanding of how others’
health-related decisions have an
impact on a pregnant mother and
the health of her unborn baby
Determines how others’ healthrelated decisions have an impact
on a pregnant mother and the
health of her unborn baby
Student Learning Objectives
Consistently demonstrates
understanding of how others’
health-related decisions have an
impact on a pregnant mother and
the health of her unborn baby
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SLO: 1&2
Goal: Students will determine when a decision may influence the health of oneself or family members as well as impact the health of their
relationships.
Assessment Activity: Teachers will give students a decision-making scenario. The scenario will entail making decisions that will impact oneself or
family members’ health as well as the health of their relationships. For example the scenario might entail a family making a decision to
incorporate a family bike ride after dinner as part of their weekly routine. Students would then be asked to answer open-ended questions to
determine if they understand how making this decision impacts their family’s health and their relationships.
1. How does making the decision to ride bikes as a family impact one’s health or wellbeing?
2. Explain how the decision to ride bikes nightly as a family may impact relationships between family members.
3. What other decision could be made that could impact both health and family relationships positively or negatively?
SLO: 3
Goal: Students will identify different types of families and the responsibilities family members may assume.
Assessment Activity: Students will identify their own family members and their responsibilities (grocery shopping, cooking, paying bills, etc.) by
creating a list. The list should categorize the family members and their responsibilities. Students will then describe and list two different types of
families and list the responsibilities family members might assume. For example, families could contain only one parent, grandparents, and/or
aunts and uncles. Students should be able to distinguish these different types of families and how the responsibilities that family members assume
might be different from their own families.
SLO: 4
Goal: Students will show an understanding of the physical similarities and differences between the genders.
Assessment Activity: Students will be shown an example of a Venn diagram. Students will be directed to create a Venn diagram using three
circles. The outer circles should contain only gender-specific physical characteristics. The third interlocking circle should contain the physical
characteristics that both genders share. Students may explain their diagrams to ensure understanding.
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SLO: 5
Goal: Students will determine how others’ health-related decisions have an impact on a pregnant mother and her unborn baby.
Assessment Activity: Students will brainstorm and discuss how the health-related decisions of others can affect a pregnant mother and her unborn
baby. Examples could be second hand smoke, drug or alcohol use, or unhealthy relationships. Students will be provided with open-ended
questions to answer:
1. Explain how one person’s health-related decisions may affect a pregnant mother and her unborn baby.
2. List examples of poor health-related decisions that may affect a pregnant mother and her unborn baby.
3. Describe how these decisions might affect a pregnant mother and her unborn baby.
Suggested Technology & Other Resources:













DVD
Multi-media Videos
Interactive Board
APPS
I-Pads/Tablets
Web Quest
Power Points
CD Player
Guest Speakers/Assemblies
Educational Posters, Magazines, Pamphlets, & Models
First Aid Kits
Textbook, Workbooks, & Educational Kits
Board Games
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Content Area: Health
Grade: 3-5
Section #: 3
Topic Name: Family Life
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The Comprehensive Health Education Sections for grades K-2 are comprised of a set of four topics that cohesively tier instruction from one grade
level to the next. The major ideas and themes displayed in the sections are comprised of different standards which support and set the stage for
Comprehensive Health. The Health topics are “Wellness”, “Alcohol, Tobacco, and other Drugs”, “Family Life”, and “Community Health Skills.”
These topics will cover various aspects involving character development, decision-making skills, relationships, physical and emotional wellness,
disease prevention, and personal growth and development.
Primary Interdisciplinary Connections
Language Arts
Social Studies
Technology
Science
Math
Music
Art
Grade
Student Learning Objectives
3
3
3
4
1. Describe the qualities (common values, love, emotional support) that form healthy family relationships.
2. Identify the characteristics and traits (physical, social, emotional) of adolescent development.
3. Identify how the health of the mother directly affects the health of the fetus.
1. Explain how qualities of a family (common values, love, emotional support) are fostered and may influence family
members.
(2.4.4.A.1)
(2.4.4.B.1)
(2.4.4.C.2)
(2.4.4.A.1,
2.4.4.A.2)
4
4
2. Explain why puberty begins and ends at different times for each individual person.
3. Describe the fundamental stages of fetal development during pregnancy.
5
1. Distinguish types of relationships (family, friend, romantic) experienced by adolescents, and determine healthy
characteristics (trust, communication, honesty) that may influence each relationship.
2. Compare and contrast changes that occur during puberty (physical, social, and emotional) in both males and
females.
3. Identify strategies (refusal skills) that adolescents may employ to resist pressure to become sexually active and
instead remain abstinent.
(2.4.4.B.1)
(2.4.4.C.1,
2.4.4.C.2)
(2.4.6.A.2,
2.4.6.A.3)
(2.4.6.B.1)
5
5
NJCCCS
(2.4.6.B.2)
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5
4. Identify the signs of pregnancy.
(2.4.6.C.2)
5
5. Discuss the process of fertilization, embryonic growth, and fetal development, and explain how the health of the
birth mother affects a developing fetus.
(2.4.6.C.1)
Suggested Activity – Explain how character may be enhanced by participating in school service activities:









Role Play
Group Guided Practices
Individual Guided Practices
Partner Work
Worksheets
Arts & Crafts
Drawings
Discussions
Current Events
Suggested Assessment & Rubrics:
Grade 3 Family Life Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no ability to
describe the qualities (common
values, love, emotional support)
that form healthy family
relationships
Describes the qualities (common
values, love, emotional support)
that form healthy family
relationships
Comprehensively demonstrates
the ability to describe a variety
of qualities (common values,
love, emotional support) that
form healthy family
relationships
Student Learning Objectives
1. Describe the qualities that
form healthy family
relationships
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2. Identify the characteristics
and traits of adolescent
development
Displays little or no ability to
identify the characteristics and
traits (physical, social,
emotional) of adolescent
development
Displays the ability to identify
the characteristics and traits
(physical, social, emotional) of
adolescent development
3. Identify how the health of the Displays little or no ability to
Identifies how the health of the
mother directly affects the health identify how the health of the
mother directly affects the health
of the fetus
mother directly affects the health of the fetus
of the fetus
Comprehensively displays the
ability to identify the
characteristics and traits
(physical, social, emotional) of
adolescent development
Displays the ability to identify
and comprehend how the health
of the mother directly affects the
health of the fetus
SLO: 1
Goal: Students will describe the qualities (common values, love, emotional support) that form healthy family relationships.
Assessment Activity:
A) Have the teacher draw a house on the board large enough for each student to be able to place a “personal” paper plate inside the house.
B) Review some of those qualities that help to form healthy family relationships such as:
* Security of loving parent(s)
* Meaningful relationships with caring and knowledgeable adult(s)
* Schedules that are consistent
* Structure and clear expectations and limits
* Opportunities to express themselves and share in decision-making (democratic families)
* Accept feelings of children with support and positive behaviors
C) Place students in small groups of 2-3 and have them discuss what qualities they can identify within their own families. Each student in the
group will have the opportunity to complete the writing on the plate.
D) When groups are finished, teacher will call on each group to come forward to attach their plate around the house and present their “qualities.”
E) As a wrap- up, have teacher call on those groups that may have had any “novel” qualities, and have them explain how they contribute to the
success of the family’s functioning.
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SLO: 4
Goal: Students will identify the characteristics and traits (physical, social, emotional) of adolescent development.
Assessment Activity:
1. Teacher may use 2 hetero/homogenous groupings within the class.
2. Review characteristics of adolescent development:
* Physical: growth spurt, skeletal changes, gender differences
* Social: friendships/social interactions, gender differences in socialization patterns, allegiance to parents/teachers shifting to peers,
handling social tasks without adult supervision
* Cognitive/social: higher level of reasoning, moral & ethical choices are possible and often guide behavior, language and verbalization
skills increase = improved communication in school and home situations, sensitive to your emotions, self-conscious.
3. Have each group trace one member’s “body” on large mural paper, then cut out and tape to wall/board. One should be labeled “female” and the
other labeled “male”. Distribute class-developed sentence strips and have members of the groups discuss what changes they have learned will take
place physically, socially, and emotionally as they approach adolescence.
4. Allow groups the time to secure the strips around the “body” that represents their group…male or female.
References:
http://en.wikipedia.org/wiki/Adolescence
http://childparenting.about.com/od/physicalemotionalgrowth/a/9-Year-Old-Child-PhysicalDevelopment.htm
http://www.cdc.gov/bam/body/body-smartz.html
http://www.drugs.com/cg/normal-growth-and-development-of-adolescents.html
SLO: 8
Goal: Students will identify how the health of a mother directly affects the health of her fetus.
Assessment Activity:
1. Review behaviors/factors that affect a person’s health (risk factors, environment, heredity). How do healthy and unhealthy behaviors affect
one’s health? Have the class compile a list, writing each behavior/factor on a card.
2. Teacher posts an enlarged illustration of a fetus in the womb on the board. Review how a fetus grows and is nourished by the mother via the
umbilical cord.
3. Have students arrange “behavior/factor” cards around the illustration. Pose these questions to the group: Which of these do you think affect the
health of the mother? Which of these do you think will ultimately affect the healthy development of the fetus?
Risk factors that affect a fetus:* smoking * alcohol * caffeine * drugs/herbal remedies * nutrition * exercise * prenatal care
* exposure to chemicals * stress/depression
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Grade 4 Family Life Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Explain how qualities of a
family are fostered and may
influence family members
Displays little or no ability to
explain how the qualities of a
family (common values, love,
emotional support) are fostered
and may influence family
members
Displays the ability to explain
how the qualities of a family
(common values, love,
emotional support) are fostered
and may influence family
members
Demonstrates understanding
through the explanation of how
the various qualities of a family
(common values, love,
emotional support) are fostered
and may influence family
members
2. Explain why puberty begins
and ends at different times for
each individual
Displays little or no
understanding of why puberty
begins and ends at different
times for each individual
Explains why puberty begins
and ends at different times for
each individual
Displays the ability to explain
the various reasons why puberty
begins and ends at different
times for each individual
3. Describe the fundamental
stages of fetal development
during pregnancy
Displays little or no
understanding of the
fundamental stages of fetal
development during pregnancy
Describes the fundamental
stages of fetal development
during pregnancy
Displays the ability to describe
various fundamental stages of
fetal development during
pregnancy with details
Student Learning Objectives
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SLO: 2
Goal: Students will display the ability to explain how the qualities of a family (common values, love, emotional support) are fostered and may
influence family members.
Assessment Activity:
1. After a review of family dynamics, have students work individually on a short list of what “structure or guidelines” his/her family has in place
(i.e. behavior, discipline, chores/responsibilities around the home, “family time”, making group decisions, etc.).
2. Ask students to choose ONE from their list and write about it as if they were telling a story about their family. The story must include:
A) Characters
B) Setting
C) Plot
D) Conflict
E) Resolution (include how this affected others in the story)
3. After the class has completed the activity, ask for volunteers to share their stories.
WRAP UP:
How many of you heard a story that might have been similar to the dynamics of your own family? What in your own story could have had a
different outcome?
SLO: 5
Goal: Students will explain why puberty begins and ends at different times for each individual.
Assessment Activity:
1. Request a picture of each student that depicts them in Grade 3.
2. Make available paper/pencil and arts supplies (enough for the class to share).
3. Fold a piece of large white paper in half lengthwise. “Draw yourself using the image from Grade 3 on the left side.”
4. “Now draw a picture of yourself as you are presently in Grade 4. Use the same clothing in each self-portrait. (Do you still fit into that outfit at
home?)”
5. Do you notice any change in the way your clothes fit, your physical appearance, or the way you feel about yourself?
6. Hang student portraits around the room. Does it seem like some students in class might be growing or changing at different rates?
7. The class may discuss how students are experiencing different physical changes than others, illustrating how not everyone will go through
puberty at the same time or pace.
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WRAP UP:
Have you noticed any changes that are NOT physical?
How do you think your feelings toward yourself, family, and others may have changed?
SLO: 9
Goal: Students will describe the fundamental stages of fetal development during pregnancy.
Assessment Activity:
At 8 weeks the “baby” is known as a fetus. Major changes occur during the fundamental stages of pregnancy. Students will describe the
development of the fetus by trimesters. Have students describe the changes and the growth of the fetus during the three trimesters. Students will
list the changes under the appropriate picture.
Examples:
1. First trimester – heart pumps blood; organs, systems, and limbs begin to form.
2. Second trimester – fetus can hear, moves, kicks, sleeps, skin changes, and hair begins to grow.
3. Third trimester – open/close eyes, brain growth, can respond to light and sound.
http://www-tc.pbs.org/wgbh/nova/education/activities/pdf/2816_miracle_01.pdf
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Grade 5 Family Life Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Distinguish types of relationships
experienced by adolescents, and
determine healthy characteristics
that may influence each relationship
Displays little or no ability to
distinguish types of relationships
(family, friend, romantic)
experienced by adolescents, and
can’t determine healthy
characteristics (trust,
communication, honesty) that may
influence each relationship
Distinguishes types of relationships
(family, friend, romantic)
experienced by adolescents, and
determines healthy characteristics
(trust, communication, honesty)
that may influence each relationship
Consistently demonstrates the
ability to recognize various types of
relationships (family, friend,
romantic) experienced by
adolescents, and recognizes several
healthy characteristics (trust,
communication, honesty) that may
influence each relationship
2. Compare and contrast changes
that occur during puberty in both
males and females
Displays little or no ability to
compare and contrast changes that
occur during puberty (physical,
social, emotional) in both males
and females
Demonstrates the ability to
compare and contrast changes that
occur during puberty (physical,
social, emotional) in both males
and females
Consistently demonstrates the
ability to compare and contrast the
various changes that occur during
puberty (physical, social,
emotional) in both males and
females
3. Identify strategies that
adolescents may employ to resist
pressure to become sexually active
and remain abstinent instead
Displays little or no ability to
identify strategies ( i.e. refusal
skills) that adolescents may employ
to resist pressure to become
sexually active and remain
abstinent instead
Demonstrates the ability to identify
strategies (i.e. refusal skills) that
adolescents may employ to resist
pressure to become sexually active
and remain abstinent instead
Consistently demonstrates the
ability to identify the various
strategies (i.e. refusal skills) that
adolescents may employ to resist
pressure to become sexually active
and remain abstinent instead
4. Identify the signs of pregnancy
Displays little or no ability to
identify the signs of pregnancy
Demonstrates the ability to identify
the signs of pregnancy
Consistently demonstrates the
ability to identify several signs of
pregnancy
Student Learning Objectives
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5. Discuss the process of
fertilization, embryonic growth, and
fetal development, and explain how
the health of the birth mother
affects a developing fetus
Displays little or no understanding
of the process of fertilization,
embryonic growth, and fetal
development, and can’t explain
how the health of the birth mother
affects a developing fetus
Demonstrates understanding of the
process of fertilization, embryonic
growth, and fetal development, and
explains how the health of the birth
mother affects a developing fetus
Demonstrates a comprehensive
understanding of the process of
fertilization, embryonic growth, and
fetal development, and can explain
how the health of the birth mother
affects a developing fetus
SLO: 1
Goal: Students will distinguish types of relationships (family, friend, romantic) experienced by adolescents, and determine healthy characteristics (trust,
communication, honesty) that may influence each relationship.
Assessment Activity: As a group, the class will brainstorm the different kinds of relationships that they have in their lives. Friends, family members, neighbors,
teammates, classmates and romantic relationships should be listed on the board. Students will then be asked to match some healthy characteristics to the
relationships. Examples of healthy characteristics might be honesty, love, communication, trust, responsibility, etc. After the class has completed the
brainstorming exercise they will be asked to reflect on the following:
1. How many different types of relationships do you have in your life?
2. Identify which healthy characteristics you feel you exhibit in your relationships.
SLO: 2
Goal: Students will demonstrate the ability to compare and contrast changes that occur during puberty (physical, social, emotional) in both males and females.
Assessment Activity: Each student will complete their own list (brainstormed from previous lessons) of the changes that occur to both males and females
during puberty. Students must list the physical, social, and emotional changes that begin to occur during the beginning stages of puberty. Students will then
compare the common changes as well as the sex-dependent changes that occur. http://kidshealth.org/kid/grow/bodystuff/puberty.html
SLO: 3
Goal: Students will demonstrate the ability to identify strategies (i.e. refusal skills, other strategies) that adolescents may employ to resist pressure to become
sexually active and remain abstinent instead.
Assessment Activity: Each student will create their own strategy poster. The poster should contain a main strategy or phrase surrounded by other phrases that
support the main strategy. For example, the main strategy may be a refusal skill like “Changing the Subject”. The surrounding phrases could be “Have you
heard the new Jay Z CD” or “let’s go get a soda” or “what time is it? I think I need to get home”. Teachers will assess the student’s ability to identify different
strategies that may be used in a refusal situation.
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SLO: 4
Goal: Students will identify the signs of pregnancy.
Assessment Activity: After a class discussion regarding the signs of pregnancy students will be asked to brainstorm three to four signs of pregnancy and create
a wordle. Pregnancy would be the word in the center with the signs surrounding it on the outside. Examples of signs might be fatigue, growing belly, and
change in appetite.
SLO: 5
Goal: Students will demonstrate an understanding of the process of fertilization, embryonic growth, and fetal development, and explain how the health of the
birth mother affects the developing fetus.
Assessment Activity: Students will be asked to create a timeline that will describe the process of fertilization, embryonic growth, and fetal development.
Students will then be asked to answer the following reflections:
1. List three factors that could affect the health of an unborn fetus.
2. How do the choices that an expecting mother makes regarding her health affect the health of the unborn fetus?
Suggested Technology & Other Resources:












DVD/ Multi-media Videos
Interactive Board
APPS
I-Pads/Tablets
Web Quest
Power Points
CD Player
Guest Speakers/Assemblies
Educational Posters, Magazines, Pamphlets, & Models
First Aid Kits
Textbook, Workbooks, & Educational Kits
Board Games
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Content Area: Health
Grade: 6-8
Section #: 3
Topic Name: Family Life
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The Comprehensive Health Education Sections for grades K-2 are comprised of a set of four topics that cohesively tier instruction from one grade
level to the next. The major ideas and themes displayed in the sections are comprised of different standards which support and set the stage for
Comprehensive Health. The Health topics are “Wellness”, “Alcohol, Tobacco, and other Drugs”, “Family Life”, and “Community Health Skills.”
These topics will cover various aspects involving character development, decision-making skills, relationships, physical and emotional wellness,
disease prevention, and personal growth and development.
Primary Interdisciplinary Connections
Language Arts
Grade
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
Art
NJCCCS
6
1. Identify how conflicts may be resolved between individuals in relationships.
(2.4.6.A.4)
6
2. Describe the role that dating and dating behaviors (communication, honesty) plays in the lives of adolescents.
(2.4.6.A.5)
6
6
3. Identify various strategies that will assist adolescents in resisting pressure and remaining abstinent.
4. Evaluate the ramifications (HIV/AIDS, STIs, HPV, and Pregnancy) of sexual activity during adolescence and how
they relate to choices regarding sexual behavior.
6
5. Identify the challenges faced by adolescent parents and their families.
(2.4.6.B.2)
(2.4.6.B.2,
2.4.6.B.3,
2.4.6.B.4)
(2.4.6.C.4)
7
1. Evaluate how affection, love, and commitment relate to healthy relationships and the effect on one’s wellness
decision-making strategies to ensure personal health and wellness
7
2. Evaluate contraceptive methods and factors that influence their use.
(2.4.8.A.4,
2.4.8.A.5,
2.4.8.A.6)
(2.4.8.B.3,
2.4.8.B.4)
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7
7
7
8
8
8
8
8
8
3. Analyze the influences that hormones, nutrition, environment, and heredity have on the physical, social, and
emotional aspects of the adolescent years.
4. Discuss being a teenage parent and the effect it has on one’s academic, social, and family life.
5. Summarize the signs and symptoms of pregnancy, and correlate prenatal care to the prevention of complications
during pregnancy and childbirth.
1. Demonstrate through role-play different scenarios that would portray healthy dating situations and the proper
strategies to end unhealthy relationships.
2. Determine how certain behaviors may place adolescents at a greater risk for HIV/AIDS, STIs and unintended
pregnancy.
3. Evaluate and demonstrate the impact of effective refusal skills to avoid peer pressure and to make healthy decisions.
4. Demonstrate sensitivity and respect when discussing topics regarding sexual identity, gender roles, and sexual
orientation.
5. Research and evaluate different professional intervention services available to young adults about relationships,
sexual orientation, sexually transmitted diseases, and reproductive health.
6. Research the different stages during pregnancy, labor, and childbirth, and the impact that it has on one’s physical,
social, and emotional state.
(2.4.8.B.1)
(2.4.8.C.4)
(2.4.8.C.1,
2.4.8.C.5)
(2.4.8.A.5,
2.4.8.A.6)
(2.4.8.B.4)
(2.4.8.B.2)
(2.4.8.B.5)
(2.4.8.A.3,
2.1.8.C.1,
2.4.8.C.1,
2.4.8.C.3)
(2.4.8.C.2)
Suggested Activities:









Role Play
Group Guided Practices
Individual Guided Practices
Partner Work
Worksheets
Arts & Crafts
Drawings
Discussions
Current Events
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Suggested Assessment & Rubrics:
Grade 6 Family Life Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Identify how conflicts may be
resolved between individuals in
relationships
Displays little or no
understanding of how conflicts
may be resolved between
individuals in relationships
Demonstrates an understanding
of how conflicts may be
resolved between individuals in
relationships
Consistently demonstrates an
understanding of how conflicts
may be resolved between
individuals in relationships
2. Describe the role that dating
and dating behaviors
(communication, honesty) play
in the lives of adolescents
Displays little or no
understanding of the role that
dating and dating behaviors
(communication, honesty) play
in the lives of adolescents
Demonstrates understanding of
the role that dating and dating
behaviors (communication,
honesty) play in the lives of
adolescents
3. Identify various strategies that
will assist adolescents in
resisting pressure and remaining
abstinent
Displays little or no ability to
identify various strategies that
will assist adolescents in
resisting pressure and remaining
abstinent
Identifies various strategies that
will assist adolescents in
resisting pressure and remaining
abstinent
Demonstrates comprehensive
understanding of the different
roles that dating and dating
behaviors (communication,
honesty) play in the lives of
different adolescents
Consistently identifies various
strategies that will assist
adolescents in resisting pressure
and remaining abstinent
4. Evaluate the ramifications
(HIV/AIDS, STIs, HPV, and
pregnancy) of sexual activity
during adolescence, and how
they relate to choices regarding
sexual behavior
Displays little or no
understanding of the
ramifications (HIV/AIDS, STIs,
HPV, and pregnancy) of sexual
activity during adolescence and
how it relates to choices
regarding sexual behavior
Understanding through
evaluating the ramifications
(HIV/AIDS, STIs, HPV, and
pregnancy) of sexual activity
during adolescence and how it
relates to choices regarding
sexual behavior
Understanding through
evaluating the ramifications
(HIV/AIDS, STIs, HPV, and
pregnancy) of sexual activity
during adolescence and how it
relates to choices regarding
sexual behavior
Student Learning Objectives
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5. Identify the challenges faced
by adolescent parents and their
families
Displays little or no
understanding of the challenges
that are faced by adolescent
parents and their families
Identifies the challenges faced
by adolescent parents and their
families
Consistently demonstrates
understanding through the
identification of a variety of
challenges that are faced by
adolescent parents and their
families
SLO: 1 & 2
Goal: Students will be able to identify and demonstrate an understanding of dating in adolescence as well as the importance of conflict resolution,
especially in dating situations.
Assessment Activity: Students will identify different scenarios in which conflicts may occur in dating situations and relationships. The activity
will allow students to be able to demonstrate the roles that communication and honesty play in dating relationships.
Students will create scenarios (arguments, disagreements, rumors, etc.) that may occur when in a relationship or dating. They should discuss the
implications of conflict resolution, communication (positive/negative), and honesty in order to develop healthy relationships.
Project: Students will present to the class the scenario, potential negative/positive communication practices, and describe the impact they have on
the relationship.
1. Students will create scenarios that may occur when dating.
2. Students will discuss the implications of conflict resolution and the role of positive and negative communication in developing healthy
relationships.
Grade
Conflict Resolution
Steps
6 POINTS
0-2 pts
Does not identify an
understanding of conflict
resolution in their
scenario.
3-4 pts
Identifies how conflict is
resolved in their scenario
and how communication
had a negative or positive
effect.
5-6 pts
Comprehensively
identifies how their
conflict was resolved
using communication and
honesty.
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Presentation
6 POINTS
0-2 pts
Displays limited
understanding of conflict
resolution and its effect
on dating and
relationships.
3-4 pts
Displays understanding of
conflict resolution and its
effect on dating and
relationships, and gives
accurate responses to
teacher and peers
regarding their scenario.
5-6 pts
Displays comprehensive
understanding of conflict
resolution and its effect
on dating and
relationships; can give
thoughtful, accurate
responses to teacher and
peers regarding their
scenario in a clear and
comprehensive manner.
SLO: 5
Goal: Identify various strategies that will assist adolescents in resisting pressure, and evaluate the ramifications of sexual activity.
Assessment Activity: Students will be exposed to different scenarios portraying adolescents in dating relationships making decisions regarding
sexual activity. They will also learn the different ramifications/consequences of their decisions. Students will be shown different “clips” from a
variety of situations depicting intimate decision-making situations. Teacher will NOT show the complete clip, but will stop and allow the students
to discuss what they might do to resolve the situation and why. After a brief discussion the teacher will show what decision was made and the
resolution. Teachers may use video clips from age appropriate television programs or movies that depict these situations.
SLO: 6
Assessment Activity: Students will have a chart with different STIs listed. They will fill out the chart from information that was collected in class
through discussion, note taking, and power points. The chart will include signs/symptoms, treatment, and long term side effects.
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SLO: 13
Goal: Identify the challenges faced by adolescent parents.
Assessment Activity: Students, as a class, will brainstorm ideas regarding what they believe would be challenges (financial, emotional, maturity)
of being an adolescent parent. The teacher will monitor and provide input when needed to assist in leading the discussion. Students will then
create a list of these challenges. Small student groups (3-4 students) will be formed and each group will select a specific challenge (financial,
emotional, maturity, etc.) to address.
Project: Student groups will research their challenge and explain why it is a hardship for teen parents. Each group will develop their specific
challenges and hardships into a poster and presentation (power point, etc.) that will be presented to the class. The poster should thoroughly address
the specific challenges selected by each group.
NAME______________________________
Goal: Identify the challenges faced by adolescent parents.
Assessment Activity:
1. Students will create a list of these challenges.
2. Small student groups will be formed and each group will select a challenge to address.
3. Student groups will research their specific challenge and identify why it would be such a hardship for adolescent parents.
Grade
Poster
6 POINTS
0-2 pts
Does not identify the
specific challenge faced
by adolescent parents.
3-4 pts
Poster identifies the
hardships to adolescent
parents caused by their
specific challenge.
5-6 pts
Poster thoroughly identifies
and explains all hardships to
adolescent parents caused by
their specific challenge.
Presentation
6 POINTS
0-2 pts
Displays limited
understanding of the
challenges that are faced
by adolescent parents.
3-4 pts
Displays an
understanding of the
challenges faced by
adolescent parents, and
displays the ability to
answer questions from
both teacher and peers.
5-6 pts
Displays comprehension of the
challenges faced by adolescent
parents and provides
thoughtful, accurate responses
to teacher and class questions;
information is presented in a
clear and comprehensive
manner.
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Grade 7 Family Life Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of how affection,
love, and commitment can build
healthy relationships, and how
they affect one’s wellness
Displays little or no
understanding of contraceptive
methods and factors that
influence their use
Demonstrates understanding of
how affection, love, and
commitment can build healthy
relationships and how they affect
one’s wellness
Demonstrates understanding of
contraceptive methods and
factors that influence their use
Consistently demonstrates
understanding of how affection,
love, and commitment relate to
healthy relationships and how
they affect one’s wellness
Consistently demonstrates
understanding of contraceptive
methods and various factors that
influence their use
Displays little or no ability to
analyze the influences that
hormones, nutrition,
environment, and heredity have
on the physical, social, and
emotional aspects of adolescents
Demonstrates the ability to
analyze the influences that
hormones, nutrition,
environment, and heredity have
on the physical, social, and
emotional aspects of adolescents
Student Learning Objectives
1. Evaluate how affection, love,
and commitment relate to
healthy relationships and how
they affect one’s wellness
2. Evaluate contraceptive
methods and factors that
influence their use
3. Analyze the influences that
hormones, nutrition,
environment, and heredity have
on the physical, social, and
emotional aspects of adolescents
4. Discuss being a teenage
parent and the effects it has on
academic, social, and family life
Consistently demonstrates the
ability to analyze the various
influences that hormones,
nutrition, environment, and
heredity have on the physical,
social, and emotional aspects of
adolescents
Displays little or no
Demonstrates understanding of
Consistently demonstrates
understanding of the challenges
the challenges of being a teenage understanding of the various
of being a teenage parent and the parent and the effects it has on
challenges of being a teenage
effects it has on academic,
academic, social, and family life parent and the effects it has on
social, and family life
academic, social, and family life
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5. Summarize the signs and
symptoms of pregnancy, and
correlate prenatal care to the
prevention of complications
during pregnancy and childbirth
Displays little or no ability to
summarize the signs and
symptoms of pregnancy, and
correlate prenatal care with the
prevention of complications
during pregnancy and childbirth
Summarizes the signs and
symptoms of pregnancy, and
correlates prenatal care with the
prevention of complications
during pregnancy and childbirth
Consistently demonstrates the
ability to summarize the various
signs and symptoms of
pregnancy, and correlate
prenatal care with the prevention
of complications during
pregnancy and childbirth
SLO: 3
Goal: Students will be able to evaluate how love, affection, and commitment relate to healthy relationships.
Assessment Activity: Students will develop a “Bill of Rights” of a relationship, stating how someone should be treated in order to ensure the
relationship is healthy, respectful, and is positive for the individual’s overall wellness. Students in small groups (3-4) will develop a “Bill of
Rights” for a relationship. The teacher will ensure that the conversation is about healthy relationships and love, affection, and commitment by
giving examples. The group will present the “Bill of Rights” to the class and classmates will evaluate how the group portrayed the importance of
love, affection, and commitment compared to the teacher’s examples. Students will reflect in a journal about how a healthy relationship (caring,
honest, loving) can increase one’s wellness (physical, social, emotional).
SLO: 7
Goal: Evaluate contraceptive methods and factors that influence their use.
Assessment Activity: Students will be shown the different contraceptive and safer sex methods that are available and the factors that influence
their use. Students will be shown a power point that includes a visual depiction of each contraceptive and safer sex method. The power point will
include factors (access, reliability, embarrassment, etc.) that influence an individual’s use of contraception and safer sex methods.
Project: Students will be given a chart that lists all the different contraceptives and safer sex methods. Students will then complete the chart
regarding the type of contraceptive, and the individual factors (access, reliability, embarrassment) that might affect their use.
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SLO: 10
Goal: Analyze the different factors that influence the physical, social and emotional aspects of adolescents.
Assessment Activity: Students will learn how hormones, nutrition, environment, and heredity are factors that influence an adolescent. Students
will observe cases via media (video clips, printed articles, pictures) where twins were separated at birth. (i.e. “parent trap”). The class will observe
how exposure to different environments, social settings, and diets (nutrition) influence the personality development as well as the physical
development of the adolescent. They will also show a depiction of the two genders at the same age and compare how the hormones may differ in
each and affect their physical, social, and emotional wellness. The class will observe how exposure to different environments, social settings, and
diets influence the personality development as well as the physical development of the adolescent. They will also show a depiction of the two
genders at the same age and compare how the hormones may differ in each and affect their physical, social, and emotional wellness.
Project: Students will develop a diagram, utilizing drawn depictions or pictures, showing the comparison of the different influences an adolescent
faces and show different outcomes because of the different influences. See the following rubric:
Poor 1 point
Fair 2 points
Good 3 points
Graphic
No graphic or diagram contained
in the project.
Graphic or diagram is present.
Comprehensive graphic or
diagram is present, creative, and
includes key words to catch the
eye.
Information about hormonal,
nutritional, environmental,
heredity, differences
No comparisons/contrasts are
made relating to the influences
that hormones, nutrition,
environment, and heredity have
on the physical, social, and
emotional aspects of adolescents.
Some comparisons/contrasts are
made relating to the influences
that hormones, nutrition,
environment, and heredity have
on the physical, social, and
emotional aspects of adolescents.
Comparisons/contrasts are
thorough and complete in regard
to the influences that hormones,
nutrition, environment, and
heredity have on the physical,
social, and emotional aspects of
adolescents.
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Presentation
Displays limited ability to
analyze influences that
hormones, nutrition,
environment, and heredity have
on the physical, social, and
emotional aspects of adolescents.
Displays the ability to analyze
influences that hormones,
nutrition, environment, and
heredity have on the physical,
social, and emotional aspects of
adolescents.
Comprehensively displays the
ability to analyze the influences
that hormones, nutrition,
environment, and heredity have
on the physical, social, and
emotional aspects of adolescents,
and provides accurate and
thoughtful answers to questions
from teacher and peers.
SLO: 14
Goal: Discuss being a teenage parent and the effects it has on academic, social, and family life.
Assessment Activity: Students will listen to a panel of teenage mothers or fathers that were invited to come into the class to share their
experiences (women’s health centers, teenage mothers, local hospital). The teacher will facilitate/moderate, and teenage mothers will share with
the class their stories and how being a teenage mother has impacted their life.
Project: 1. Students will write a reflection statement regarding what they took away from the guest speaker. The statement should include the
challenges of being a teen parent and the effect it has on the academic, social, and family life of a teen parent.
Reflection: 6 POINTS
0-2 pts
Displays limited
understanding of the
challenges of being a teen
parent and the effect it has
on their academic, social,
and family life.
3-4 pts
Displays an understanding
of the challenges of being
a teen parent and the effect
it has on their academic,
social, and family life.
5-6 pts
Displays comprehensive
understanding of the
challenges of being a teen
parent and the effect it has
on their academic, social,
and family life.
Your Grade
SLO: 15
Goal: Students will summarize the stages of pregnancy and implications of prenatal care.
Assessment Activity: Give students a chart of two separate case studies: one a female receiving prenatal care and one without prenatal care.
Students will conduct research to find information in order to complete the chart. Students should conduct research by using publications,
websites, or articles.
Project: Students will complete the chart with the information they obtained by researching prenatal care of expecting mothers. The chart should
contain thoroughly researched, medically accurate information backed by citing all sources that were used.
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Grade 8 Family Life Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no ability to
demonstrate through role play
different scenarios that would
portray healthy dating situations
and the proper strategies to end
unhealthy relationships
Displays little or no
understanding of how certain
behaviors may place adolescents
at a greater risk for HIV/AIDS,
STIs, and unintended pregnancy
Demonstrates through role play
different scenarios that would
portray healthy dating situations
and the proper strategies to end
unhealthy relationships
3. Evaluate and demonstrate the
impact of effective refusal skills
to avoid peer pressure and to
make healthy decisions
Displays little or no ability to
evaluate and demonstrate the
impact of effective refusal skills
to avoid peer pressure and to
make healthy decisions
Evaluates and demonstrates the
impact of effective refusal skills
to avoid peer pressure and to
make healthy decisions
Consistently demonstrates
through role play different
scenarios which would portray
healthy dating situations and the
variety of proper strategies to
end unhealthy relationships
Consistently demonstrates
understanding of how various
behaviors may place adolescents
at a greater degrees of risk for
HIV/AIDS, STIs, and
unintended pregnancy
Consistently evaluates and
demonstrates the various
impacts of effective refusal skills
to avoid peer pressure and to
make healthy decisions
4. Research and evaluate
different professional
intervention services available to
young adults about relationships,
sexual orientation, sexually
transmitted diseases and
reproductive health
Displays little or no ability to
research or evaluate different
professional intervention
services available to young
adults about relationships, sexual
orientation, sexually transmitted
diseases and reproductive health
Researches and evaluates
different professional
intervention services available to
young adults about relationships,
sexual orientation, sexually
transmitted diseases and
reproductive health
Student Learning Objectives
1. Demonstrate through role play
different scenarios that would
portray healthy dating situations
and the proper strategies to end
unhealthy relationships
2. Determine how certain
behaviors may place adolescents
at a greater risk for HIV/AIDS,
STIs, and unintended pregnancy
Demonstrates understanding of
how certain behaviors may place
adolescents at a greater risk for
HIV/AIDS, STIs, and
unintended pregnancy
Consistently displays the ability
to research and evaluate many
professional intervention
services available to young
adults for specific support with
relationships, sexual orientation,
sexually transmitted diseases
and reproductive health
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5. Research the different stages
during pregnancy, labor,
childbirth, and the impact that
they have on one’s physical,
social, and emotional state
Demonstrates little or no
understanding of the different
stages during pregnancy, labor,
childbirth, and the impact that
they have on one’s physical,
social, and emotional state
Demonstrates the ability to
research the different stages
during pregnancy, labor,
childbirth, and the impact that
they have on one’s physical,
social, and emotional state
Consistently demonstrates the
ability to research the different
stages during pregnancy, labor,
childbirth, and the various
impact they have on one’s
physical, social, and emotional
state
SLO: 4
Goal: Students will determine if a relationship is healthy and demonstrate healthy strategies to end an unhealthy relationship.
Assessment Activity: Students will be in heterogeneous groups (3-4 students) and will be asked to brainstorm different scenarios (both positive
and negative) that may occur when dating. The group will develop a list of unhealthy situations/behaviors (anger, temper, control, etc.) that may
be a red flag in the dating relationship. The group will develop one scenario of an unhealthy relationship and demonstrate safe ways (negotiation,
refusal skills) to end the relationship. A second scenario will include friends and family of the individual who is in the unhealthy relationship and
the important role they can play in the ending of the relationship. The students will role play two different scenarios. The students will also
describe what strategies could be used in one scenario to make it a healthy, positive relationship.
Project:
1. Role play scenario with the students describing red flags in an unhealthy relationship.
2. Scenario should include a healthy way to end the relationship.
Rubric:
__________ Information (Scenario is complete and includes healthy characteristics and red flags, and proper strategies to end an unhealthy
relationship) [10 points]
___________ Presentation (Role-play scenario is creative, appropriate, portrays healthy dating situations and the proper strategies to end an
unhealthy relationship) [8 points]
___________ Total [18 points]
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SLO: 8&9
Goal: Students will understand the implications of their behaviors and the risk of HIV/AIDS, STIs, and unintended pregnancies. Students will
demonstrate the impact of effective refusal skills in order to make healthy decisions to decrease the impact it has on one’s wellness.
Assessment Activity: Students will demonstrate the importance of refusal skills to avoid risky behaviors that may increase the risk of HIV/AIDS,
STIs, and unintended pregnancies. In class, the teacher and students will develop a chart regarding different scenarios and decision-making skills.
They will discuss the impact they may have on decisions about becoming sexually active. The class will complete the chart together:
Project: Students will develop a scenario in which one feels pressure to become sexually active. The scenarios can include any level of sexual
activity. The student should demonstrate positive, effective refusal skills and explain the implications of the behavior on the risk of STIs and
unintended pregnancies.
1. Students will complete the chart.
2. Students will demonstrate the role play.
Your Grade
Chart
0-2 pts
3-4 pts
5-6 pts
6 POINTS
Chart does not correspond.
Chart correctly
corresponds with all fields
in relation to risky
behaviors and effective
refusal skills.
Chart is accurate and
thorough, correctly
corresponds with all fields
in relation to risky
behaviors and effective
refusal skills.
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Presentation
0-2 pts
3-4 pts
5-6 pts
6 POINTS
Displays limited
understanding of how
certain behaviors may
place adolescents at a
greater risk for HIV/AIDS,
STIs, and unintended
pregnancy as well as
effective refusal skills used
to make he
Displays understanding of
how certain behaviors may
place adolescents at a
greater risk for HIV/AIDS,
STIs, and unintended
pregnancy as well as
effective refusal skills used
to make healthy decisions.
Displays comprehensive
understanding of how
certain behaviors may
place adolescents at a
greater risk for HIV/AIDS,
STIs, and unintended
pregnancy as well as
effective refusal skills used
to make healthy decisions.
Answers teacher and peer
questions accurately and
thoughtfully.
SLO: 12
GOAL: Students will research and evaluate professional services in order to maintain sexual health (relationships, sexual orientation, STIs,
reproductive health).
Assessment Activity: Students will identify professional intervention services available to them and categorize them according to the type of
services they provide. Teacher and students will begin the lesson with a brainstorm on the topic of sexual health, and research available
professional intervention services. The topics of relationships, sexual orientation, sexually transmitted infections, and reproductive health should
be addressed.
Each group of partners will use paper and pencil to record ideas as they brainstorm community resources. Have each pair of students write their
ideas on the paper. Allow five minutes for student pairs to record ideas. After five minutes of pair brainstorming, have each pair write their ideas
on the board. If an idea is already on the board, the pair will place a check mark next to the idea to indicate it is a repeat.
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The class will be asked the following discussion questions:
• Why should we be familiar with useful sexual health resources?
• How can we locate resources?
• How can we find resources with which we are not familiar?
• How can we identify resources that meet a particular need?
• How do we contact one of these resources?
• What questions would we ask when contacting the resource? Students will be given a short list of internet resources to look up and
summarize.
Students will add their own web-based resources for a class resource list of community resources.
Extension Activities:
• Invite a community resource person to talk with the class. For example, a school counselor or student assistance team coordinator could
talk with students about resources.
• Students could be asked to role play contacts with resource agencies, and practice asking questions.
Project: Students will develop a chart or paper that describes different professional intervention services that one may need when discussing
sexual health. In small groups, students will choose one resource to research, and develop a Public Service Announcement on the services and
importance of service.
PSA (Public Service Announcement)
Develop a poster containing available professional resources for interventions dealing with sexual health. Include at least two reasons one might
need to seek assistance from this resource, four different services the resource offers, and be creative and appropriate.
1. Fact (PSA contains at least 5 facts) 15 pts
2. PSA is neat and professional 3 pts Pamphlet
Create a pamphlet for interventions of sexual health resources. The front of the pamphlet should include two reasons (e.g. abuse, STI) someone
may turn to one of the resources. On each side, for three sides, include a different service this resource offers. The pamphlet should be creative and
appropriate.
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SLO: 16
Goal: Students will research the stages of pregnancy and labor, and its impact on one’s wellness.
Assessment Activity: Students will research the stages of pregnancy and labor, and develop a timeline for pregnancy and labor. Teachers will
provide resources for students to research the stages of pregnancy and labor. In groups, students will develop a timeline of what occurs before the
birth of a child, using the research they gathered. Through this research they will also collect information on how it may impact one’s wellness.
When presenting the timeline to the class the students will discuss how these stages can impact one’s physical, social, and emotional state.
Project: Students will complete the timeline. They will present medically correct information on the impact of pregnancy, labor, and childbirth on
one’s wellness.
Suggested Technology & Other Resources:













DVD
Multi-media Videos
Interactive Board
APPS
I-Pads/Tablets
Web Quest
Power Points
CD Player
Guest Speakers/Assemblies
Educational Posters, Magazines, Pamphlets, & Models
First Aid Kits
Textbook, Workbooks, & Educational Kits
Board Games
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Content Area: Health
Grade: K-2
Section #: 4
Topic Name: Community Health
Skills
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The Comprehensive Health Education Sections for grades K-2 are comprised of a set of four topics that cohesively tier instruction from one grade
level to the next. The major ideas and themes displayed in the sections are comprised of different standards which support and set the stage for
Comprehensive Health. The Health topics are “Wellness”, “Alcohol, Tobacco, and other Drugs”, “Family Life”, and “Community Health Skills.”
These topics will cover various aspects involving character development, decision-making skills, relationships, physical and emotional wellness,
disease prevention, and personal growth and development.
Primary Interdisciplinary Connections
Language Arts
Grade
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
K
K
K
K
1. Determine how parents, culture and media influence healthy decision-making
2. Explain the meaning of character
3. Identify trusted community workers that keep us safe
4. Determine where and how to access home, school, and community health professionals
(including dialing 911 in case of emergency)
K
1
5. Understand that conflict occurs between people and age appropriate ways to resolve them
1. Understand what needs, wants, and feelings are in health and safety related situations (i.e. assistance, fear,
nervousness)
2. Determine how parents, technology, culture, and the media influence their healthy decision-making.
3. Understand that character impacts the way one feels and thinks about oneself and others.
4. Understand that peers have different physical abilities.
1
1
1
Art
NJCCCS
(2.2.2.B.3)
(2.2.2.C.1)
(2.2.P.E.1)
(2.2.2.E.1,
2.1.P.D.3,
2.1.P.D.4)
(2.1.2.E.2)
(2.2.2.A.1,
2.1.2.E.1)
(2.2.2.B.3)
(2.2.2.C.1)
(2.2.2.C.2)
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1
5. Utilize proper decision-making leading to safe practices indoors and out (e.g. wear bike helmets, walk in the
classroom, follow school and bus rules.).
(2.1.P.D.1)
1
6. Differentiate among the characteristics of strangers, acquaintances, and trusted adults, and describe safe and
appropriate behaviors.
7. Determine possible causes of conflict between people and appropriate ways to prevent and resolve them.
(2.1.2.D.2)
2
1. Express age-appropriate needs, wants, and feelings in health and safety related situations (i.e. communication in
different scenarios).
(2.2.2.A.1,
2.1.2.E.1)
2
2. Explain why it is advantageous to think before acting, and how those decisions impact the health of you and others.
(2.2.2.B.1,
2.2.2.B.2,
2.2.2.B.4)
2
3. Explain how certain character traits (respect, responsibility, trustworthiness, honesty, kindness, compassion) impact
the way one feels, thinks and acts toward themselves and others.
(2.2.2.C.1)
2
4. Explain how character may be enhanced by participating in school service activities.
(2.2.2.C.1,
2.2.2.D.1)
2
5. Demonstrate appropriate behavior when interacting with people with disabilities.
(2.2.2.C.2)
2
6. Identify ways to keep one safe at home, in school and in the community to prevent injury.
(e.g. fire safety, poison safety, accident prevention, pedestrian, bicycle, and traffic safety, and rip current safety
http://www.nj.gov/education/aps/cccs/chpe/)
7. Differentiate among the characteristics of strangers, acquaintances, and trusted adults and describe safe and
appropriate behaviors/touches.
(2.1.2.D.1,
2.1.2.D.3)
8. Explain healthy ways of coping with common stressful situations experienced by children.
(2.1.2.E.3)
1
2
2
(2.1.2.E.2)
(2.1.2.D.2)
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Suggested Activities:









Role Play
Group Guided Practices
Individual Guided Practices
Partner Work
Worksheets
Arts & Crafts
Drawings
Discussions
Current Events
Suggested Assessment & Rubrics:
Grade K Community Health Skills Rubric
Student Learning Objectives
1. Determine how parents,
culture, and media influence
healthy decision-making
2. Explain the meaning of
character
3. Identify trusted community
workers that keep us safe
Developing/
Needs Improvement
Targeted/
Satisfactory
Continues to develop an
awareness of how parents,
culture, and media influence
healthy decision-making
Determines how parents, culture, Consistently demonstrates the
and media influence healthy
ability to determine how
decision-making
parents, culture, and media
influence healthy decisionmaking
Explains the meaning of
Consistently demonstrates the
character
ability to explain the meaning
of character
Identifies trusted community
Consistently demonstrates the
workers that keep us safe
ability to identify who the
trusted community workers are
that keep us safe
Continues to develop the ability
to explain the meaning of
character
Continues to develop the ability
to identify trusted community
workers that keep us safe
Exceeds Target/
Very Good
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4. Determine where and how to
access home, school, and
community health professionals
(including dialing 911 in case of
emergency)
Continues to develop the ability
to determine where and how to
access home, school, and
community health professionals
(including dialing 911 in case of
emergency)
Determines where and how to
access home, school, and
community health professionals
(including dialing 911 in
case of emergency)
5. Understand that conflict
Continues to develop the ability Understands that conflict occurs
occurs between people and age- to understand that conflict
between people and age
appropriate ways to resolve them occurs between people and age
appropriate ways to resolve them
appropriate ways to resolve them
Consistently demonstrates the
ability to determine where and
how to access home, school, and
community health professionals
(including dialing 911 in
case of emergency)
Consistently demonstrates the
ability to understand that
different types of conflict occur
between people and a variety of
age appropriate ways to resolve
them
SLO: 1
Goal: Students will determine how parents, culture, and media influence healthy decision-making.
Assessment Activity: Students will be shown different advertisements depicting decisions that lead to a healthier lifestyle. Teachers will read or
explain the advertisement and have students brainstorm different ways in which our parents or our community can impact the decisions we make
regarding our health. Students will then draw their own advertisement that promotes making healthier decisions. Examples could include
advertisements depicting exercise, nutrition, or health care. Students may then orally explain their advertisement to the teacher and class.
SLO: 2
Goal: Students will explain the meaning of character.
Assessment Activity: Teacher will review the attributes that make up the meaning of character. Terms like responsibility, caring, honesty, and
truthfulness should be used. Students will be instructed to draw a picture of someone who they believe embodies these terms and is a person of
good character. Students will then be asked to explain how this person fits the description or meaning of good character.
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SLO: 3, 4
Goal: Students will identify trusted community workers and be able to determine how to access home, school, and community health
professionals.
Assessment Activity: Students will be asked to create a collage of trusted adults in the community. Examples could be police officers, firefighters,
crossing guards, teachers, administrators, clergy, etc. Students will then be asked to orally describe how they might contact these trusted
community members.
SLO: 5
Goal: Students will understand that conflicts may occur between people and age appropriate ways to resolve them.
Assessment Activity: Teacher will review the fact that a conflict is when two people have a disagreement over something. Students will be asked
to explain a time when they have had a disagreement with a classmate, a friend, or a sibling. Students will be prompted to brainstorm how they
resolved the conflict. Answers should range from sharing a toy, to giving someone a chance to use the computer, to apologizing to someone.
Students will then draw a depiction or role play with a class mate a time when they had a conflict and describe how it was resolved.
Grade 1 Community Health Skills Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Continues to develop an
understanding of what needs,
wants, and feelings occur in
health and safety related
situations (e.g. assistance, fear,
nervousness)
Demonstrates an understanding
of what needs, wants, and
feelings occur in health and
safety related situations
(e.g. assistance, fear,
nervousness)
Consistently demonstrates an
understanding of what needs,
wants, and feelings occur in
health and safety related
situations (e.g. assistance, fear,
nervousness)
Student Learning Objectives
1. Understand what needs,
wants, and feelings occur in
health and safety related
situations (e.g. assistance, fear,
nervousness)
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2. Determine how parents,
technology, culture, and the
media influence decisionmaking
Displays little or no ability to
determine how parents,
technology, culture, and the
media influence decisionmaking
Determines how parents,
technology, culture, and the
media influence decisionmaking
Consistently demonstrates an
ability to determine how parents,
technology, culture, and the
media influence decisionmaking in a variety of ways
3. Understand that character
impacts the way one feels and
thinks about oneself and others
Displays little or no ability to
understand that character
impacts the way one feels and
thinks about oneself and others
Demonstrates an understanding
that character impacts the way
one feels and thinks about
oneself and others
Consistently demonstrates an
understanding that character
impacts the way one feels and
thinks about oneself and others
in a variety of ways
4. Understand that peers have
different physical abilities
Displays little or no ability to
understand that peers have
different physical abilities
Understands that peers have
different physical abilities
Consistently demonstrates the
ability to understand that peers
have different physical abilities
5. Utilize proper decisionmaking leading to using safe
practices indoors and out
Displays little or no ability to
utilize proper decision-making
leading to safe practices indoors
and out (e.g. wear bike helmets,
walk in the classroom, follow
school and bus rules)
Utilizes proper decision-making
leading to safe practices indoors
and out (e.g. wear bike helmets,
walk in the classroom, follow
school and bus rules)
Consistently demonstrates the
ability to utilize proper decisionmaking leading to safe practices
indoors and out (e.g. wear bike
helmets, walk in the classroom,
follow school and bus rules)
6. Differentiate among
characteristics of strangers,
acquaintances, and trusted
adults, and describe safe and
appropriate behaviors
Displays little or no ability to
differentiate among
characteristics of strangers,
acquaintances, and trusted
adults, and describe safe and
appropriate behaviors
Displays the ability to
differentiate among
characteristics of strangers,
acquaintances, and trusted
adults, and describe safe and
appropriate behaviors
Consistently demonstrates the
ability to differentiate among
characteristics of strangers,
acquaintances, and trusted
adults, and describe safe and
appropriate behaviors
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7. Determine the possible causes
of conflict between people, and
appropriate ways to prevent and
resolve them
Displays little or no ability to
determine the possible causes of
conflict between people, and
appropriate ways to prevent and
resolve them
Displays the ability to determine
the possible causes of conflict
between people, and appropriate
ways to prevent and resolve
them
Consistently demonstrates the
ability to determine the
possible causes of conflict
between people, and appropriate
ways to prevent and resolve
them
SLO: 1
Goal: Students will demonstrate an understanding of needs, wants, and feelings in health and safety related situations.
Assessment Activity: Teacher will brainstorm with students to determine the types of needs, wants, and feelings people may have in health and
safety related situations. Students should brainstorm needs, wants, and feelings such as hunger, thirst, safety, nervousness, excitement, and stress.
Students will then be directed to list situations when these needs, wants, or feeling might arise. Students will be given health or safety related
situations and they will match each situation with the needs, wants, or feelings that were brainstormed. Examples could include:
Thunderstorm – nervous or scared; power outage – cold, hungry etc. Teachers should be ascertaining students’ knowledge by matching the
situation to the appropriate needs, wants or feelings.
SLO: 2
Goal: Students will determine how parents, technology, culture, and the media influence decision-making.
Assessment Activity: Students will be given materials to create an advertisement by making a collage. The collage will contain pictures
(technology, pop culture) that will attempt to entice people into making a decision to choose a healthier lifestyle. Collages should contain
pictures/items of technological advances (e.g. GPS watches, Wii, computer programs) and/or adults and children using these devices to improve
their health and wellness. Students should give written or oral explanations of their advertisement collage.
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SLO: 3
Goal: Students will demonstrate an understanding of how character impacts the way one feels and thinks about oneself and others.
Assessment Activity: Teacher will ask the class to group in pairs. Each pair will brainstorm words that describe people who have good character.
Students will create two bookmarks. The first will contain three words that each student feels best describes their character. The second will
contain words or phrases about how someone with good character feels. Examples could contain phrases such as: an honest friend makes me feel
safe or a caring friend makes me feel happy. Student’s bookmarks should express the understanding that words that describe good character on the
first bookmark will affect the way people feel or the words and phrases on the second bookmark.
SLO: 4
Goal: Students will understand that peers have different physical abilities.
Assessment Activity: Each student will be asked to draw a self-portrait. Students will be instructed to color in their hair color, hair type, and the
color of their eyes. They then will be asked to write on their picture two physical activities they think they are good at doing. Examples could be
the ability to ride a bike, run fast, hit a tennis ball, color, paint, draw, or ride a skateboard. After each student has completed their portrait, students
will exchange papers with another student and review that student’s picture and abilities. To complete the assessment, students will write the name
of the student they exchanged with and their abilities next to their own. Students should compare self-portraits to secure the understanding that
different people have different abilities.
SLO: 5
Goal: Students will utilize proper decisions that will lead to safe behaviors indoors and outside.
Assessment Activity: Students will be asked to list decisions that they make in regards to their own safety either inside or outside. Examples could
include riding a bike, crossing the street, running in the halls, playground safety, and home or classroom safety. After each student has their list of
decisions they should match each item with a safe decision.
Appropriate Examples:
Bike Riding – Always wearing a helmet and in a safe place;
Safety in the school building – Walking in hallways, staying in line;
Safety at home – Not answering the door for strangers, and fire prevention strategies.
Teachers should review lists for age appropriate situations and safety behaviors.
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SLO: 6
Goal: Students will display the ability to differentiate among characteristics of strangers, acquaintances, and trusted adults, and describe safe and
appropriate behaviors.
Assessment Activity: The class will review as a group what the terms stranger, acquaintance and trusted adults mean. For ‘stranger’, students
should understand that it is someone they have never met before. An ‘acquaintance’ would be someone they have met but not someone who is a
friend or close to their family. A ‘trusted adult’ would be a person who is close to our family or a trusted community member like a police officer
or firefighter. Students will then be asked to draw a picture of one of their trusted adults and write a description of why they can be trusted and are
not a stranger or an acquaintance. Students will then list three safe behaviors when dealing with a stranger or an acquaintance. Students should
highlight: not talking or leaving with a stranger; always checking with a trusted adult before going anywhere with another adult; and having a safe
place to go if they need help.
SLO: 7
Goal: Students will determine the possible causes of conflict between two people, and identify the appropriate ways to prevent and resolve them.
Assessment Activity: The class as a group will discuss and brainstorm strategies to handle disagreements or conflicts. The teacher will write the
strategies on the board after they have been suggested and discussed. Appropriate strategies like being polite, listening to the other person, staying
calm, asking an adult to help, walking away, or apologizing if you are wrong can be written on the board. Students will be directed to create a 3page flip book identifying a conflict and a resolution. Students will draw a picture depicting the conflict and explain the solution in a brief
description. For example, a student may draw a picture of two students having a disagreement over a ball during recess. The student could explain
that the resolution to the disagreement would be to walk away from the conflict. Teachers will look for students to be able to identify a conflict
and then describe an appropriate resolution.
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Grade 2 Community Health Skills Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Express age appropriate
needs, wants, and feelings in
health and safety related
situations (e.g. communication
in different scenarios)
Displays little or no ability to
express age appropriate needs,
wants, and feelings in health and
safety related situations
(e.g. communication in different
scenarios)
Displays the ability to express
age appropriate needs, wants,
and feelings in health and safety
related situations
(e.g. communication in different
scenarios)
Consistently demonstrates the
ability to express a variety of
age-appropriate needs, wants,
and feelings in health and safety
related situations
(e.g. communication in different
scenarios)
2. Explain why it is
advantageous to think before
acting and how those decisions
impact the health of you and
others
Displays little or no ability to
explain why it is advantageous
to think before acting and
how those decisions impact the
health of you and others
Displays the ability to explain
why it is advantageous to think
before acting and how those
decisions impact the health of
you and others
Consistently demonstrates the
ability to explain why it is
advantageous to think before
acting and how those decisions
impact the health of you and
others
3. Explain how certain character
traits impact the way one feels,
thinks, and acts toward
themselves and others
Displays little or no ability to
explain how certain character
traits (respect, responsibility,
trustworthiness, honesty,
kindness, compassion) impact
the way one feels, thinks, and
acts toward themselves and
others
Demonstrates the ability to
explain how certain character
traits (respect, responsibility,
trustworthiness, honesty,
kindness, compassion) impact
the way one feels, thinks, and
acts toward themselves and
others
Consistently demonstrates the
ability to explain how various
character traits (respect,
responsibility, trustworthiness,
honesty, kindness, compassion)
impact the way one feels, thinks,
and acts toward themselves and
others
Student Learning Objectives
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4. Explain how character may be
enhanced by participating in
school service activities
Displays little or no ability to
explain how character may be
enhanced by participating in
school service activities
Demonstrates the ability to
explain how character may be
enhanced by participating in
school service activities
Consistently demonstrates the
ability to explain how
character may be enhanced in a
variety of ways by participating
in school service activities
5. Demonstrate appropriate
behavior when interacting with
people having disabilities
Continues to develop the ability
to demonstrate appropriate
behavior when interacting with
people having disabilities
Demonstrates appropriate
behavior when interacting with
people having disabilities
Consistently demonstrates
various appropriate behaviors
when interacting with people
having different disabilities
6. Identify ways to keep oneself
safe at home, school, and in the
community to prevent injury
Continues to develop the ability
to identify ways to keep oneself
safe at home, school, and in the
community to prevent injury
(e.g. fire safety, poison safety,
accident prevention, pedestrian,
bicycle, and traffic safety, and
rip current safety
http://www.nj.gov/education/
aps/cccs/chpe/)
Displays the ability to identify
ways to keep oneself safe at
home, school, and in the
community to prevent injury
(e.g. fire safety, poison safety,
accident prevention, pedestrian,
bicycle, and traffic safety, and
rip current safety
http://www.nj.gov/education/
aps/cccs/chpe/)
Consistently demonstrates the
ability to identify a variety of
ways to keep oneself safe at
home, school, and in the
community to prevent injury
(e.g. fire safety, poison safety,
accident prevention, pedestrian,
bicycle, and traffic safety, and
rip current safety
http://www.nj.gov/education/
aps/cccs/chpe/)
7. Differentiate among the
characteristics of strangers,
acquaintances, and trusted
adults, and describe safe and
appropriate behaviors/touches
Continues to develop the ability
to differentiate among the
characteristics of strangers,
acquaintances, and trusted
adults, and describe safe and
appropriate behaviors/touches
Displays the ability to
differentiate among the
characteristics of strangers,
acquaintances, and trusted
adults, and describe safe and
appropriate behaviors/touches
Consistently displays the ability
to differentiate among the
various characteristics of
strangers, acquaintances, and
trusted adults, and describe safe
and appropriate
behaviors/touches
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8. Explain healthy ways of
coping with common stressful
situations experienced by
children
Continues to develop the ability
to explain healthy ways of
coping with common stressful
situations experienced by
children
Displays the ability to explain
healthy ways of coping with
common stressful situations
experienced by children
Consistently displays the ability
to explain the variety of healthy
ways of coping with common
stressful situations experienced
by children
SLO: 1, 2
Goal: Students will express and identify age appropriate needs, wants, and feelings and strategies to remain safe in home or community health and
safety situations.
Assessment Activity: Teacher will provide the class with a health and safety related scenario. The scenario should contain opportunities for each
student to express their ability to communicate effectively in health and safety situations.
Scenario: Teacher describes a situation in which a family gets into the car together for a trip. Three children get into the back of the car while the
two parents get into the front. Two of the children sitting in booster seats buckle themselves in properly. The third child who does not have a
booster seat does not buckle their seat belt. One of the two parents in the front of the car also buckles their seat belt. As the trip progresses, the
parent who is driving the car alternates between talking on their cell phone and texting while also traveling well above the speed limit. After the
scenario is given, the teacher may hold a brief discussion answering any questions regarding the scenario. Students will then be asked to answer
the following open ended questions:
1. Identify the different safety concerns (unbuckled passengers, cell phone use) that were presented in the scenario.
2. Explain the solutions to these concerns that could keep everyone in the car safer and prevent injury.
3. If you were in the car, explain how in an age appropriate manner you would communicate your feelings that several health and safety rules or
laws weren’t being followed.
4. Teachers may develop several scenarios depicting different types of health and safety related situations (water, fire, or pedestrian safety) or pick
a current article or news story to illustrate the health and safety needs, wants, and feelings of community members.
SLO: 3
Goal: Students will demonstrate why it is important to think before acting, and how one person’s decisions can impact the health of others.
Assessment Activity: Students will be asked to decide “What Would You Do?” when they are presented with different health and safety related
decisions. The teacher will guide the activity by asking students what they would do if faced with the following situations:
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1. What would you do if a friend asked you to go for a bike ride?
2. What would you do if you came upon a frozen lake or river on your way home from school?
3. What would you do if you walked up to a railroad crossing and the gates were down?
4. What would you do if a friend asked you to go swimming with no lifeguards or adults around?
5. What would you do if a friends’ older sibling tried to give you a pill from a bottle?
After the students supply decisions for these questions they will be asked to expand on their answers regarding how a bad decision in any of these
situations affects others. For example, the potential effects on their family, friends, first responders etc. should be considered when making healthrelated decisions.
SLO: 4
Goal: Students will demonstrate how certain character traits impact the way one feels and acts toward themselves and others.
Assessment Activity: Students will create a short story, illustrated and described in a picture book. Students will be asked to describe either a
person of good character or a person lacking good character traits. The story should describe situations that illustrate how these characters feel
about themselves and how their actions make others feel.
SLO 5:
Students will demonstrate how character traits may be enhanced by participating in school service activities.
Assessment Activity: Teacher will review service learning activities with the class. Students will then be broken up into groups to create an age
appropriate service learning activity. The group will need to create a poster with a visual as well as a brief explanation of the service activity. The
groups will also need to briefly describe on the poster how becoming a part of this service learning activity may enhance their character traits in a
positive way. For example, traits like responsibility, caring, loyalty, and honesty can be enhanced through different service learning activities.
Posters should be assessed for the service learning content as well as proper recognition of the character traits that were enhanced during the
service leaning activity.
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SLO: 6
Goal: Students will demonstrate proper behaviors when interacting with people having disabilities.
Assessment Activity: Teacher will read the book “Don’t Call me Special: A First Look at Disabilities” by Pat Thomas. Discuss how all people are
both different and the same. Some have brown hair, some have blonde, some are short, some are tall, some people are better at spelling, and others
better at math. Expand on how all people have different strengths and weaknesses, and that people with disabilities should be treated like everyone
else. Students will then answer the following open-ended questions regarding appropriate behavior toward people having disabilities:
1. In what ways are all people different?
2. In what ways are all people the same?
3. How should we treat people regardless of any differences (physical, social, etc.)?
SLO: 7
Goal: Students will demonstrate the ability to differentiate characteristics of strangers, acquaintances, and trusted adults, and describe safe and
appropriate behaviors/touches.
Assessment Activity: Students will be asked to differentiate characteristics of strangers, acquaintances, and trusted adults by answering three
opened-ended questions. Through these questions students will be asked to describe the characteristics of each:
1. A stranger is…?
2. An acquaintance is…?
3. A trusted adult is …?
Students will then describe what types of touches are safe and appropriate with these three categories of people. For example, no type of physical
contact may be safe or appropriate with a stranger. A handshake or a high five might be safe or appropriate with an acquaintance. A hug or an
embrace may be appropriate with a trusted adult. Students may list or describe these touches after their description of each category of person
from the first three open-ended questions.
SLO: 8
Goal: Students will describe healthy ways to cope with common stressful situations from their own lives.
Assessment Activity: Students will be asked to list things that cause them stress. Situations such as: forgetting their homework; having an
argument with a friend; or a sick family member can cause stress. Students will then be asked to describe how they think they could help reduce
the stress of these situations. Examples of solutions could be: honest with the teacher about their homework; seeking someone who could mediate
their conflict with their friend; or talking to their teacher or another trusted adult about their feelings regarding the sick family member. Teachers
will assess students’ lists for age appropriate stressors as well as the solutions listed to deal with the situations.
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Suggested Technology & Other Resources:













DVD
Multi-media Videos
Interactive Board
APPS
I-Pads/Tablets
Web Quest
Power Points
CD Player
Guest Speakers/Assemblies
Educational Posters, Magazines, Pamphlets, & Models
First Aid Kits
Textbook, Workbooks, & Educational Kits
Board Games
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Content Area: Health
Grade: 3-5
Section #: 4
Section Name: Community
Health Skills
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The Comprehensive Health Education Sections for grades K-2 are comprised of a set of four Sections that cohesively tier instruction from one
grade level to the next. The major ideas and themes displayed in the Sections are comprised of different standards which support and set the stage
for Comprehensive Health Sections. The Health Sections are “Wellness”, “Alcohol, Tobacco, and other Drugs”, “Family Life”, and “Community
Health Skills.” These Sections will cover various topics involving character development, decision-making skills, relationships, physical and
emotional wellness, disease prevention, and personal growth and development.
Primary Interdisciplinary Connections
Language Arts
Social Studies
Technology
Science
Math
Music
Art
Grade
Student Learning Objectives
3
1. Identify criteria with which you should analyze situations to determine when a health-related decision should be made
independently or with the help of others.
(2.2.4.B.1,
2.2.4.B.2)
NJCCCS
3
2. Identify effective interpersonal communication skills (verbal/nonverbal) in health and safety situations.
(2.2.4.A.1)
3
3. Determine how an individual’s character develops over time and impacts personal health (physical, mental, emotional,
social).
(2.2.4.C.1)
3
4. Identify specific health services in school and community and explain how these services assist people in addressing
health emergencies and needs.
(2.2.4.E.1)
3
3
5. Identify different forms of abuse (e.g. physical, emotional, verbal, sexual) and the proper means of getting help.
6. Determine safe and unsafe behaviors in different settings and situations (home, school, automobile, fire safety, poison
safety, traffic safety and rip current safety; http://www.nj.gov/education/aps/cccs/chpe/) and strategies to reduce the
risk of injury.
(2.1.4.D.2)
(2.1.4.D.1,
2.1.4.D.3)
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3
7. Identify ways to cope with rejection, loss, and separation.
(2.1.4.E.3)
4
1. Demonstrate effective decision-making strategies to identify and resolve potential situations of bullying,
discrimination, violence, gang violence, and harassment.
2. Demonstrate effective interpersonal communications skills in response to disagreements or conflicts with others.
3. Explain personal character traits that promote wellness, and their importance in the local and world community.
(2.2.4.B.1,
2.1.4.E.2)
(2.2.4.A.2)
(2.2.4.C.1)
4
4. Identify the impact that participating in different types of service projects may have on community wellness
(environmental, social).
(2.2.4.D.1)
4
4
5. Describe when and how to seek the proper help when oneself or others are experiencing a health emergency.
(2.2.4.E.2)
6. Identify potential emergency situations, and explain and demonstrate simple first aid procedures for choking, bleeding, (2.2.4.E.1,
burns, and poisoning.
2.1.4.D.4)
4
5
7. Identify what causes stress, and describe strategies to deal with stressful situations.
1. Demonstrate how the use of verbal and nonverbal interpersonal communication (conversation, physical gestures) may
impact the health of oneself or others with whom we come into contact. ( i.e. being able to communicate the need for
help in different situations).
2. Determine how preconceived attitudes and assumptions impact personal and family decisions and behaviors.
4
4
5
5
3. Analyze one’s values and community needs, and determine the potential impact on self and others of participating in
community and service projects.
5
4. Summarize the common causes of intentional and unintentional injuries, and develop strategies to reduce or prevent
the risk of injury at home, in school, and in the community.
5. Analyze how one’s personal assets (confidence, compassion, intelligence) support healthy social and emotional
development.
5
(2.1.4.E.4)
(2.2.6.A.1)
(2.2.6.C.1,
2.1.4.E.1)
(2.2.6.D.1)
(2.1.6.D.1,
2.2.6.D.1)
(2.1.6.E.1 )
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Suggested Activities:









Role Play
Group Guided Practices
Individual Guided Practices
Partner Work
Worksheets
Arts & Crafts
Drawings
Discussions
Current Events
Suggested Assessment & Rubrics:
Grade 3 Community Health Skills Rubric
Student Learning
Objectives
1. Identify criteria
on which you
should analyze
situations to
determine when a
health-related
decision should be
made
independently or
with the help of
others
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no ability to identify
criteria on which you should analyze
situations to determine when a healthrelated decision should be made
independently or with the help of others
Demonstrates the ability to identify criteria
on which you should analyze situations to
determine when a health-related decision
should be made independently or with the
help of others
Consistently
demonstrates the ability
to identify various
criteria on which you
should analyze situations
to determine when a
health-related decision
should be made
independently or with the
help of others
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2. Identify
effective
interpersonal
communication
skills (verbal/nonverbal) in health
and safety
situations
3. Determine how
an individual’s
character develops
over time and
impacts personal
health (physical,
mental, social)
4. Identify specific
health services in
school and
community, and
explain how these
services assist
people in
addressing health
emergencies and
needs
5. Identify
different forms of
abuse (physical,
emotional, verbal,
sexual), and the
proper means of
getting help
Displays little or no ability to identify
effective interpersonal communication
skills (verbal/non-verbal) in health and
safety situations
Displays the ability to identify effective
interpersonal communication skills
(verbal/non-verbal) in health and safety
situations
Displays the ability to
identify and comprehend
effective interpersonal
communication skills
(verbal/non-verbal) in
health and safety
situations
Displays little or no ability to determine
how an individual’s character develops
over time and impacts personal health
(physical, mental, social)
Displays the ability to determine how an
individual’s character develops over time
and impacts personal health (physical,
mental, social)
Displays little or no ability to identify
specific health services in school and
community and explain how these services
assist people in addressing health
emergencies and needs
Displays the ability to identify specific
health services in school and community
and explain how these services assist
people in addressing health emergencies
and needs
Displays the ability to
determine and
comprehend how an
individual’s character
develops over time and
impacts personal health
(physical, mental, social)
Displays the ability to
identify and comprehend
specific health services in
school and community,
and can explain how
these services assist
people in addressing
health emergencies and
needs
Displays little or no ability to identify
different forms of abuse (physical,
emotional, verbal, sexual), and the proper
means of getting help
Displays the ability to identify different
forms of abuse (physical, emotional,
verbal, sexual), and the proper means of
getting help
Displays the ability to
identify and comprehend
different forms of abuse
(physical, emotional,
verbal, sexual), and the
proper means of getting
help
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6. Determine safe
and unsafe
behaviors in
different settings
and situations and
strategies to reduce
injuries
Displays little or no ability to determine
safe and unsafe behaviors in different
settings and situations (home, school,
automobile, fire safety, poison safety,
traffic safety and rip-current safety) and
strategies to reduce injuries
http://www.nj.gov/education/aps/cccs/chpe/
Displays the ability to determine safe and
unsafe behaviors in different settings and
situations (home, school, automobile, fire
safety, poison safety, traffic safety and ripcurrent safety) and strategies to reduce
injuries
http://www.nj.gov/education/aps/cccs/chpe/
Displays the ability to
determine various safe
and unsafe behaviors in
different settings and
situations (home, school,
automobile, fire safety,
poison safety, traffic
safety and rip-current
safety) and strategies to
reduce injuries
http://www.nj.gov/educ
ation/aps/cccs/chpe/
7. Identify ways to
cope with
rejection, loss, and
separation
Displays little or no ability to identify ways
to cope with rejection, loss, and separation
Displays the ability to identify ways to
cope with rejection, loss, and separation
Displays the ability to
identify various ways to
cope with rejection, loss,
and separation
SLO: 1
Goal: Students will identify criteria by which they should analyze situations to determine when a health-related decision should be made
independently or with the help of others.
Assessment Activity: Students will be asked to create their own checklist that could be used to analyze health-related decisions, either
independently or with others. Students will need to describe different situations and how the criteria would assist them in making health-related
decisions. These situations may range from a skinned knee from falling off a bicycle to assisting a friend who has hit their head and could possibly
be unconscious. Students should demonstrate an understanding of proper decision-making through their checklist.
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SLO: 2
Goal: Students will identify effective interpersonal communication skills (verbal/nonverbal) in health and safety related situations.
Assessment Activity: Students will be given three health and safety scenarios by the teacher. The first scenario would deal with finding a fire in
their home. The second would deal with being caught in a rip-current while swimming in the ocean while life guards are on duty. The third would
be how they would communicate they were choking while eating dinner in a restaurant. After the three scenarios are presented to the class they
will be asked to answer the following reflection questions:
Reflection
1. Explain how you would communicate to others that there was a fire in your house. What would be the first thing you would do?
2. How would you alert a life guard that you were caught in a rip-current or struggling to get back to the beach?
3. Identify different ways you could alert someone that you were choking while eating dinner.
SLO: 3
Goal: Students will determine how an individual’s character develops over time and impacts personal health (physical, mental, social).
Assessment Activity: Students will be asked to compare several situations that deal with personal character. The teacher may verbally give the
scenario or use pictures or other prompts. Students will compare how they would have reacted to the situation prior to being in third grade versus
how they would react and handle the situation as a third grade student. Situations that deal with honesty, cooperativeness, respect, responsibility,
compassion, confidence, etc. will be presented to the students. As the teacher is going through the situations, students will be asked to complete a
chart to explain how they would have reacted before third grade versus now.
SLO: 4
Goal: Students will identify specific health services in school and in the community and explain how these services assist people in addressing
health emergencies and needs.
Assessment Activity: The teacher will place the names of four or five groups of school or community health services on the walls of the
classroom. For example school nurse, student assistance coordinator, doctor, paramedics/first aid providers, or social workers. The teacher will
break the class up into groups of four to five students and assign them a role as one of the community health service groups. Each group will be
given time to brainstorm and create a list of how their assigned health service group assists people with health emergencies and needs. Each
student should play a role in creating and then presenting their list to the rest of the class.
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SLO: 5
Goal: Students will identify different forms of abuse (physical, emotional, verbal, sexual) and the proper means of getting help.
Assessment Activity: After the Section is completed on different forms of abuse, the class will be instructed to complete the following activity.
Students will complete the following sentences and then draw and label a picture of a person who may help them with different types of abuse.
Students should identify school personnel, police officers, trusted adults, doctors etc.
1. If I was being hit by someone I live with I could go to ______________ to get help.
2. A person I am supposed to trust keeps touching me in my private areas. I can go get help from __________________?
3. A person whom I love very much is being very mean to me and calling me bad names all the time. I can go to ________________ to find help?
SLO: 6
Goal: Students will determine safe and unsafe behaviors in different settings and situations (home, school, automobile, fire safety, poison safety,
water/rip-current safety), and strategies to reduce injuries.
Assessment Activity: Students will create a Safety Booklet. The booklet will contain an unsafe behavior and then the safe behavior on each page.
Students may complete the booklet by drawing the behaviors or using magazines or newspapers to cut out and paste the behaviors. Students will
also give two strategies to stay safe on each safe behavior page.
SLO: 7
Goal: Students will identify ways to cope with rejection, loss, and separation.
Assessment Activity: At the completion of the Section or lessons regarding rejection, loss, and separation, each student will be asked to think of a
situation where one of these things might have happened to them. The situation could be a best friend moved away, a grandparent passed away, or
a friend rejected them. After they have thought about the situation the students will be asked to list three ways they coped with their situation
regarding rejection, loss, or separation.
How I coped.
1.
2.
3.
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Grade 4 Community Health Skills Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Demonstrate effective
decision-making strategies to
identify and resolve potential
situations of bullying,
discrimination, violence, gang
violence, and harassment
Displays little or no ability to
demonstrate effective decisionmaking strategies to identify and
resolve potential situations of
bullying, discrimination,
violence, gang violence, and
harassment
Demonstrates effective decisionmaking strategies to identify and
resolve potential situations of
bullying, discrimination,
violence, gang violence, and
harassment
Demonstrates a comprehensive
understanding of effective
decision-making strategies to
identify and resolve potential
situations of bullying,
discrimination, violence, gang
violence, and harassment
2. Demonstrate effective
interpersonal communication
skills in response to
disagreements or conflicts with
others
Displays little or no ability to
demonstrate effective
interpersonal communication
skills in response to
disagreements or conflicts with
others
Demonstrates effective
interpersonal communication
skills in response to
disagreements or conflicts with
others
Demonstrates comprehensive
understanding of effective
interpersonal communication
skills in response to
disagreements or conflicts with
others
Displays the ability to explain
personal character traits that
promote wellness and their
importance in the local and
world community
Displays the ability to identify
the impact that participating in
different types of service
projects may have on
community wellness
(environmental, social)
Consistently displays the ability
to explain various personal
character traits that promote
wellness and their importance in
the local and world community
Displays the ability to identify
the various impacts that
participating in different types of
service projects may have on
community wellness
(environmental, social)
Student Learning Objectives
3. Explain personal character
traits that promote wellness and
their importance in the local and
world community
Displays little or no ability to
explain personal character traits
that promote wellness and their
importance in the local and
world community
4. Identify the impact that
Displays little or no ability to
participating in different types of participate in different types of
service projects may have on
service projects that may have
community wellness
an effect on community wellness
(environmental, social)
(environmental, social)
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5. Describe when and how to
seek the proper help when
oneself or others are
experiencing a health emergency
6. Identify potential emergency
situations, and explain and
demonstrate simple first aid
procedures for choking,
bleeding, burns, and poisoning
7. Identify what causes stress
and describe strategies to deal
with stressful situations
Displays little or no ability to
describe when and how to seek
the proper help when oneself or
others are experiencing a health
emergency
Displays little or no ability to
identify potential emergency
situations or explain or
demonstrate simple first aid
procedures for choking,
bleeding, burns, and poisoning
Displays the ability to describe
when and how to seek the proper
help when oneself or others are
experiencing a health emergency
Displays the ability to identify
potential emergency situations
and explain and demonstrate
simple first aid procedures for
choking, bleeding, burns, and
poisoning
Consistently displays the ability
to describe when and how to
seek the proper help when
oneself or others are
experiencing a health emergency
Displays the ability to identify
various potential emergency
situations and explain and
demonstrate simple first aid
procedures for choking,
bleeding, burns, and poisoning
Displays little or no ability to
identify what causes stress or
describe strategies to deal with
stressful situations
Displays the ability to identify
what causes stress and describe
strategies to deal with stressful
situations
Displays the ability to identify
the various causes of stress and
describe several strategies to
deal with stressful situations
SLO: 1
Goal: Students will demonstrate effective decision-making strategies to identify and resolve potential situations of bullying, discrimination,
violence, gang violence, and harassment.
Assessment Activity: Review * Definition of effective decision-making: Decision-making can be defined as the process of making choices among
possible alternatives. The skills considered important to effective decision-making are based on a normative model of decision-making, which
prescribes how decisions should be made.
These skills include: 1) identifying the decision; 2) exploring the alternatives; 3) assessing the likelihood of each consequence; and 4) making a
decision.
* What are the “situations” named within the SLO?
1. Have students work in five equal groups (each one representing the 5 “situations” within the SLO):
a) Bullying
b) Discrimination
c) Violence
d) Gang violence
e) Harassment
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2. Using the definition of decision-making in the REVIEW section, have each student propose a scenario describing a situation that might lead to
a conflict. Have the group decide on one of the suggestions.
3. Students will contribute to the writing of a role play for a presentation to the class that resolves the problem. The role play should include nonviolent and appropriate strategies to manage/resolve the conflict, and consequences of the described behavior.
4. Allow each group to present their role plays to the class. WRAP UP: Have the class discuss each scenario after they are presented to see if
there could have been an alternative solution. What are the positive outcomes of using “conflict resolution?”
Resource: www.kidshealth.org
SLO: 2
Goal: Students will demonstrate effective interpersonal communication skills in response to disagreements or conflicts with others.
Assessment Activity:
1. Using paper/pencil to create a list, have small groups brainstorm situations that could make them angry.
2. Think about what your responses HAVE been in these type situations.
3. Individuals will now choose a situation from the list and using the skills of conflict resolution write about the alternative ways to deal with
anger in a healthier way.
Resource: http://classroom.kidshealth.org/3to5/personal/growing/conflict_resolution.pdf
SLO: 3
Goal: Students will display the ability to explain personal character traits that promote wellness and their importance in the local and world
community.
Assessment Activity:
1. After students have an understanding of each of these traits have them choose two and write an essay about the possible ways individuals who
possess them might have an important effect on the local community.
2. As part of this essay, have the students surmise how these traits might also affect the global community.
WRAP UP: Initiate a discussion on “what our community might be like if people did NOT possess these positive character traits”. How about the
global community? Can you name a global situation where some of these character traits might change a particular community/society of people?
SLO: 4
Goal: Students will display the ability to identify the impact that participating in different types of service projects may have on community
wellness (environmental, social).
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Assessment Activity:
1. Have the class construct a list on the board of what existing issues might be addressed within OUR community that would benefit its’
“wellness”.
2. Have students work in small groups (3-4). Have them develop a project to address one of the issues on the list that our community faces. Name
the project so that it attracts volunteers or name a specific group that might be able to participate, if any materials/resources are needed, a time
frame for completion, and what overall impact this project will have on our community wellness.
WRAP UP: Discuss the value of each project on community wellness. Have the class decide which ones may be written and submitted to the
school administrator for possible consideration as service learning projects for local high school students:
* Community Service: TOP 10 Reasons for Volunteering https://students.ucsd.edu/student-life/involvement/community/reasons.html
* Have students discuss different service projects that may have been done within the community by individuals/groups. (i.e. shoreline clean-up).
* What impact or result did these projects have on our community as a whole?
SLO: 5
Goal: Students will display the ability to describe when and how to seek the proper help when they or others are experiencing a health emergency.
Assessment Activity:
REVIEW: * Know how to recognize a health emergency. * What steps to take in handling an emergency (911 and proper way to give important
information; is the local system “enhanced 911?”). * Understand the difference between non-threatening and life-threatening emergencies. Show
ability to name examples. * When to see your primary physician, seek urgent care, or seek care in an emergency room.
1. Prepare a card naming possible health situations for each student in the class (See resource above for ideas). Fold and place in a large box.
2. Have each student draw one card from the box and return to seats to begin writing a short set of directions for seeking the correct assistance in
handling this health emergency.
3. Tell students that some of them have life-threatening emergencies and some have non-threatening emergencies. Have students move about the
room communicating the information on their cards. Goal of this part of the activity is to move into the correct group. Allow the students 5
minutes for this. WRAP UP: What are the characteristics of a life-threatening emergency? How can certain emergencies be prevented? Give an
example of an emergency health situation that one CANNOT have been prevented.
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SLO: 6
Goal: Students will display the ability to identify potential emergency situations and explain and demonstrate simple first aid procedures for
choking, bleeding, burns, and poisoning.
Assessment Activity:
1. To divide the class into four equal groups, make equal numbers of cards with the following:
A) LARGE “X’s” (choking symbol…arms crossed, clutching neck).
B) LARGE RED “droplet” (symbol for bleeding).
C) FLAME (symbol for burns).
D) SKULL and CROSSED BONES (symbol for poisoning).
2. Mix up the cards and hand one to each student in the class. Have the students hold the cards on their foreheads, symbol facing outward, so that
it may be seen by others. With NO verbal communication, students must group themselves according to symbols.
3. Once grouped, have the students create a scenario with resolution for their emergency first aid situation including the following information:
• How to recognize the potential emergency.
• Explain and demonstrate how to properly handle the situation according to simple medical procedures.
• How to determine the need for more highly trained medical personnel or not.
• How and from where to summon such medical personnel.
• How could this first aid emergency have been prevented?
4. Have each group demonstrate and explain their scenarios giving everyone in the group an active role.
WRAP UP: Have a class discussion asking students why it is important for individuals to be trained in simple first aid procedures (first aid for
choking, bleeding, burns, and poisoning). What are the benefits of learning these first aid procedures? Are there reasons why someone should
NOT attempt to use these first aid procedures?
SLO: 7
Goal: Students will display the ability to identify what causes stress and describe strategies to deal with stressful situations.
Assessment Activity:
1. Have students work individually on this activity. Give paper and pencil and ask them to identify one stressor for each: at home, with friends, in
school/community, and in environment.
2. Have students identify the causes for each stressor and a personal strategy to relieve the stress. Could any of your stressors have had a positive
effect on you?
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3. Determine if the stress relief is physical or mental in type.
4. Ask for volunteers to share one of the stressors they identified. What were the causes? Could it have been prevented? Was the stress negative or
with control; could it have had a positive affect?
WRAP UP: Have the class make a list of ONLY positive stressors. How are any of these going to contribute to making me a better/stronger
person of character?
Grade 5 Community Health Skills Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Determine effective decisionmaking strategies that would
assist in choices involving
alcohol, tobacco, and other drugs
Displays little or no
understanding of effective
decision-making strategies that
would assist in choices involving
alcohol, tobacco, and other drugs
Determines effective decisionmaking strategies that would
assist in choices involving
alcohol, tobacco, and other drugs
Demonstrates understanding of a
variety of effective decisionmaking strategies that would
assist in choices involving
alcohol, tobacco, and other drugs
2. Compare and contrast
short/long term physical and
behavioral effects caused by
substance use and abuse caused
by over the counter and
prescription medication
Displays little or no
understanding of how to
compare and contrast short/long
term physical and behavioral
effects of substance use and
abuse caused by over the counter
and prescription medication
Demonstrates understanding of
how to compare and contrast
short/long term physical and
behavioral effects of substance
use and abuse caused by over
the counter and prescription
medication
Consistently demonstrates
understanding of how to
compare and contrast the various
short/long term physical and
behavioral effects of substance
use and abuse caused by over the
counter and prescription
medication
Student Learning Objectives
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3. Compare the effects and
consequences of laws, policies,
and procedures on people who
use and abuse substances to
those who do not
Displays little or no
understanding of how compare
the effects and consequences of
laws, policies, and procedures on
people who use and abuse
substances to those who do not
Demonstrates understanding of
how to compare the effects and
consequences of laws, policies,
and procedures on people who
use and abuse substances to
those who do not
4. Determine how laws/policies
can have an effect on the health
of both the smoker and
nonsmoker
Displays little or no
understanding of how
laws/policies can have an effect
on the health of both the smoker
and nonsmoker
Displays little or no
understanding of how to
summarize the signs and
symptoms of a person who is
abusing alcohol, tobacco, and
other drugs, and determine how
they affect both short and long
term wellness
Determines how laws/policies
can have an effect on the health
of both the smoker and
nonsmoker
5. Summarize the signs and
symptoms of a person who is
abusing alcohol, tobacco, and
other drugs, and determine how
this affects both short and long
term wellness
Summarizes the signs and
symptoms of a person who is
abusing alcohol, tobacco, and
other drugs, and determine how
they affect both short and long
term wellness
Consistently demonstrates
understanding of how to
compare the various effects and
consequences of laws, policies,
and procedures on people who
use and abuse substances to
those who do not
Consistently determines how the
various laws/policies can have
an effect on the health of both
the smoker and nonsmoker
Consistently summarizes the
variety of signs and symptoms
of a person who is abusing
alcohol, tobacco, and other
drugs, and determine how they
affect both short and long term
wellness
SLO: 1
Goal: Students will determine effective decision-making strategies that would assist in choices involving alcohol, tobacco, and other drugs.
Assessment Activity: Students will be placed in groups of three to four students. Each group will brainstorm their own three or four step decisionmaking process. The students will then demonstrate their decision-making process in a role play situation involving the use of alcohol, tobacco, or
other drugs.
Example of four step process
1. Identify the decision.
2. Explore the alternatives.
3. Evaluate the risks or consequences.
4. Make a decision.
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SLO: 2
Goal: Students will compare and contrast the short/long term physical and behavioral effects of substance abuse caused by over the counter
prescription medication.
Assessment Activity: The class will be broken up into two groups. One group will be responsible for the short-term physical and behavioral
effects of over the counter and prescription medication abuse and the other for the long-term effects. Each group will brainstorm the effects from
previous lessons and present their findings to the entire class. After the findings have been reported, all students will be asked the following
reflection questions:
1. What are the short-term physical and behavioral dangers of abusing over the counter or prescription medications?
2. What are the long-term physical and behavioral dangers of abusing over the counter or prescription medications?
3. Which type of medications, over the counter or prescription, do you think pose a greater risk for abuse and addiction?
SLO: 3
Goal: Students will compare the effects and consequences of laws, policies, and procedures on people who use and abuse substances to those who
do not.
Assessment Activity: Students will be assigned a short research project, which will compare the effects and consequences of laws, policies, and
procedures on those who abuse substances versus those who do not. Students will be given a facet of a law, policy (local, school), or a procedure.
The project will be done on a piece of poster board and should contain the law, policy or procedure, the effect or consequences of breaking them,
and how abusing a substance can play a role in the consequences that will be faced.
Rubric:
__________ Information (Project is complete and includes the laws, policies, or procedures and the consequences for substances abusers who
break them) [10 points]
__________Presentation (Project is appropriate, and is delivered in an accurate manner) [8 points]
__________Total [18 points]
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SLO: 4
Goal: Students will determine how laws/policies can have an effect on the health of both the smoker and nonsmoker.
Assessment Activity: Students will complete a public service announcement (PSA) concerning how laws/policies about smoking can have an
effect on the health of both smokers and nonsmokers. Each student will develop a poster containing a law or policy that governs smoking in the
state of New Jersey as well as the effects that these laws may have on the health of both the smoker and the nonsmoker (i.e. municipal laws
regarding smoking on public beaches). Include at least two reasons to educate the public why the policy or law may have an effect on the health of
the smoker and the nonsmoker.
SLO: 5
Goal: Students will summarize the signs and symptoms of a person who is abusing alcohol, tobacco, and other drugs, and determine how they
affect both short and long-term wellness.
Assessment Activity: Each student is to develop a pamphlet that summarizes the signs and symptoms regarding the abuse of alcohol, tobacco, or
other drugs. The pamphlet should include the signs and symptoms of abuse, and how they affect both the short and long term wellness of someone
who is abusing them. This will allow students to research and develop a base of knowledge to understand the signs and symptoms of abuse as well
as how it affects a person’s wellness.
Suggested Technology & Other Resources:











DVD / Multi-media Videos
Interactive Board
APPS / I-Pads/Tablets
Web Quest
Power Points
CD Player
Guest Speakers/Assemblies
Educational Posters, Magazines, Pamphlets, & Models
First Aid Kits
Textbook, Workbooks, & Educational Kits
Board Games
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Content Area: Health
Grade: 6-8
Section #: 4
Topic Name: Community Health
Skills
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The Comprehensive Health Education Sections for grades K-2 are comprised of a set of four topics that cohesively tier instruction from one grade
level to the next. The major ideas and themes displayed in the sections are comprised of different standards which support and set the stage for
Comprehensive Health. The Health topics are “Wellness”, “Alcohol, Tobacco, and other Drugs”, “Family Life”, and “Community Health Skills.”
These topics will cover various aspects involving character development, decision-making skills, relationships, physical and emotional wellness,
disease prevention, and personal growth and development.
Primary Interdisciplinary Connections
Language Arts
Grade
6
6
6
6
6
6
6
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
1. Describe how the use of negotiation, refusal, and assertiveness skills plays an important role in being able to
communicate with others.
2. Identify strategies that will facilitate communication to help resolve incidences of gang violence, harassment,
bullying, and discrimination.
3. Identify situations that may challenge beliefs and display empathy for others with different values, beliefs, and
cultural backgrounds.
4. Identify and develop a position in relation to a health-related issue that affects the school community.
5. Determine when health situations require support from adults or qualified health professionals.
6. Identify common mental illnesses (depression, anxiety, panic disorders) and determine methods to detect and treat
them.
7. Describe what steps should be taken if self or other kinds of abuse are suspected.
Art
NJCCCS
(2.2.6.A.2)
(2.2.6.A.2,
2.1.6.E.2,
2.2.6.B.3)
(2.2.6.C.2)
(2.2.6.D.2)
(2.2.6.E.2)
(2.1.6.C.3)
(2.1.6.D.2)
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7
7
1. Demonstrate the use of negotiation, refusal, and assertiveness skills when responding to various scenarios
(peer pressure, conflict).
2. Develop methods and strategies that will promote character development in individual, group, and team
environments.
7
3. Investigate different opportunities available and implement a plan that motivates volunteerism.
7
4. Using technology, develop a web-based glossary of health products, services, and resources.
7
5. Describe the components of the traffic safety system, how the participants contribute to its effectiveness, and what
the causes and consequences are for not complying with traffic safety laws.
1. Develop scenarios and role plays that depict interpersonal communication strategies in various settings and
cultures.
2. Analyze different ways cultures have responded effectively to individuals with disabilities, and develop strategies
for inclusion for their peers with disabilities.
3. Role play, mock trial, or debate health and social issues within the community that pique awareness and
responsiveness.
8
8
8
8
4. Describe situations where an adult or professional intervention is necessary and where to find those services.
8
5. Determine the effects that mental illnesses have on the overall wellbeing (physical, social, and emotional) of
people who are afflicted with them.
6.Determine the degree of risk of intentional or unintentional injury (to self or others) and identify prevention
strategies.
7. Demonstrate and describe first aid procedures which would include the care of head injuries, wound
assessment/treatment (bleeding wounds, burns, fractures, shock, and water safety
http://www.nj.gov/education/aps/cccs/chpe/) as well as basic life support procedures.
8
8
(2.2.8.A.2)
(2.2.8.C.1,
2.1.8.E.2,
2.2.8.C.3)
(2.2.8.D.1)
(2.2.8.E.1,
2.1.8.E.1)
(2.1.6.D.3,
2.1.8.D.3)
(2.2.8.A.1,
2.1.8.E.3)
(2.2.6.C.3,
2.2.8.C.2)
(2.2.8.D.2)
(2.2.8.E.2,
2.2.8.B.3)
(2.1.8.C.3,
2.1.8.E.4)
(2.1.8.D.1,
2.1.8.D.2)
(2.1.8.D.4)
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Suggested Activities:









Role Play
Group Guided Practices
Individual Guided Practices
Partner Work
Worksheets
Arts & Crafts
Drawings
Discussions
Current Events
Suggested Assessment & Rubrics:
Grade 6 Community Health Skills Rubric
Student Learning Objectives
1. Describe how the use of
negotiation, refusal, and
assertiveness skills plays an
important role in being able to
communicate with others
2. Identify strategies that will
facilitate communication to help
resolve incidences of gang
violence, harassment, bullying,
and discrimination
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of how
negotiation, refusal, and
assertiveness skills play an
important role in being able to
communicate with others
Displays little or no ability to
identify strategies that will
facilitate communication to help
resolve incidences of gang
violence, harassment, bullying,
and discrimination
Describes how the use of
negotiation, refusal, and
assertiveness skills plays an
important role in being able to
communicate with others
Describes how the use of
negotiation, refusal, and
assertiveness skills plays an
important role in being able to
communicate with others
Identifies strategies that will
facilitate communication to help
resolve incidences of gang
violence, harassment, bullying,
and discrimination
Consistently displays the ability
to identify various strategies that
will facilitate communication to
help resolve incidences of gang
violence, harassment, bullying,
and discrimination
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3. Identify situations that may
challenge beliefs and cause
empathy for others having
different values, beliefs, and
cultural backgrounds
Displays little or no ability to
identify situations that may
challenge beliefs or cause
empathy for others having
different values, beliefs, and
cultural backgrounds
Displays little or no ability to
identify and develop a position
in relation to a health-related
issue that affects the school
community
Identifies situations that may
challenge beliefs, and displays
empathy for others having
different values, beliefs, and
cultural backgrounds
5. Determine when health
situations require support from
adults or qualified health
professionals
Displays little or no ability to
determine when health situations
require support from adults or
qualified health professionals
Displays the ability to determine
when health situations require
support from adults or qualified
health professionals
Consistently displays the ability
to determine when health
situations require support from
adults or qualified health
professionals
6. Identify common mental
illnesses (depression, anxiety,
panic disorders) and determine
methods to detect and treat them
Displays little or no ability to
identify common mental
illnesses (depression, anxiety,
panic disorders) and to
determine methods to detect and
treat them
Displays little or no ability to
describe what steps should be
taken if self or other kinds of
abuse are suspected
Displays the ability to identify
common mental illnesses
(depression, anxiety, panic
disorders) and to determine
methods to detect and treat them
Consistently displays the ability
to identify a variety of common
mental illnesses (depression,
anxiety, panic disorders) and
determine methods to detect and
treat them
Consistently describes what
steps should be taken if self or
other kinds of abuse are
suspected
4. Identify and develop a
position in relation to a healthrelated issue that affects the
school community
7. Describe what steps should be
taken if self or other kinds of
abuse are suspected
Identifies and develops a
position in relation to a healthrelated issue that affects the
school community
Describes what steps should be
taken if self or other kinds of
abuse are suspected
Consistently identifies various
situations that may challenge
beliefs and cause empathy for
others having a variety of
different values, beliefs, and
cultural backgrounds
Demonstrates comprehensive
understanding through the
identification and development
of a position in relation to a
health-related issue that affects
the school community
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SLO: 1, 2, 5
Goal: Students will be able to identify and describe the use of problem solving skills to communicate with others in varying situations that call for
empathy or could be used to resolve incidences of gang violence, harassment, bullying or discrimination.
Assessment Activity: Students will identify different scenarios in which confrontation (violence, harassment, bullying) may occur among those
with different values, beliefs, and cultural backgrounds, and how empathy could be shown. The activity will allow them to be able to recognize
and use the 6 steps in problem solving (see below) in order to facilitate communication to resolve conflict.
Place students in groups and give each the following sentence strips:
1. Recognize the problem
2. Define the problem to all involved.
3. Determine possible solutions to the problem
4. Make a decision
5. Implement the solution that is best for all.
6. Re-evaluate if necessary
Teacher will provide students with a list of scenarios (language barriers, religious beliefs, cultural values) that may occur among individuals of
different backgrounds in a possible confrontation. Have the students generate lists of strategies (empathy, negotiation, communication) that they
could implement in order to deal with the stated confrontation. Each group should have sample answers for each of the sentence strips, and be able
to match strategies given in class to the solution process.
Project: Each group of students will present their problem solving scenario and their solutions to the confrontation scenarios to the class, and will
go on to define/describe the problem solving process at each step which would attempt to resolve the conflict.
1. Each group of students will develop a scenario that may occur among individuals of different backgrounds in a possible confrontation.
Have the students generate lists of strategies (empathy, negotiation, communication) that they could implement in order to deal with the
stated confrontation.
2. Students will generate lists of strategies that they could implement in order to deal with the stated problem. They should have sample
answers for each of the sentence strips and be able to match strategies given in class to the solution process.
(See chart below for evaluation)
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Grade
Sentence Strip
6 POINTS
0-2 pts
1 or no strategies match
to provide negotiation or
communication in
confrontational scenarios
dealing with violence,
harassment, bullying.
3-4 pts
3 or fewer strategies to be
used to negotiate or
communicate in
confrontational scenarios
dealing with violence,
harassment, bullying.
5-6 pts
Strategies to be used to
negotiate or communicate
in confrontational
scenarios dealing with
violence, harassment,
bullying are thorough and
address all factors
regarding the scenario.
Presentation
6 POINTS
0-2 pts
Displays limited
understanding of the
confrontation scenario
and the strategies need to
communicate and
negotiate.
3-4 pts
Displays comprehension
and understanding of
topic. Can give accurate
responses to teacher and
peers regarding questions
dealing with
communication,
negotiation, and showing
empathy for others during
confrontation.
5-6 pts
Displays thorough
comprehension of topic;
information is presented
in a clear and
comprehensive manner,
and can give thoughtful
and accurate responses to
teacher and peer
questions regarding
communication,
negotiation, and showing
empathy for others during
confrontation.
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SLO: 1, 2
Goal: Identify a health issue that is currently affecting the school community, and create a method in which to resolve and research what
professionals will be needed in the process.
Assessment Activity: Students will brainstorm and identify conditions and issues that they believe would be health concerns within their school
community. Teacher will monitor and introduce suggestions that will enrich the discussion. Students will then be asked to create a list of these
health concerns or issues that are affecting their school community. All students will then be asked to join a small group and select a health issue
that has arisen from the full class discussion and brainstorm what type of health professional might be available to treat the health issue.
Presentation: Student groups will be required to identify and research how they may work to treat the health issue/concern. Each group will
develop their plan/resolution into a multi-media (power point, video, etc.) presentation format that will be delivered to the class.
Identify a health issue that is currently affecting the school community and create a method in which to resolve and research what professionals
will be needed in the process.
Developing/
Targeted/
Exceeds Target/
Needs Improvement
Satisfactory
Very Good
Signs and Symptoms of school
Displays limited understanding
Display understanding of the
Displays a thorough
community health issue
of the signs or symptoms. Does
signs and symptoms of the
understanding of the signs and
not explain their position on how school community health issue
symptoms of the school
they relate to the school
and relates their position on how community health issue and
community health issue.
it affects the school community. relates their position on how it
affects the school community in
a thoughtful and accurate
manner.
List of professional health care
List is incomplete
List is complete and would assist List is thorough, complete and
resources
in the plan to deal with the
accurate, and would assist in in
school community health issue.
their plan to deal with the school
community health issue.
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Presentation
Displays limited understanding
of school community healthrelated issues and when these
issues require support from
health professionals
Displays understanding of school
community health-related issues
and when these issues would
require support from health
professionals to assist in their
plan.
Displays comprehensive
understanding of school
community health issues and
when these issues would require
support from health professionals
to assist in their plan; provides
accurate and thoughtful answers
to questions from teacher and
peers.
SLO: 3, 4
Goal: Students will identify common mental illnesses and develop a list of steps to take if abuse or self-hurt is apparent.
Assessment Activity: Students will identify different mental illnesses (depression, anxiety, panic disorders) that they may have heard of or learned
about in school. The teacher may need to add to the list to ensure it is all encompassing. The class will brainstorm how one can ask for help (i.e.
trusted adults, community agencies, etc.).
Students will form small groups (3-4) and brainstorm lists of common mental illnesses and types of abuses caused by oneself or others. Each
group will present their list to the class. The class should discuss the similarities and differences among the different lists. Teachers may add
suggestions to complete the lists.
Each student group will then develop a visual (poster, drawing, expressions, etc.) of what good mental wellness looks like and discuss how one
can accomplish this. Through the discussion they should be able to develop a 3-5 step plan (trusted adult, medical intervention, counseling, etc.) of
ensuring that one has a support system or a plan in place if they feel that their wellness is being negatively impacted or self-abuse is suspected.
Project:
1. Students will present the generated lists to the class.
2. Take notes on all mental illnesses and the steps that should be taken if self-abuse or other kinds of abuse are suspected.
3. Develop a 3-5 step plan for good mental wellness. The group’s poster and plan can be presented in steps, role play, skit, or interactive poster.
Have each group develop a visual of what good mental wellness looks like and discuss how one can accomplish this. Through the discussion they
should be able to develop a 3-5 step plan of ensuring that one has a support system or a plan in place if they feel that their wellness is being
impacted negatively.
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Developing/Needs Improvement
1 point
Targeted/Satisfactory
2 points
Exceeds Target/Very Good
3 points
Definition of mental wellness
Displays limited understanding
of mental wellness.
Definition is present and basic
explanation of what mental
wellness looks like.
Definition is in student's own
words and explained thoroughly.
Presentation is thorough and
explains all aspects of Mental
Wellness. Picture is appropriate.
Tips for maintaining Mental
Wellness
Support system and plan
Contains one tip
Contains 2 tips
Contains 3 tips
Contains no support system or
plan to support mental wellness
or suspected abuse.
Contains a support system
without explanation of how it
relates to the 3-5 step plan to
support mental wellness or
suspected abuse.
Contains well defined support
system and description of the 3-5
step plan that would be used to
support mental wellness or
possible abuse.
Presentation
Displayed limited understanding
of common mental illnesses,
mental wellness, or suspected
abuse.
Displayed understanding of
common mental illness, mental
wellness, suspected abuse, and
3-5 step plan that could be used
to support them.
Displayed comprehensive
understanding of common
mental illnesses, mental
wellness, suspected abuse and
the 3-5 step plan to support them.
Answered teacher and peer
questions thoughtfully and
accurately.
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Grade 7 Community Health Skills Rubric
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no ability to
demonstrate the use of
negotiation, refusal, or
assertiveness skills when
responding to various scenarios
(peer pressure, conflict)
Displays little or no ability to
develop methods and strategies
that will promote character
development in individual,
group, or team environments
Displays little or no ability to
investigate different
opportunities available or
implement a plan that motivates
volunteerism
Demonstrates the use of
negotiation, refusal, and
assertiveness skills when
responding to various scenarios
(peer pressure, conflict)
Consistently demonstrates the
use of various negotiation,
refusal, and assertiveness skills
when responding to various
scenarios (peer pressure,
conflict)
Consistently develops various
methods and strategies to
promote character development
in individual, group, and team
environments
Student Learning Objectives
1. Demonstrate the use of
negotiation, refusal, and
assertiveness skills when
responding to various scenarios
(peer pressure, conflict)
2. Develop methods and
strategies that will promote
character development in
individual, group, and team
environments
3. Develop various methods and
strategies to promote character
development in individual,
group, and team environments
4. Use technology to develop a
web-based glossary of health
products, services, and resources
Displays little or no ability to
use technology to develop a
web-based glossary of health
products, services, and resources
Develops methods and strategies
that will promote character
development in individual,
group, and team environments
Investigates different
Consistently investigates
opportunities available, and
implements a plan that motivates different opportunities available,
and implements a
volunteerism
comprehensive plan that
motivates volunteerism
Demonstrates the ability to use
Consistently demonstrates the
technology to develop a webability to use technology to
based glossary of health
develop a web-based glossary of
products, services, and resources health products, services, and
resources
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5. Describe the components of
the traffic safety system, how the
participants contribute to its
effectiveness, and what the
causes and consequences are for
not complying with traffic safety
laws
Displays little or no ability to
describe the components of the
traffic safety system, how the
participants contribute to its
effectiveness, or what the causes
and consequences are for not
complying with traffic safety
laws
Describes the components of the
traffic safety system, how the
participants contribute to its
effectiveness, and what the
causes and consequences are for
not complying with traffic safety
laws
Consistently describes the
various components of the traffic
safety system, how the
participants contribute to its
effectiveness, and what the
causes and consequences are for
not complying with traffic safety
laws
SLO: 1, 2
Goal: Develop and demonstrate problem solving scenarios to promote character and response to conflicts.
Assessment Activity: Building on the information taught in 6th grade, the students will demonstrate the ability to use conflict resolution skills to
respond to various scenarios. Students will develop strategies to build character and influence others (classmates, peer groups) through positive
peer interaction. In groups, have students describe a scenario in which there may be bullying, harassment, or intimidation present. The students
will develop a role play which will address the problem and define the solution in a positive interaction. The group will also develop a slogan that
promotes positive behaviors and use of words in order to build character. The posters and role play will be presented to the class.
Project: Role play scenario with the students describing how they were able to use the 6-step process:
1. Recognize the problem
2. Define the problem to all involved
3. Determine possible solutions to the problem
4. Make a decision
5. Implement the solution that is best for all
6. Re-evaluate (if necessary). The slogan the students developed for their scenario will be used to create a poster or a PSA which will be
presented to the class
The final project will include:
1. Written skit of the bullying, harassment, or intimidation scenario
2. Six step process included in the scenario
3. Poster that has a slogan to promote positive character behaviors
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_________Information (Scenario is complete and includes the six step process, character development, negotiation, refusal, and assertiveness
skills) [10 points]
________Poster (Slogan, creative, promotes character development) [4 points]
________Presentation (Creative, appropriate, group demonstrates the use of negotiation, refusal, and assertiveness skills when responding to
various scenarios; responds accurately and thoughtfully to questions from teacher, and peers [8 points]
________Total [22 points]
SLO: 3, 4
GOAL: Students will identify helpful community resources (health products, services) and how volunteers can contribute to building a better
community.
Assessment Activity: Students will identify helpful community resources and categorize them according to the services they provide. The activity
will engage the students in connecting interests and opportunities for volunteerism. They will also recognize that the school community is part of
the broader community.
Teacher will explain the purpose of the lesson and that the students will begin the lesson with a brainstorm on the topic.
Remind students to remember school and local community resources. Each student and partner will use paper and pencil to record ideas as they
brainstorm community resources and opportunities for volunteerism. Allow five minutes for student pairs to record ideas. After five minutes of
pair brainstorming, have each pair write their ideas on the board. If an idea is already on the board, the pair will place a check mark next to the
idea to indicate it is a repeat.
Discussion Questions:
1. Why should we be familiar with useful community resources?
2. How can we locate resources or agencies that accept volunteers?
3. How can we find resources with which we are not familiar?
4. How can we identify resources that meet a particular need for the community?
5. How could volunteering at one of these agencies or resources improve our community overall?
6. What questions would we ask when contacting the resource?
7. How can we help others who might not know about these useful resources?
8. Are there other helpful resources you can think of that we didn’t name today?
9. Did you learn about resources you were not familiar with before the lesson?
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Homework: Students will be given a short list of internet resources to look up and create a summary, and will add their own web based resources
for the community outreach.
Additional Resources: Natural Helpers: http://kcs.k12k.com/for-students/natural-helpers
Natural Helpers: http://www.imsa.edu/living/counseling/nathelpers.php Local Phone Directory, Yellow Pages, etc.
Extension Activities:
•Invite a community resource person to talk with the class. For example, a school counselor or student assistance team coordinator could talk with
students about resources.
•Students could be asked to role play contacts with resource agencies and practice asking questions.
•Students may investigate local resources and report their findings to the class.
Project: Students will work in small groups and identify volunteer opportunities at a pre-selected community organization: non-profits, animal
shelters, hospitals, advocacy programs, law firms, retail development, police, local government, and school district. Students will keep a
log/journal of their hours and duties. Students will develop a portfolio that will include certificates of achievement, accomplishments, photos,
letters of recommendation, achievements, and also include logs/journals.
SLO: 5
Goal: Students will describe the different components that contribute to traffic safety and how participants contribute to its effectiveness.
Assessment Activity: Students will be exposed to different components that contribute to effective traffic control of both vehicles and pedestrians.
They will understand the consequences of not complying with safety laws. Students will identify different areas that they consider to be safety
hazards within the community. Students will also identify how participants can be positive or negative components to these possible safety
hazards (examples could include: a popular intersection that is the cause of many accidents, crosswalks in town, school parking lot, bus area
during pick up, etc.). The class will discuss what they feel could be the reasons why they are problem areas. An invited guest speaker, such as a
local police officer, could address the concerns and help identify the causes and possible solutions.
Project: Students will create a public safety poster addressing one of the previously identified problem areas. The poster should include the reason
for concern, the traffic or safety laws or procedures behind it as well as a possible solution that falls within the traffic safety and pedestrian rules,
and possible consequences for not complying.
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Name: ______________________________
Topic: ______________________________
1. Students will identify different areas within the community that they consider to be safety hazards.
2. Students will identify three factors (participants, lack of knowledge, poor signage) that contribute to the safety hazards.
3. Students will identify possible solutions to the hazards and the consequences for non-compliance.
Flyer 6 POINTS
Presentation 6 POINTS
Developing/
Needs Improvement
0-2 pts
1 or no factors present.
Does not explain the
solution.
Targeted/
Satisfactory
3-4 pts
3 or fewer factors present.
Has basic explanation of
the solution, may not
include all the hazards.
Exceeds Target/
Very Good
5-6 pts
Poster is thorough and
explains all factors of the
hazard.
Solution is thorough and
all factors are addressed
0-2 pts
Displays limited
understanding of the traffic
safety system, how its
participants contribute to it
positively or negatively,
and the consequences for
non-compliance.
3-4 pts
Displays understanding of
the traffic safety system,
how its participants
contribute to it positively
or negatively, and the
consequences for noncompliance
5-6 pts
Displays a comprehensive
understanding of the traffic
safety system, how its
participants contribute to it
positively or negatively,
and the consequences for
non-compliance, as well as
answers questions
accurately and thoughtfully
when asked by teacher or
peers.
Your Grade
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Grade 8 Community Health Skills Rubric
Student Learning
Objectives
Develop scenarios
and role plays that
depict interpersonal
communication
strategies in various
settings and cultures
Analyze different
ways in which
cultures have
responded
effectively to
individuals with
disabilities, and
develop strategies
for inclusion of their
peers with
disabilities
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no ability to develop
scenarios and role plays that depict
interpersonal communication strategies in
various settings and cultures
Develops scenarios and role plays that
depict interpersonal communication
strategies in various settings and cultures
Consistently
demonstrates the
ability to develop
various scenarios and
role plays that depict
interpersonal
communication
strategies in a variety
of settings and cultures
Displays little or no ability to analyze
different ways cultures have responded
effectively to individuals with disabilities
and develop strategies for inclusion of their
peers with disabilities
Analyzes different ways cultures have
responded effectively to individuals with
disabilities and develops strategies for
inclusion of their peers with disabilities
Consistently
demonstrates an
understanding through
analyzing different
ways cultures have
responded effectively
to individuals with
disabilities, and
develops strategies for
inclusion of their peers
with disabilities
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Role play, mock
trial, or debate health
and social issues
within the
community that
pique awareness and
responsiveness
Displays little or no ability to role play,
mock trial, or debate health and social
issues within the community that pique
awareness and responsiveness
Demonstrates the ability to role play, mock
trial, or debate health and social issues
within the community that pique awareness
and responsiveness
Describe situations
where an adult or
professional
intervention is
necessary and where
to find those services
Displays little or no ability to describe
situations where an adult or professional
intervention is necessary or where to find
those services
Describes situations where an adult or
professional intervention is necessary and
knows where to find those services
Determine the
effects that mental
illnesses have on the
overall wellbeing
(physical, social, and
emotional) of people
who are afflicted
with them
Determine the effects that mental illnesses
have on the overall wellbeing (physical,
social, and emotional) of people who are
afflicted with them
Demonstrates the ability to determine the
effects that mental illnesses have on the
overall wellbeing (physical, social, and
emotional) of people who are afflicted with
them
Consistently
demonstrates a
comprehensive
understanding through
role play, mock trial, or
debate of health and
social issues within the
community that pique
awareness and
responsiveness
Comprehensively
describes situations
where an adult or
professional
intervention is
necessary and knows
how and where to find
those services
Consistently
demonstrates the
ability to determine the
effects that mental
illnesses have on the
overall wellbeing
(physical, social, and
emotional) of afflicted
people
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Determine the
degree of risk of
intentional or
unintentional injury
(to self or others),
and identify
prevention strategies
Demonstrates little or no ability to
Determines the degree of risk of intentional
determine the degree of risk of intentional
or unintentional injury (to self or others),
or unintentional injury (to self or others), or and identifies prevention strategies
to identify prevention strategies
Consistently
demonstrates the
ability to determine the
degree of risk of
intentional or
unintentional injury (to
self or others), and
identifies prevention
strategies
Demonstrate and
describe first- aid
procedures that
would include the
care of head injuries,
wound
assessment/treatment
(bleeding wounds,
burns, fractures,
shock), and water
safety, as well as
basic life support
procedures
Displays little or no ability to demonstrate
or describe first-aid procedures that would
include the care of head injuries, wound
assessment/treatment (bleeding wounds,
burns, fractures, shock), and water safety,
as well as basic life support procedures;
http://www.nj.gov/education/aps/cccs/chpe/
Demonstrates and
describes first-aid
procedures, including
the care of head
injuries, wound
assessment/treatment
(bleeding wounds,
burns, fractures,
shock), and water
safety, as well as basic
life support procedures;
http://www.nj.gov/educ
ation/aps/cccs/chpe/
Demonstrates and describes first-aid
procedures, including the care of head
injuries, wound assessment/treatment
(bleeding wounds, burns, fractures, shock),
and water safety, as well as basic life
support procedures;
http://www.nj.gov/education/aps/cccs/chpe/
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SLO: 1, 2
Goal: Students will demonstrate the ability to use interpersonal communication skills in different cultural settings and situations. The students will
also describe strategies for inclusion in different settings for those with disabilities.
Assessment Activity: Students will develop a power point, video, and in-class demonstration (role-play) that will meet the four criteria (from
above) of the project/presentation.
GROUP MEMBERS________________________________________________________________
As much as possible, students will be in heterogeneous, culturally diverse groups (3-4 students). Students will first need to research
communication norms of different cultures. Each student will identify and share clips of interpersonal communication (positive and negative) from
movies, TV programs, commercials, or appropriate videos from various settings. The groups will choose three clips to discuss. The clips must
include people from different cultural backgrounds with at least one clip including a person with a disability. Students are to analyze the clip and
develop a presentation for the class. It must include:
1. The 6 problem solving steps (Recognize the problem, Define the problem to all involved, Determine possible solutions to the problem, Make a
decision, Implement the decision that is best for all, Re-evaluate if necessary).
2. A description of how individuals from different cultural backgrounds might respond to the communication, due to their cultural and personal
beliefs.
3. How can the group include the person with disabilities, either in school or in an outside setting?
Your Grade
Video clips
6 POINTS
0 pts
No video clips included
1-3 pts
Clips are present, but do
not show different
backgrounds
4-6 pts
Clips are present, show
diversity and
communication through
both positive and negative
communication
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Problem solving steps
6 POINTS
0 pts
No problem solving steps
are included
1-3 pts
Problem solving steps are
present, but group does not
use them when describing
the scenario depicting
interpersonal skills and the
inclusion of individuals
with disabilities
4-6 pts
Problem solving steps are
present and are used to
describe the scenario
depicting interpersonal
skills and the inclusion of
individuals with disabilities
Presentation
10 POINTS
0-3 pts
Displays limited ability to
understand scenarios that
depict interpersonal
communication in various
settings and how cultures
develop and respond
effectively to strategies for
individuals with
disabilities
4-7 pts
Displays ability to
understand scenarios that
depict interpersonal
communication in various
settings and how cultures
develop and respond
effectively to strategies for
individuals with
disabilities
8-10 pts
Displays a comprehensive
understanding of scenarios
that depict interpersonal
communication in various
settings and how cultures
develop and respond
effectively to strategies for
individuals with
disabilities; answers
questions accurately and
thoughtfully from both
teacher and peers
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SLO: 3, 4
GOAL: Students will recognize and value the differences in others.
Assessment Activity: Students will engage in a movement activity to demonstrate differences and similarities among individuals in the classroom.
Students in small groups of 3 or 4 will choose one of the following four scenarios and prepare a role play that will pique awareness of it as a social
issue. Materials: Piece of tape (optional) to divide the floor; can simply designate an imaginary line:
* Teacher will set norms for appropriate responses.
1. Ask students to share their favorite foods. After generating responses, tell them to imagine what it would be like to only eat that food for the rest
of their lives. At first, it may seem great, but meal after meal, day after day, it would get boring and maybe even distasteful. Ask if anyone has
ever been teased for what they will or won’t eat or for having a diverse taste in food.
2. Ask students to brainstorm other things for which people may be ridiculed, either for which they have ridiculed others or for which others have
ridiculed them. List these on the board.
3. Place a piece of masking tape across the middle of the floor (or designate an imaginary line). Call out the ‘Cross the Line’ topics that are listed
on the board (also include any items from the list below that they did not name).
Have students cross over if they have been ridiculed or picked on for each category. Cross the line if you have ever been picked on or ridiculed
for…
• Your height, weight, body size, or general appearance (glasses, braces, etc.)
• Where you live geographically
• The clothes you wear, your hair, your jewelry
• The color of your skin
• Your intelligence or classes in which you are (were) enrolled
• The music you listen to or the things you like to do
• Your beliefs or religion
• Your socioeconomic status
4. Rather than making fun of each other because of our differences, we can CHOOSE to enjoy the variety of appearances and interests among us.
Everyone has something to offer.
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Discussion Questions:
1. What if everyone looked, acted, spoke the same, and had exactly the same interests and talents? Relate this scenario to having the same
meal over and over.
2. Why do people make fun of others who are different from them?
3. How does meeting someone different from you make your life better?
4. Name something that you learned by being with someone who was different from you?
Role Play: Students in their small groups will role play one of the statements from the list of ‘Cross the Line’ topics from the previous activity to
pique social awareness of common issues. Students will role play the statement, the solution, and why we should be aware of these issues or
situations.
NAME______________________________
Role Play 6 POINTS
Developing/
Needs Improvement
0-2 pts
Displays limited
understanding of the traffic
safety system, how its
participants contribute to it
positively or negatively,
and the consequences for
non-compliance.
Targeted/
Satisfactory
3-4 pts
Displays understanding of
the traffic safety system,
how its participants
contribute to it positively
or negatively, and the
consequences for noncompliance
Exceeds Target/
Your Grade
Very Good
5-6 pts
Displays a comprehensive
understanding of the traffic
safety system, how its
participants contribute to it
positively or negatively,
and the consequences for
non-compliance as well as
answers questions
accurately and thoughtfully
when asked by teacher or
peers.
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Additional Resources:
• Website for tolerance and diversity learning and growth: www.teachingtolerance.org
• Website with a free downloadable diversity game: http://www.teendiversophy.com/index.html
• Downloadable diversity guide with activities: http://pubs.cas.psu.edu/FreePubs/pdfs/ui335.pdf
Extension Activity:
• Listen and discuss the message behind one or more of the following songs:
‘Don’t Laugh at Me’ by Mark Wills
‘Human’ by Dione Farris
‘Everyday People’ by Sly and the Family Stone
‘Where is the Love?’ by Black-Eyed Peas
‘Beautiful’ by Christina Aguilera
SLO: 5, 6
Goal: Determine where adult or professional intervention services may be obtained for individuals with mental or physical illnesses, and describe
the effects these illnesses have on overall well-being.
Assessment Activity: Through interviewing different health professionals and research, students will learn how to obtain services for their
mental/physical wellbeing, and determine the effects that mental and physical illnesses may on have on an individual’s overall wellbeing.
Procedures: Teachers may invite different health care professionals in from various settings that provide health care for patients with mental or
physical illnesses. Each health care professional will be placed at a different table throughout the room. Students will be grouped according to
project assignment. Each group will spend 5-7 minutes at each table, obtaining information from each health care professional (students will
utilize questions formulated from previous HW/lessons). The activity will be completed when each group has had the opportunity to visit with
each health care professional.
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Project/ Presentation: Students will decipher and organize information and formulate a presentation: PowerPoint, PSA, pamphlet, display board,
radio address, or infomercial. Students will also include how to recognize when someone needs assistance.
PSA (Public Service Announcement)
Make a poster to promote the use of medical professionals when needed. Include at least four reasons one might need to seek assistance and three
places to which they can turn. Include a specific message or slogan, and be creative and appropriate. [20 points]
1. Message (Must be convincing, appropriate and clear)
2 pts
2. Fact (PSA contains at least 5 facts)
15 pts
3. PSA is neat and professional
3 pts
Pamphlet
Make a pamphlet to promote the use of medical professionals when needed. Include at least one resource that someone can turn to on each side for
three of the sides; one side will include reasons one might need to seek assistance; the front of pamphlet should include a specific message or
slogan; be creative and appropriate. [20 Points]
1. Message (Must be convincing, appropriate and clear)
2 pts
2. Fact
15 pts
3. Pamphlet is neat and professional
3 pts
Power point
Create a power point presentation to promote the use of medical professionals when needed. The title slide will include a specific message or
slogan and be creative and appropriate. The second slide will include reasons for which one might need to seek assistance. The next four sides
must include at least one resource someone can turn to, and explain what assistance that resource can give. [20 Points]
1. Message (Must be convincing, appropriate and clear)
2 pts
2. Fact(s)
15 pts
3. Power point is neat and professional
3 pts
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SLO: 7, 8
Goal: Students will demonstrate basic first-aid procedures.
Materials:
• First-aid bandages, slings, boards
• Red Cross video or internet access
 http://www.youtube.com/watch?v=0orsahyKJao
 http://www.youtube.com/watch?v=hXtFqFxR-Do
Assessment Activity: Students will answer the question in the following Journal entry:
Over 2 million people are hospitalized each year because of injuries.
Unintentional injuries are the leading cause of death and disability to children and young adults age 1-34. Why is it important to know CPR and
First Aid techniques?
Students will pair share their answers and discuss a list of risks that one might take which would lead to injury. The list should be divided into
low/medium/high risk. The class will discuss the importance of First Aid and ‘does the risk determine the degree of injury?’ What are some ways
to prevent these injuries? Groups will develop a poster campaign about safety and decreasing unintentional/intentional risks. The class will then
view the Red Cross videos on basic First Aid (RICE, wound care, basic life support on a mannequin), and practice with a partner.
Project/Presentation: Students will demonstrate their basic first-aid and life support skills. Students will create a poster about safety and how to
avoid unintentional injuries.
The student is to develop a poster describing the steps one must take in order to prevent and treat basic injuries. The poster must include a
description of the injury, how to prevent the injury, and define each step of treatment.
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Developing/
Needs Improvement
1 pt
Targeted/
Satisfactory
2 pts
Exceeds Target/
Very Good
3 pts
Description:
Describe first-aid
procedures including care
of head injuries, wound
assessment/treatment,
water safety, and basic
life support procedures.
Displays limited ability to
describe first-aid
procedures including care
of head injuries, wound
assessment/treatment,
water safety, and basic life
support procedures.
Displays ability to describe
first-aid procedures
including care of head
injuries, wound
assessment/treatment,
water safety, and basic life
support procedures.
Displays a comprehensive
ability to describe first-aid
procedures including care
of head injuries, wound
assessment/treatment,
water safety, and basic life
support procedures
Presentation
Displays limited ability to
demonstrate first aid
procedures including care
of head injuries, wound
assessment/treatment,
water safety, and basic life
support procedures
Displays ability to
demonstrate first aid
procedures including care
of head injuries, wound
assessment/treatment,
water safety, and basic life
support procedures
Consistently and
comprehensively
demonstrates first aid
procedures including care
of head injuries, wound
assessment/treatment,
water safety, and basic life
support procedures.
Thoroughly and accurately
responds to questions from
teacher and peers.
Your Grade
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Suggested Technology & Other Resources:













DVD
Multi-media Videos
Interactive Board
APPS
I-Pads/Tablets
Web Quest
Power Points
CD Player
Guest Speakers/Assemblies
Educational Posters, Magazines, Pamphlets, & Models
First Aid Kits
Textbook, Workbooks, & Educational Kits
Board Games
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Section III
Grades K – 8
Physical Education
Curriculum
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Content Area: PE
Grade: K-2
Section #: 1
Topic Name: Movement
Education / Rhythm
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades K-5 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections will progress from basic movement education to developing and applying manipulative skills in
various isolated and applied situations such as physical fitness and activity, individual skill development, and cooperative activities.
Section I Movement Education/ Rhythm, Section II Wellness, Section III Manipulative Skills, Section IV Movement/ Locomotor/Non-locomotor
Skills, ``Section V Lifetime/Cooperative Activities.
Primary Interdisciplinary Connections
Language Arts
Grade
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
Art
NJCCCS
K
1. Develop and refine basic gross motor skills (i.e. walking, jogging, jumping).
(2.5.P.A.1)
K
2. Demonstrate levels, direction, ranges and pathways in a controlled and applied setting.
1
1. Demonstrate appropriate control while moving in personal and general space.(i.e. game, physical activity, dance)
(2.5.2.A.1,
2.5.2.A.2 )
(2.5.2.A.1,
2.5.2.A.2 )
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1
1
2
2
2
2
2. Explain and demonstrate how basic movement and safety play a role in movement activity.
3. Respond to a change in tempo, beat, rhythm, and musical style while performing in time, and with appropriate force
and flow.
1. Utilize refined gross motor skills in an applied setting
2. Understands that basic gross motor skills lead to the foundation for regular physical activity.
3. Corrects movement in response to feedback provided by both teachers and peers.
4. Identify and demonstrate that movement skills can be modified according to the change in music (i.e. tempo, beat,
rhythm, and musical style).
(2.5.2.C.2 )
(2.5.2.A.3,
2.5.2.A.2)
(2.5.2.A.1)
( 2.6.2.A.1,
2.5.P.A.1)
( 2.5.2.A.4)
( 2.5.2.A.2,
2.5.2.A.3)
Suggested Assessment & Rubrics:
Kindergarten Movement Education/ Rhythm Section Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Basic Movement (walking,
jogging, jumping)
Continues to refine basic
movement skills
Demonstrates refined basic
movement skills
Consistently demonstrates
refined basic movement skills in
various settings
2. Pathways (straight, curved,
zig-zag)
Displays little or no
understanding of basic
movement through various
pathways
Demonstrates basic movement
through various pathways in
different settings
Consistently demonstrates
movement pathways in various
settings
2. Directions (forward,
backward, sideways, up and
down, diagonal)
Displays little or no
understanding of directional
movement
Demonstrates basic movement
through various directions in
different settings
Consistently demonstrates
directional movement in various
settings
Student Learning Objectives
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2. Ranges (near and far)
Displays little or no
understanding of ranges in
relation to basic movement
Demonstrates understanding of
near and far ranges in different
settings (in relationship to others
and/or objects)
Consistently demonstrates
understanding of ranges in
relation to basic movement in
various settings
2. Levels (high, medium, low)
Displays little or no
understanding of levels in
relation to basic movement
Demonstrates basic movement
through various levels in
different settings
Consistently demonstrates levels
during basic movement in
various settings
SLO: 1, 2
Goal: Pathways
Assessment Activity: Students will develop different pathways using bricks (yellow, small post office boxes) to create the "yellow brick road."
Students will work in a small group setting to create various pathways (straight, curved, zig-zag).
• Students who are at targeted level can demonstrate basic movement through various pathways (straight, curved, zig-zag) in various
settings.
• Students who are still developing require frequent teacher prompting to ensure understanding of basic movement through various
pathways.
SLO: 1, 2
Goal: Pathways
Assessment Activity: Students can play various tag games and discuss strategies for moving through different pathways to avoid being tagged. For
example, Movement Tag. The students will be moving in general space in different pathways while performing certain locomotor movements (i.e.
skipping, walking, jogging, jumping, hopping, sliding, galloping). Three to four students will be the designated taggers. When students are tagged,
they kneel down and put their arms up. Anyone who is not a tagger may unfreeze a student by lowering his/her arm, and they both are back in the
game. Taggers may not tag anyone who is being unfrozen.
• Students who are at targeted level can demonstrate refined basic movements skills and various pathways in an applied setting.
• Students who are still “developing” require frequent teacher prompts as a reminder of basic movement skills in addition to pathways.
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SLO: 1, 2
Goal: Pathways
Assessment Activity: Teacher will use a compass spinner to determine the direction in which the students will move. The student’s body will face
the direction of movement. Based on the compass spinner, the students will move in the direction that correlates to the compass, using various
locomotor movements.
• Students who are at targeted level can demonstrate refined basic movement skills in various directions.
• Students who are still “developing” require frequent teacher prompts as a reminder of the basic movements through locomotor skills, in
addition to directional cues.
SLO: 2
Goal: Ranges
Assessment Activity: Each student will find a partner and will develop three different ways to contact that partner. Each student will start far away
from their partner and end close to one another. The students can create a partner “handshake” consisting of three movements. (i.e. toe taps, hip
bumps, and double high fives.)
• Students who are at targeted level can demonstrate refined basic movement skills in various ranges (near and far) in an applied setting.
• Students who are still “developing” require frequent teacher prompts as a reminder of moving close to or far away from their partners.
SLO: 2
Goal: Levels
Assessment Activity: Students will change levels based on different sounds or teacher prompted cues (i.e. high level – high pitched whistle,
medium level – regular gym whistle, low level – drum beat). Students can demonstrate levels by moving through different obstacles set up in the
gym/playing area while changing their level movements according to the associated sounds or teacher prompted cues.
• Students who are at targeted level can demonstrate refined basic movement skills in various levels (high, medium, low) during an applied
activity.
• Students who are still “developing” require frequent teacher prompts to demonstrate movement in the three levels.
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SLO: 1, 2
Goal: Pathways and levels
Assessment Activity: Four-Way Agility Course: Students will perform a four-way agility course. The class will be divided into four separate
groups. Each group will start at one of the four corners of the gymnasium. The teacher should create an agility course with the four sections of the
gym set up exactly the same. Arrows are marked for a clear understanding of exactly where the students will travel to get to the finish line. The
finish line is where the students must slide on their stomachs onto a mat underneath a bamboo pole.
• Students who are at targeted level demonstrate basic movement through various pathways, directions, ranges, and levels through an
obstacle course setting.
• Students who are still “developing” require frequent teacher prompting to ensure understanding of moving through various pathways,
directions, ranges, and levels during an obstacle course setting.
Grade 1 Movement Education/Rhythm Section 1 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Moving in personal space &
general space
Inconsistently displays appropriate
control in movement
Demonstrates appropriate control in
movement activities (i.e. game,
physical activity, dance)
Utilizes appropriate control
consistently in a variety of
movement activities and settings
2. Moves safely
Inconsistently displays safety
during movement
Demonstrates an understanding of
safety and applies it during
movement activities
Consistently demonstrates and
applies an understanding of safety
during movement activities
Student Learning Objectives
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3. Responds to tempo, rhythm and
beat
Inconsistently responds to changes
in tempo, rhythm and beat
Responds appropriately to a change
in tempo, rhythm and beat while
performing (teacher prompted)
Identifies and modifies changes in
movement in response to tempo,
rhythm and beat (individually)
SLO: 1, 2
Goal: Movement in Personal and General Space
Assessment Activity: Fruit Monster: Three to four students will be selected to be the fruit monsters or taggers. The other students will start on a boundary line.
Each student will be given a fruit name (apple, orange, banana, etc.). The teacher will call out each fruit name and the students will perform different
locomotor movements while moving safely and without being tagged (i.e. skipping, hopping, jogging, walking, jumping, galloping, sliding). The teacher will
prompt which locomotor movement all students will perform during each round.
• Students who are at the targeted level will demonstrate appropriate control in their fleeing and chasing skills during Fruit Monster. The students will
demonstrate control in both personal and general space by keeping their heads and eyes up to be aware of where they are moving. The students at the
targeted level can demonstrate all locomotor movements while maintaining body control in personal and general space.
• Students who are still “developing” may require occasional teacher prompting to remind them of the locomotor movements or body control.
Physical Activity: Students start in personal space with a yarn ball. Students will toss and catch by themselves while remaining in personal space. In the next
progression, students will be asked to toss and catch by themselves while moving in general space.
• Students who are at the targeted level will demonstrate appropriate body control in personal and general space while reinforcing throwing and
catching skills.
• Students who are still “developing” may require occasional teacher prompting to remind them of moving safely within personal and general space.
Dance: “Freeze Dance” – Students will move appropriately throughout general space while dancing. When the music stops, the students will freeze in selfspace (can also assess responding to tempo, rhythm, and beat).
• Students who are at the targeted level will demonstrate starting and stopping with appropriate body control in personal and general space.
• Students who are “still developing” may require occasional teacher prompting to remind them to start and stop while maintaining appropriate body
control in personal and general space.
SLO: 2 Goal: In all activities, students can demonstrate an understanding of safety and apply it during all physical movements.
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SLO: 3 Goal: Responds to Tempo, Rhythm and Beat.
Assessment Activity: “Freeze Dance” – Students will move appropriately throughout general space while dancing. When the music stops, the students will
freeze in self-space (teacher should play a variety of music that challenges the students to change their tempo, rhythm, and beat).
• Students who are at the targeted level will respond appropriately to a change in tempo, rhythm, and beat while dancing.
• Students who are “still developing” need frequent teacher prompting to remind them to start and stop while maintaining appropriate body control.
“Move Slow/Move Fast” – The Rae Pica CD or another movement learning CD containing a variety of tempos, beats, and rhythms will be played by the
teacher. The tempo, beat, and rhythm change frequently in the “Moving Slow” and “Moving Fast” tracks. Students will respond to the music (teacher
prompted) by moving their bodies to the appropriate musical style.
• Students who are at the targeted level will respond appropriately with teacher support.
• Students who are “still developing” require frequent teacher prompting.
Grade 2 Movement Education/ Rhythm Section 1 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
1. Refine movement skills in an
applied setting
Displays little or no refined
movement in applied settings
Utilizes refined movement in
applied settings
2. Understands that movement
skills are a foundation for
regular physical activity
Displays little or no
understanding that movement
skills are a foundation for
regular physical activity
3. Uses feedback to correct
performance
Displays little or no response to
feedback provided by peers or
teachers
Exceeds Target/
Very Good
Student Learning Objectives
Consistently utilizes refined
movement in a variety of applied
settings
Demonstrates understanding
Consistently demonstrates
(physically or verbally) that
understanding (physically or
movement skills are the
verbally) that movement skills
foundation of physical activity
are the foundation of physical
activity
Provides and utilizes feedback to Consistently provides and
correct movement (peers and
utilizes feedback to correct
teachers)
movement (peers and teachers)
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4. Movement response to change
of music
Displays little or no ability to
modify movement in response to
a change in music (tempo,
rhythm and beat)
Identifies and demonstrates
changes of movement in
response to music (tempo,
rhythm and beat)
Consistently identifies and
modifies movement in response
to changes in music (tempo,
rhythm and beat)
SLO: 1
Goal: Refine movement skills in applied setting.
Assessment Activity: Everybody’s It: All students are either chasers or fleeing students. If you are tagged by another student, you will take a knee.
Once you are on a knee, you cannot move your knee. However, you can use your arms to tag other students. The game is completed when there is
one remaining student.
• Students at the targeted level will utilize refined movements in an applied setting.
• “Developing” students do not currently refine movements on their own during applied settings.
SLO: 2 Goal: Students understand that Movement Skills are the Foundation for Regular Physical Activity.
Assessment Activity: Journal Entry – Students will write a few sentences explaining why basic movement is taught in order to achieve a
foundation for regular physical activity.
Example from 2nd Grade Student: I learn how to hop so that I can learn new sports. One of the sports that I can use a hop in is basketball
while doing a lay-up.
• Students at the targeted level demonstrate understanding by performing, as well as verbally communicating, that movement skills are the
foundation of physical activity.
• “Developing” students do not currently display or understand that movement skills are the foundation for regular physical activity.
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SLO: 3 Goal: Students use feedback to correct performance.
Assessment Activity: During ANY activity, students should correct performance after feedback provided by both teachers and peers.
Example: Volleyball Skills – Peer Assessment Name: _______________________ Partner’s Name: _______________________
1) Observe your partner practicing a volley with a balloon.
List two hints to improve their performance.
1. ____________________________________________________
2. ____________________________________________________
2) Observe your partner doing an underhand serve with a balloon.
Write a positive comment. ________________________________________________________
3) My partner can volley to self _______times in a row.
• Students at the targeted level provide and utilize feedback from teachers as well as peers to correct movement errors.
• “Developing” students do not currently provide or utilize feedback from teachers or peers to correct movement errors.
SLO: 4 Goal: Movement Response to Change in Music.
Assessment Activity: Teacher provides students with various pieces of music. The students will respond to music and change their movements
accordingly.
Example: “Moving Slow/Moving Fast” – The Rae Pica CD or another movement learning CD with varying tempos, beats, and rhythms
will be played by the teacher. The music changes frequently in the “Moving Slow” and “Moving Fast” track. Students will respond to the
music by moving their bodies to the appropriate musical style.
• Students at the targeted level can identify and demonstrate changes of movement in response to music.
• “Developing” students do not currently display or modify movement in response to the changes in music.
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Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
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Content Area: PE
Grade: 3-5
Section #: 1
Topic Name: Movement
Education/ Rhythm
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades K-5 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections will progress from basic movement education to developing and applying manipulative skills in
various isolated and applied situations such as physical fitness and activity, individual skill development, and cooperative activities.
Section I Movement Education/ Rhythm, Section II Wellness, Section III Manipulative Skills, Section IV Movement/ Locomotor/Non-locomotor
Skills, Section V Lifetime/ Cooperative Activities.
Primary Interdisciplinary Connections
Language Arts
Grade
3
3
3
4
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
1. Demonstrate essential elements of movement while performing non-locomotor (stretching, bending)
and locomotor (galloping, running) activities.
2. Perform essential elements of movement in a rhythmic activity.
3. Demonstrate appropriate control when engaging in game, activity, or dance in various applied
settings.
1. Explain how executing essential elements of movement may affect one’s personal health and fitness.
Art
NJCCCS
(2.5.4.A.1,
2.5.4.A.3)
(2.5.4.A.1,
2.5.4.A.3,
2.6.4.A.2)
(2.5.4.A.2)
(2.5.4.A.1,
2.5.4.A.3,
2.6.4.A.2)
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4
4
5
5
5
2. Explain how the correction of movement errors in response to teacher/peer feedback will improve
movement in games, activities or dance.
3. Combine accurate rhythm, coordination, and movement patterns while participating in games,
activities and dance.
1. Explain and engage in games, activities, or dance from a variety of different cultures and historical
periods (i.e. cricket, salsa, line dance).
2. Create and demonstrate a rhythmic routine/dance of smooth flowing sequential movement patterns.
3. Demonstrate a synchronized group rhythmic activity that engages students in moderate to vigorous
physical activity.
( 2.5.4.A.4)
(2.5.6.A.1,
2.5.4.A.1)
(2.5.6.C.3)
(2.5.6.A.1)
(2.5.6.A.1,
2.5.6.A.2)
Suggested Rubric and Assessment:
Grade 3 Movement Education / Rhythm Section Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no ability to
demonstrate essential elements
of movement while performing
locomotor/non-locomotor
activities
Demonstrates essential elements
of movement while performing
locomotor/non-locomotor
activities
Consistently demonstrates
essential elements of movement
while performing a variety of
locomotor/non-locomotor
activities
Student Learning Objectives
1. Demonstrates essential
elements of movement
2. Performs essential elements of Displays little or no ability to
Performs the essential elements
movement during rhythmic
perform the essential elements of of movement during rhythmic
activity
movement during rhythmic
activity
activity
Consistently performs the
essential elements of movement
during various rhythmic
activities
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3. Demonstrates appropriate
control while engaged in games,
activities, or dance in various
settings
Displays little or no ability to
demonstrate appropriate control
while engaged in games,
activities, or dance in various
applied settings
Demonstrates appropriate
control while engaged in games,
activities, or dance in various
applied settings
Consistently demonstrates
appropriate control while
engaged in a variety of games,
activities, or dance in various
applied settings
SLO: 1
Goal: Students will demonstrate the essential elements of movement while performing locomotor/non-locomotor activities.
Assessment Activity: Students will progress through five stations where they will perform the movements described in the checklist.
SLO: 2, 3 Goal: Students will perform a teacher-selected, small-group rhythmic activity, incorporating changes of direction, appropriate control,
pathways and levels using a variety of non-locomotor and locomotor movement.
Assessment Activity: Students will mirror an aerobic routine performed by their teacher. The teacher may use a checklist (see sample below) to
assess student performance.
Grade 4 Movement Education/ Rhythm Section 1 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Demonstrates little or no
understanding of how the
essential elements of movement
affect personal health and fitness
Explains how the essential
elements of movement affect
personal health and fitness
Explains how performing the
essential elements of movement
affect various aspects of
personal health and fitness
Student Learning Objectives
1. Explain how performing
essential elements of movement
affects one’s personal health and
fitness
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2. Explains how the correction
of movement errors in response
to teacher/peer feedback
improves movement in games,
activities, and dance
3. Combines accurate rhythm,
coordination and movement
patterns while engaged in
games, activities, and dance
Displays little or no
understanding of how the
correction of movement errors
by teachers/peers improves
movement in games, activities,
and dance
Displays inconsistent skill when
combining accurate rhythm,
coordination, and movement
patterns while participating in
games, activities, and dance
Explains how the correction of
movement errors by
teachers/peers improves
movement in games, activities,
and dance
Explains and demonstrates how
the correction of movement
errors by teachers/peers
improves movement in a variety
of games, activities, and dance
Combines accurate rhythm,
coordination, and movement
patterns while participating in
games, activities, and dance
Consistently combines accurate
rhythm, coordination, and
movement patterns while
participating in a variety of
games, activities, and dance
SLO: 1
Goal: Students will explain how the essential elements of movement affect personal health and fitness.
Assessment Activity: The teacher will demonstrate a straight leg run. This run consists of moving your arms but not bending your knees while
trying to run. Next the teacher will model running while bending their knees but not moving their arms. Students will then be directed to attempt
the straight leg run and no arm swing run. Students may also be directed to attempt to change their posture or stride while trying these
mechanically incorrect types of movement. Finally have students run with the proper gait, posture, stride etc. Students will then be asked the
following:
1. Explain how moving in a mechanically incorrect way may affect your personal health.
2. Explain how moving in a mechanically incorrect way may affect your personal fitness.
3. Think about the essential elements of moving: gait, posture, head position, stride. Why are these elements important when trying to
improve your personal health and wellness?
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SLO: 2, 3
Goal: Students will combine accurate rhythm, coordination, and movement patterns while participating in games, activities and dance. Students
will also explain how the correction of movement errors by teachers and peers will improve movement patterns in games, activities and dance.
Assessment Activity: Students in groups of four will be asked to develop a quick warm-up routine for the class. On the walls surrounding the
instructional areas will be station cards with different movements written on them. Each group will practice this movement while they are at the
station. Each station should last two to three minutes. Examples of movements would be running in place, squats, vertical leaps, static stretches,
grapevine, jumping jacks, etc. After the students have gone through each station they will be given five minutes to create their warm-up routine.
Routines should be developed using three to four movements in rhythmic, coordinated patterns. Students who are not involved in the routine will
be filling out their peer review sheets. These sheets will be used in a constructive manner to correct movement errors. Teachers will also be
reviewing each routine for accurate rhythm and movement patterns.
Grade 5 Movement Education / Rhythm Section 1 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Explains or engages in a
game, activity, or dance from a
variety of cultures or historical
periods
Demonstrates little or no
understanding of a game,
activity, or dance from a variety
of cultures or historical periods
Explains or engages in a game,
activity, or dance from a variety
of cultures or historical periods
Explains or engages in various
games, activities, or dances from
a variety of cultures or historical
periods
2. Develop and demonstrate a
rhythmic routine/dance
comprised of smooth flowing
sequential patterns
Displays little or no
understanding of how to create
and demonstrate a smooth
flowing rhythmic routine/dance
comprised of sequential
movement patterns
Creates and demonstrates a
smooth flowing rhythmic
routine/dance comprised of
sequential movement patterns
Consistently creates and
demonstrates a variety of
smooth- flowing, rhythmic
routines/dances comprised of
sequential movement patterns
Student Learning Objectives
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3. Demonstrate a synchronized
group rhythmic activity that
requires students to participate
on a moderate to vigorous
activity level
Displays inconsistent skill when
demonstrating a synchronized
group rhythmic activity that
requires students to participate
on a moderate to vigorous
activity level
Demonstrates a synchronized
group rhythmic activity that
requires students to participate
on a moderate to vigorous
activity level
Demonstrates an advanced
synchronized group rhythmic
activity that requires students to
participate on a moderate to
vigorous activity level
SLO: 1
Goal: Students will explain or engage in a game activity, or dance, from a variety of cultures or historical periods.
Assessment Activity: Students will be introduced to a variety of folk dances from different cultures. Students in groups of four will be asked to
take two movements from each folk dance and combine them into their own folk dance. Students will be asked to pick their own appropriate
music to perform their folk dance to. Examples of different cultural folk dances:
1. La Raspa - Mexico
2. Salty Dog - United States
3. Seven Jumps - Holland
4. Hora - Israel
http://en.wikipedia.org/wiki/Folk_dance
SLO: 2, 3 Goal: Students will create and demonstrate a moderate to vigorous smooth flowing synchronized group rhythmic routine/dance
comprised of sequential movement patterns.
Assessment Activity: Students, in groups of four, will create and demonstrate a smooth-flowing, rhythmic routine. Each group will be asked to
create a routine comprised of a variety of different movement patterns. The routine must be done at a level that requires the participants to
participate at a moderate to vigorous activity level. Each routine shall last between one and three minutes. All students will participate in each
routine. Students will be asked to peer-evaluate two of the routines. Examples of some of the movements that may make up a routine would be:
1. High knee raises
2. Jumping Jacks
3. Grape vines
4. Running in place
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Movement Skills
Checklist
Synchronized and smooth
flowing
Sequential movement
patterns
Moderate to vigorous
activity level
Participation in creating
the routine
Peer Review
Movement Skills
Checklist
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Feedback / Suggestions
Routine 1
Feedback/ Suggestions
Routine 2
Feedback/ Suggestions
Was the routine
synchronized, smooth and
rhythmic?
Did the routine contain
sequential movement
patterns?
Did you feel like your
heart rate was elevated
during the routine?
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Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
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Content Area: PE
Grade: 6-8
Section #: 1
Topic Name: Movement
Education/Rhythm
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades 6-8 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections progress from wellness education (fitness concepts and activities) to developing and applying
movement education skills in isolated and applied situations in various activities such as individual skill development, team activities and
strategies and cooperative activities.
Section I Wellness, Section II Movement Education/ Rhythm, Section III Cooperative Games, Section IV Individual Activities,
Section V Team Activities
Primary Interdisciplinary Connections
Language Arts
Grade
6
6
6
7
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
Art
NJCCCS
1. Explain and demonstrate movements that combine mechanically correct movement sequences. (i.e. lay-up,
aerobic routine, dance).
2. Compare and contrast how various movement skills are affected by a change in force and motion. (i.e. weight
transfer, power, speed, and agility).
(2.5.6.A.1,
2.5.6.A.3)
(2.5.6.A.2)
3. Identify mechanically correct movement skills and provide specific and appropriate feedback to correct errors
in execution.
1. Explain and apply concepts of force and motion (weight transfer, power, speed, agility) to changing
environments (i.e. games, sports and dance).
( 2.5.6.A.4,
2.5.6.A.1)
(2.5.8.A.1,
2.5.8.A.2)
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7
8
2. Create and demonstrate a planned movement sequence that includes changes in force, motion and tempo in
various physical activities ( i.e. games, sports, dance).
1. Demonstrate a planned movement sequence that incorporates feedback from teachers and peers.
8
2. Identify, describe, and celebrate the influence that different world cultures have on games, sport, and dance.
(2.5.8.A.2,
2.5.8.A.3)
(2.5.8.A.3,
2.5.8.A.4)
(2.5.8.C.3)
Suggested Rubric & Assessment:
Grade 6 Movement Education / Rhythm Section 2 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Explain and demonstrate
movements that contain
mechanically correct movement
sequences
Displays little or no ability to
explain or demonstrate
movements that contain
mechanically correct movement
sequences
Explains and demonstrates
movements that contain
mechanically correct movement
sequences
Consistently explains and
demonstrates various
movements that contain
mechanically correct movement
sequences
2. Compare and contrast how
various movement skills are
affected by a change in force and
motion (i.e. weight transfer,
power, speed, agility)
Displays little or no ability of
how to compare and contrast
how various movement skills are
affected by a change in force and
motion (i.e. weight transfer,
power, speed, agility)
Compares and contrasts how
various movement skills are
affected by a change in force and
motion (i.e. weight transfer,
power, speed, agility)
Demonstrates comprehensive
understanding by comparing and
contrasting how various
movement skills are affected by
a change in force and motion
(i.e. weight transfer, power,
speed, agility)
3. Identify mechanically correct
movement skills and provide
specific and appropriate
feedback to correct errors
Displays little or no ability to
identify mechanically correct
skills or provide feedback to
correct errors in execution
Demonstrates ability to identify
mechanically correct skills and
provide specific and appropriate
feedback to correct errors in
execution
Consistently demonstrates an
ability to identify a variety of
mechanically correct skills and
provide very specific and
appropriate feedback to correct
errors in execution
Student Learning Objectives
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SLO: 1, 2, and 3
Goal: Students will demonstrate movements that contain mechanically correct sequences, identify mechanically correct skills and provide
feedback to correct errors, and compare and contrast how various movement skills are affected by a change in motion.
Assessment Activity: Teacher will design an obstacle / movement course* that incorporates a variety of movement skills. Students will complete
the course 3 separate times accommodating for feedback received from a partner after each attempt. Upon completion, students will write a
reflection explaining movements and their mechanical correctness as well as comparing and contrasting how they changed their performance to
accommodate for changes in force and motion.
Students at the targeted level will be able to perform the various movement skills while completing the obstacle course, and improve their
performance by incorporating feedback into future attempts. (SLO 1, 3)
• Students who exceed the targeted level will be able to perform the various ‘movement skills’ while completing the obstacle course on a
more consistent level with less correction during each attempt. (1, 2, 3)
• “Developing” students will need additional instruction to complete the movement skills or to incorporate feedback into their future
attempts. (2, 3) SLO: 1, 2, 3
Reflection:
1. Explain what types of movement contain movement sequences.
2. Why is it important to be mechanically correct when performing movement sequences?
3. Compare and contrast how different movement skills during the obstacle course are affected by changes in power, weight transfer, agility etc.
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Grade 7 Movement Education/ Rhythm Section 2 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Explain and apply concepts of
force and motion (weight
transfer, power, speed, agility) to
changing environments (i.e.
games, sports, dance)
Displays little or no ability to
explain or apply the concepts of
force and motion (weight
transfer, power, speed, agility) to
changing environments (i.e.
games, sports, dance)
Explains and applies concepts of
force and motion (weight
transfer, power, speed, agility) to
changing environments (i.e.
games, sports, dance)
Consistently demonstrates
understanding of the concepts of
force and motion (weight
transfer, power, speed, agility)
and appropriately applies to a
variety of changing
environments (i.e. games, sports,
dance)
2. Create and demonstrate a
planned movement sequence
that includes changes in force,
motion, and tempo in various
physical activities (games,
sports, dance)
Displays little or no ability to
create or demonstrate a planned
movement sequence that
includes changes in force,
motion, and tempo in various
physical activities (games,
sports, dance)
Creates and demonstrates a
planned movement sequence
that includes changes in force,
motion, and tempo in various
physical activities (games,
sports, dance)
Creates and demonstrates an
advanced planned movement
sequence that includes changes
in force, motion, and tempo in
various physical activities
(games, sports, dance)
Student Learning Objectives
SLO: 1
Goal: Students will explain and apply the concepts of force and motion to changing environments.
Assessment Activity: Integrating technology, students will either be videotaped* during game play or will view a demonstration video and will
analyze a portion of the game highlighting concepts of force and motion. * (http://www.coachseye.com is an interactive Application that could be
used on a smart phone or tablet to video tape and review performance).
Example: Team Handball: Students will analyze the effects of force and motion on off-the-ball and on-the-ball movement at full and half speed,
shooting on goal while applying power and changing levels, dodging defenders (agility), passing long and short.
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SLO: 2
Goal: Students will create and demonstrate a planned movement sequence that includes changes in force, motion, and tempo in various physical
activities.
Assessment Activity: In groups, students will be provided with a list of skills. They will need to analyze the various parts of the skill and then
create a movement sequence including a minimum of 5 skills and 3 movement concepts. The following are some examples of skills (tempo,
motion, force) the students may perform.
Skills: Cartwheel, Round-off, Lay-up, Triple Jump, Defensive slide, Grapevine. Scales: front scale, Y scale, side scale
Tempo: Slow Fast Motion: Static Moving forward Moving backward
Force: Hard, Soft, Explosive
Example: Sequence: Y scale (static), cartwheel (slow), round-off (explosive), lay-up (fast), triple jump (forward motion)
• Students at the targeted level will be able to analyze multiple parts of the movement skills and perform them with accuracy during group routine.
• “Developing” students will need additional teacher instruction to assist them with analyzing and performing the skill with accuracy.
Grade 8 Movement Education/Rhythm Section 2 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no ability to
demonstrate a planned
movement sequence that
incorporates feedback from
teachers and peers
Demonstrates a planned
movement sequence that
incorporates feedback from
teachers and peers
Consistently demonstrates a
planned movement sequence
that successfully incorporates a
variety of feedback from
teachers and peers
Student Learning Objectives
1. Demonstrate a planned
movement sequence that
incorporates feedback from
teachers and peers
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2. Identify, describe, and
celebrate the influence that
different world cultures have on
games, sports, and dance
Displays little or no ability to
identify, describe, and celebrate
the influence that different world
cultures have on games, sports,
and dance
Demonstrates the ability to
identify, describe, and celebrate
the influence that different world
cultures have on games, sports,
and dance
Demonstrates the ability to
identify, describe, and celebrate
the influence that various world
cultures have on different
games, sports, and dance
Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed. Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
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Content Area: PE
Grade: K-2
Section #: 2
Topic Name: Wellness
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades K-5 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections will progress from basic movement education to developing and applying manipulative skills in
various isolated and applied situations such as physical fitness and activity, individual skill development, and cooperative activities.
Section I Movement Education/ Rhythm, Section II Wellness, Section III Manipulative Skills, Section IV Movement/ Locomotor/Non-locomotor
Skills, Section V Lifetime/ Cooperative Activities
Primary Interdisciplinary Connections
Language Arts
Grade
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
K
K
1. Explain how peoples’ decisions to be active can have a direct impact on the way they feel.
2. Explain how regular physical activity contributes to being “well”.
K
K
1
3. Identify the basic safety rules that should be applied when participating in any movement activity.
4. Identify foods that promote a healthy lifestyle.
1. Develop decision making skills that promote participation in moderate to vigorous age-appropriate physical
activities.
2. Explain what it means to be physically fit and how moderate to vigorous physical activity aids in the achievement
of wellness goals.
1
1
3. Explain how a safe environment encourages continued participation in physical activity.
Art
NJCCCS
(2.2.2.B.2)
(2.6.2.A.1,
2.1.2.A.1)
(2.5.2.C.2)
(2.1.2.B.1)
(2.6.2.A.2,
2.2.2.B.2)
(2.6.2.A.2,
2.6.2.A.3,
2.2.2.B.4)
(2.6.2.A.1,
2.5.2.C.2)
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1
4. Explain how healthy food choices relate to personal wellness.
1
5. Recognize how one’s feelings can impact the progress toward the achievement of a wellness goal.
2
1. Describe how outside factors influence decision making in regards to setting a fitness goal.
2
2. Develop a fitness goal and monitor how it might affect one’s overall wellness.
2
3. Demonstrate basic activity and safety rules while engaging in moderate to vigorous age-appropriate physical
activity.
2
4. Determine why making healthier food choices influences long term wellness goals
2
5. Determine how participation in regular physical activity may help to prevent common health conditions (diabetes,
high blood pressure, etc.).
(2.6.2.A.1,
2.1.2.B.1)
(2.6.2.A.3,
2.2.2.C.3)
(2.6.2.A.3,
2.2.2.B.3)
(2.6.2.A.3,
2.2.2.B.2,
2.2.2.B.4)
(2.6.2.A.2,
2.5.2.C.2)
(2.6.2.A.3,
2.1.2.B.1)
(2.6.2.A.1,
2.1.2.C.1)
Suggested Rubric & Assessment:
Kindergarten Wellness Section 2 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of how people’s
decisions to be active can have a
direct impact on how they feel
Explains how people’s decisions
to be active can have direct
impact on how they feel
Consistently demonstrates
understanding of how people’s
decisions to be active in various
ways can have a direct impact on
how they feel
Student Learning Objectives
1. Explain how one’s decisions
to be active can have a direct
impact on how they feel
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2. Explain how participating in
regular physical activity
contributes to one being well
Displays little or no
understanding of how regular
physical activity contributes to
being well
Explains how participating in
regular physical activity
contribute to being well
3. Identify the basic safety rules
that should be used when
participating in any movement
activity
Displays little or no
understanding of the basic safety
rules that should be applied
when participating in any
movement activity
Identifies the basic safety rules
that should be applied when
participating in any movement
activity
Consistently demonstrates an
understanding of how a variety
of different types of regular
physical activities contributes to
being well
Consistently identifies the basic
safety rules that should be
applied when participating in a
variety of movement activities
4. Identify foods that promote a
healthy lifestyle
Displays little or no
understanding of what foods
promote a healthy lifestyle
Identifies foods that promote a
healthy lifestyle
Consistently identifies the foods
that promote a healthy lifestyle
SLO: 1
Goal: Decisions to be active have direct impact on how we feel.
Assessment Activity: Teacher creates a poster of a smiling face, a regular face, and or a tired face. She/he hangs the poster on the wall for students
to evaluate how they feel after physical activity.
Example: Students will participate in any chasing and fleeing game (i.e. Everybody’s It, Cookie Monster). After the activity is completed
the students will be asked to evaluate how they feel on the poster (happy, energized, excited, tired, etc.)
• Students who are at the targeted level are able to explain how their decisions to be active have a direct impact on how they feel.
• “Developing” students do not currently display or understand how their decision to be active has a direct impact on how they feel.
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SLO: 2
Goal: Regular Physical Activity contributes to one being “Well”.
Assessment Activity: Teacher asks students how they feel after physical activity during P.E. class. Students can respond with a physical
description (i.e. heart beats faster, sweating, body feels tired). The teacher can link how the students’ bodies are reacting to how activity
contributes to their overall “wellness.”
Example: Teacher will ask students to make a muscle. The teacher will explain that the heart is also a muscle and just like any other
muscle it can get stronger with regular physical activity. Students will be asked to place their hand over their chest and see if they feel their
heart beating any faster after physical activity.
• Students at the targeted level are able to explain how participating in regular physical activity contributes to being “well.”
• “Developing” students do not currently display or have an understanding of how regular physical activity contributes to being “well.”
SLO: 3
Goal: Identify Basic Safety Rules.
Assessment Activity: During all movement activities students should display and identify basic safety rules such as staying within personal space,
staying within the boundary lines, starting and stopping upon appropriate signal(s), looking where they are going, and keeping hands and feet to
themselves.
Example: Bubbles in the Wind – All students are their own bubble. They “float” or move around in the boundary lines within personal
space. When the teacher signals or calls double bubble, they connect onto another bubble. The two bubbles float around without touching
any other bubble partners. When the teacher calls out double bubble again, the students will connect with another pair of bubbles. The
game is complete when the entire class is one giant bubble. Through this activity students are required to demonstrate all safety rules
mentioned above.
• Targeted students identify the basic safety rules that should be applied when participating in any movement activity.
• Developing students do not currently display or understand basic safety rules that should be applied when participating in any movement
activity.
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SLO: 4
Goal: Identify foods that promote a healthy lifestyle.
Assessment Activity: The teacher will provide small groups with plastic foods and/or pictures. The foods will consist of a variety of healthy and
unhealthy options. The students will identify foods that would promote a healthy lifestyle.
• Targeted students identify foods that promote a healthy lifestyle.
• Developing students do not currently display or understand what foods promote a healthy lifestyle.
Grade 1 Wellness Section 2 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Develop decision-making
skills that promote participation
in moderate to vigorous ageappropriate physical activities
Continues to develop the
decision-making skills that
promote participation in
moderate to vigorous ageappropriate physical activities
Demonstrates development of
the decision-making skills that
promote participation in
moderate to vigorous ageappropriate physical activities
2. Explain what it means to be
physically fit as well as how
moderate to vigorous physical
activity will aid in the
achievement of wellness goals
Demonstrates little or no
understanding of what it means
to be physically fit as well as
how physical activity aids in the
achievement of wellness goals
Explains what it means to be
physically fit as well as how
moderate to vigorous physical
activity aids in the achievement
of wellness goals
Consistently demonstrates
decision-making skills that
promote participation in a
variety of moderate to vigorous
age-appropriate physical
activities
Consistently demonstrates
understanding of what it means
to be physically fit as well as the
various types of physical
activities that will aid in the
achievement of wellness goals
Student Learning Objectives
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3. Explain how a safe
environment encourages
continued participation in
physical activity
Demonstrates little or no
understanding of how a safe
environment encourages
continued participation in
physical activity
Explains how a safe
environment encourages
continued participation in
physical activity
Consistently explains how a safe
environment encourages
continued participation in a
variety of physical activities
4. Explain how healthy food
choices relate to one’s personal
wellness
Demonstrates little or no
understanding of how healthy
food choices relate to personal
wellness
Demonstrates little or no
understanding of how one’s
feelings can impact the progress
toward the achievement of a
wellness goal
Explains how healthy food
choices relate to personal
wellness
Consistently explains how a
variety of healthy food choices
relate to personal wellness
Recognizes how one’s feelings
can impact the progress toward
the achievement of a wellness
goal
Consistently recognizes how
one’s feelings can impact the
progress toward the achievement
of a variety of wellness goals
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of how outside
factors influence decision
making in regards to setting a
fitness goal
Describes how outside factors
influence decision making in
regards to setting fitness goals
Consistently demonstrates
understanding of how outside
factors may positively or
negatively influence decision
making in regards to setting
fitness goals
5. Recognize how one’s feelings
can impact the progress toward
the achievement of a wellness
goal
Grade 2 Wellness Section 2 Rubrics
Student Learning Objectives
1. Describe how outside factors
may influence decision making
in regards to setting fitness goals
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2. Develop and monitor a fitness
goal and explain how it might
affect one’s overall wellness
Displays little or no
understanding of how
developing and monitoring a
fitness goal might affect one’s
overall wellness
Demonstrates little or no
understanding of basic activity
and safety rules while engaging
in moderate to vigorous ageappropriate physical activity
Develops and monitors a fitness
goal and explains how it might
affect one’s overall wellness
Develops and monitors a fitness
goal, and identifies its effect on
one’s overall wellness
Demonstrates basic activity and
safety rules while engaging in
moderate to vigorous ageappropriate physical activity
Consistently demonstrates basic
activity and safety rules while
engaging in a variety of
moderate to vigorous ageappropriate physical activity
4. Determine why making
healthier food choices influences
long term wellness goals
Displays little or no
understanding of why making
healthier food choices influences
long term wellness
Determines why making
healthier food choices influences
long term wellness goals
Consistently demonstrates
understanding of why making a
variety of healthier food choices
influence long term wellness
goals
5. Determine how participation
in regular physical activity may
prevent common health
conditions (diabetes, high blood
pressure, etc.)
Displays little or no
understanding of why regular
participation in physical activity
may prevent common health
conditions (diabetes, high blood
pressure, etc.)
Determines how participation in
regular physical activity may
prevent common health
conditions (diabetes, high blood
pressure, etc.)
Consistently demonstrates
understanding that regular
participation in a variety of
different physical activities may
prevent common health
conditions (diabetes, high blood
pressure, etc.)
3. Demonstrate basic activity
and safety rules while engaging
in moderate to vigorous ageappropriate physical activity
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Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
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Content Area: PE
Grade: 3-5
Section #: 2
Topic Name: Wellness
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades K-5 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections will progress from basic movement education to developing and applying manipulative skills in
various isolated and applied situations such as physical fitness and activity, individual skill development, and cooperative activities.
Section I Movement Education/ Rhythm, Section II Wellness, Section III Manipulative Skills, Section IV Movement/ Locomotor/Non-locomotor
Skills, Section V Lifetime/ Cooperative Activities
Primary Interdisciplinary Connections
Language Arts
Grade
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
Art
NJCCCS
3
1. Identify each health-related and skill-related fitness component of fitness.
(2.6.4.A.2)
3
2. Determine the short and long term physical, social, emotional and intellectual benefits of participating in
regular physical activity
3. Identify which factors (personal, hereditary, environmental) might play a role in determining one’s personal
fitness level.
1. Describe specific strategies that will maintain or improve each health-related and skill-related fitness
component.
2. Develop health-related fitness goals based on the assessment of one’s personal fitness- level and track progress
using health/fitness indicators.
(2.6.4.A.1)
3
4
4
(2.6.4.A.4)
(2.6.4.A.2 )
(2.6.4.A.3 ,
2.2.4.B.4)
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4
3. Identify factors (health status, interests, environmental) that impact personal fitness and explain their potential
positive and negative effects.
5
1. Explain and demonstrate specific exercises, activities, and strategies that will maintain or improve health and
skill related fitness components.
2. Develop a personal fitness plan based on the assessment of one’s personal fitness levels and goals.
3. Identify and monitor health/fitness indicators through the development and implementation of a personal
fitness plan.
4. Use knowledge of the health factors to explain how decision making affects physical activity and nutrition in
relation to attaining personal health and fitness goals
5
5
5
(2.6.4.A.4,
2.1.4.B.1,
2.2.4.B.3 ,
2.1.4.A.2 ,
2.1.4.B.1)
( 2.6.6.A.2)
(2.6.6.A.3)
(2.6.6.A.3)
(2.6.6.A.5,
2.2.6.B.1)
Suggested Rubric & Assessment:
Grade 3 Wellness Section 2 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no ability to
identify each of the healthrelated and skill-related
components of fitness
Displays little or no ability to
determine the short/long term
physical, social, emotional, and
intellectual benefits of regular
physical activity
Identifies each of the healthrelated and skill related
components of fitness
Consistently demonstrates
understanding of each of the
health-related and skill-related
components of fitness
Consistently demonstrates
understanding of the various
short/long term physical, social,
emotional, and intellectual
benefits of regular physical
activity
Student Learning Objectives
1. Identify the health-related and
skill-related components of
fitness
2. Determine the short/long term
physical, social, emotional,
and intellectual benefits of
consistent physical activity
Determines the short/long term
physical, social, emotional, and
intellectual benefits of regular
physical activity
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3. Identify which factors (health
status, hereditary,
environmental) may play a
role in determining one’s
personal fitness level
Displays little or no ability to
identify which factors (personal,
hereditary, environmental) might
play a role in determining one’s
personal fitness level
Identifies which factors (health
status, hereditary,
environmental) might play a role
in determining one’s personal
fitness level
Consistently identifies the
various factors (health status,
hereditary, environmental) that
might play a role in determining
one’s as well as others’ personal
fitness level
SLO: 1
Goal: Students will identify each of the health-related and skill-related components of fitness.
Assessment Activity: Students will complete nine stations designed to assess their knowledge of the health-related and skill-related components of
fitness. Students will be split into groups of four. Each group will travel through all nine stations. Each station will have a card with the name of
an exercise or physical activity on it. Students will then have four minutes to perform the exercise or physical activity. At the completion of four
minutes each student in the group will write down in their notebook which health-related or skill-related components of fitness the exercise or
physical activity represents. Students will also be asked to explain why that exercise or physical activity represents the component. Teachers will
assess the students’ written answers as well as their performance of the exercise or physical activity at each station.
Examples of each station:
1. Agility - cones or an agility ladder for students to move through, shuttle run.
2. Flexibility - different types of static stretches or yoga poses.
3. Balance - moving on a balance beam, poly spots, or various yoga poses.
4. Cardiovascular endurance - Jumping rope, running in place, dance revolution.
5. Coordination - bouncing a ball on a racquet, bouncing a basketball, dribbling a soccer ball through a series of cones.
6. Muscular strength - flexed arm hang, crab walk, wall push-ups.
7. Power - vertical leap, standing long jump.
8. Muscular endurance - crunches, arm curls.
9. Speed - sprints, shuttle run.
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SLO: 2
Goal: Students will determine the short/long term physical, social, emotional, and intellectual benefits of regular physical activity.
Assessment Activity: Students will be given an assignment which will help illustrate the short and long-term benefits of physical activity. Each
student will compile their physical activity over the period of their wellness unit. This physical activity may take place during and after school
hours. Students will be asked to keep a log of the different types of physical activity in which they are taking part. Students will also log in how
they think taking part in regular physical activity is making them feel physically (feel healthier, losing weight), socially (feel more comfortable
interacting with people), emotionally (feel better about myself, improved self-esteem) and intellectually (concentrating more in school, doing
better with schoolwork). At the end of the wellness Section students will be able to review their log and ascertain the short and long term benefits
of regular physical activity.
Physical Activity
Log
Type of activity
How did you feel
physically?
How did you interact
with other people
when exercising?
How do you feel
emotionally?
In what ways has
becoming physically
active affected the
work you do in the
classroom?
Week 1
Week 2
Week 3
Week 4
SLO: 3
Goal: Students will identify which factors (health status, hereditary, environmental) might play a role in determining one’s personal fitness level.
Assessment Activity: Students will refer to their own fitness log which they completed as part of their wellness unit. Students will review the log
to see if their health status, heredity, or their home environment played a role in determining the type of physical activity they participated in and
how they played a role in their overall personal wellness.
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Students will then be asked to answer the following reflections questions:
1. Why would not feeling well or being sick affect the type of exercise or physical activity in which you participate?
2. Explain where or how someone lives might affect how healthy they are?
3. Do people in your family like to exercise? How do you think family members may affect your personal fitness?
4. How does heredity factor into a person’s personal fitness level.
Grade 4 Wellness Section 2 Rubrics
Student Learning Objectives
1. Describe specific strategies
that will maintain or improve
each health-related and skillrelated component of fitness
2. Develop health-related fitness
goals based on the assessment of
one’s personal fitness level and
track progress using
health/fitness indicators
3. Identify factors (health status,
interests, environmental)that
impact fitness and explain their
possible positive or negative
effects
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of specific
strategies that will maintain or
improve each health-related and
skill-related component of
fitness
Displays little or no
understanding of how to develop
health related fitness goals based
on the assessment of one’s
personal fitness level and track
progress using health/fitness
indicators
Displays little or no
understanding of the factors
(health status, interests,
environmental) that impact
fitness, and explain their
potential positive or negative
effects
Describes specific strategies that
will maintain or improve each
health-related and skill-related
component of fitness
Describes various specific
strategies that will maintain or
improve each health-related and
skill-related component of
fitness
Develops health-related fitness
goals based on the assessment of
one’s personal fitness level and
tracks progress using
health/fitness indicators
Explains and demonstrates how
to develop health-related fitness
goals based on the assessment of
one’s personal fitness level and
track progress using
health/fitness indicators
Identifies factors (health status,
interests, environmental) that
impact fitness and explains their
potential positive or negative
effects
Identifies various factors (health
status, interests, environmental)
that impact fitness and explain
their potential positive or
negative effects on certain body
systems
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SLO: 1
Goal: Students will describe specific strategies that will maintain or improve each health-related and skill-related component of fitness.
Assessment Activity: Students will be asked to complete a series of stations with activities that relate to each of the health-related and skill-related
components of fitness. Each station will have a card or sign listing the exercises or activities that will be performed. Students will develop
strategies for each component of fitness. During the series of stations there will be two stations where students will record on a chart their strategy
for each component of fitness.
Components of Fitness
Cardiovascular Endurance
Muscular Strength
Muscular Endurance
Flexibility
Agility
Balance
Coordination
Power
Reaction Time
Speed
Strategy to Maintain
Strategy to Improve
Feedback / Suggestions
SLO: 2, 3
Goal: Students will develop and track health-related fitness goals based on the assessment of their personal fitness levels. Through developing and
tracking personal fitness goals students will identify positive or negative factors (health status, interest, environmental) that may impact their
fitness goals.
Assessment Activity: As part of an ongoing Wellness/fitness Section, students will be pre-assessed on the health-related components of fitness.
Students will then use the results of this assessment to develop personal fitness goals. Students will use a personal fitness chart to track their goals
during the unit. Students will also be asked to take into consideration how certain positive or negative factors may impact their personal fitness
goals.
*Students are being assessed on their understanding of the health-related components of fitness and their ability to develop appropriate personal
fitness goals, not on the scores of the fitness assessments.
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Components of Fitness
1st Assessments Results Goals
2nd Assessments
Results
Review / Modify
Goals
3rd Assessment
Results
Cardiovascular
Endurance
Muscular Strength
Muscular Endurance
Flexibility
Reflection:
1. How did any positive or negative factors (health status, interests, environment) impact the personal fitness goals you set?
2. Explain how you worked to attain your personal fitness goals.
3. What two things would you do differently in developing and tracking your personal fitness goals?
Grade 5 Wellness Section 2 Rubrics
1. Explain and demonstrate
specific exercises, activities, and
strategies that will maintain or
improve health-related and skillrelated fitness components
2. Develop a personal fitness
plan based on the assessment of
one’s personal fitness levels and
goals
Developing/
Needs Improvement
Demonstrates little or no ability
to explain or demonstrate
specific exercises, activities, and
strategies that will maintain or
improve health-related and skillrelated fitness components
Displays little or no ability to
develop a personal fitness plan
based on the assessment of
personal fitness levels and goals
Targeted/
Satisfactory
Explain and demonstrate
specific exercises, activities, and
strategies that will maintain or
improve health-related and skillrelated fitness components
Exceeds Target/
Very Good
Explains and demonstrates
various games, activities, and
strategies that will maintain or
improve health-related and skillrelated fitness components
Develops a personal fitness plan
based on the assessment of
personal fitness levels and goals
Develops a personal fitness plan
based on the assessment of
personal fitness levels and goals
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3. Identify and monitor
health/fitness indicators through
the development and
implementation of a personal
fitness plan
4. Use knowledge of certain
health factors to explain how
decision-making affects physical
activity and nutrition in relation
to attaining personal health and
fitness goals
Displays little or no ability to
identify and monitor
health/fitness indicators through
the development and
implementation of a personal
fitness plan
Displays little or no ability to
use knowledge of certain health
factors to explain how decisionmaking affects physical activity
and nutrition in relation to
attaining personal health and
fitness goals
Identifies and monitors
health/fitness indicators through
the development and
implementation of a personal
fitness plan
Identifies and monitors a variety
of health/fitness indicators
through the development and
implementation of a personal
fitness plan
Displays the ability to use
knowledge of certain health
factors to explain how decisionmaking affects physical activity
and nutrition in relation to
attaining personal health and
fitness goals
Consistently displays the ability
to use knowledge of a variety of
health factors to explain how
decision-making affects physical
activity and nutrition in relation
to attaining personal health and
fitness goals
SLO: 1
Goal: Students will explain and demonstrate specific exercises, activities, and strategies that will maintain or improve health and skill-related
components of fitness.
Assessment Activity: At the completion of the fitness/wellness Section students will complete the attached health- related and skill-related fitness
demonstration sheet. Students will accomplish completing the activities through directed instruction, through station work, or home physical
activities. All students will set goals for improvement in each component. Students will circle the activities in which they participated as they
reach their goals.
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Components of Fitness
Cardiovascular Endurance
Muscular Strength
Muscular Endurance
Flexibility
Agility
Balance
Coordination
Power
Reaction Time
Speed
My Goal
My Activities
Jumping rope, Vigorous dancing, Running in place, Running
around block, Playing tag, Moderate to vigorous bicycling
Arm Hang, Wall push-ups, Push-ups, crab walk, Modified
pull-ups
Crunches, Bent knee sit-ups, Arms folded sit-ups, Arms
extended sit-ups, Weighted sit-ups
Sit and reach, Sit and twist, Calf stretch, Butterfly stretch,
Yoga poses, Hamstring Stretch
Grapevines, Cone agility drill, Agility ladder, Jumping rope
Balance beam, One leg balance, Un-weighted squats
Carioca, Line Dancing, Jumping rope-crossovers
Vertical jumps, Standing broad jump, Pull-ups, Box jumps
Reacting from a prone position, Turning to catch a soft or nerfball
Sprints, High speed rope jumping
Reflection:
1. What strategies did you use to help reach your goal of improving your health or skill-related components of fitness?
2. Why do you think performing some of these activities linked to specific components of fitness helped you improve?
3. What strategies would you use in the future to improve these components of fitness?
SLO: 2, 3, 4
Goals: Students will develop personal fitness plans based on an assessment of their personal fitness levels, identify and monitor fitness indicators
through the implementation of the plan, and use knowledge of certain health factors to explain proper decision-making in regard to physical
activity and nutrition.
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Assessment Activity: Students will develop a personal fitness plan based on their pre-assessment of the health-related components of fitness.
Students will use these scores as a baseline to develop a personal fitness plan. The plan should include the activities as well as a goal for
improvement for each health-related component of fitness. Students will monitor their progress through recurring assessments of their personal
fitness levels and readjust their plans or goals accordingly. All students will also indicate why they have made certain decisions regarding what
type of physical activity they have chosen for their plan as well as any nutritional changes they have made to help achieve their personal fitness
goals.
Components of Fitness
Cardiovascular
Endurance
Muscular Strength
Muscular Endurance
Flexibility
Pre-Score
My Goal
Post-Score
My Activities
Reflection:
1. What decisions did you have to make in regard to changing your diet or increasing your physical activity levels to accomplish your personal
fitness goals?
2. What health-related factors played a role in making these decisions?
Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video) / Tablet
YouTube
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Content Area: PE
Grade: 6-8
Section #: 2
Topic Name: Wellness
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades 6-8 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections progress from wellness education (fitness concepts and activities) to developing and applying
movement education skills in isolated and applied situations in various activities such as individual skill development, team activities and
strategies and cooperative activities.
Section I Wellness, Section II Movement Education/ Rhythm, Section III Cooperative Games, Section IV Individual Activities, Section V Team
Activities
Primary Interdisciplinary Connections
Language Arts
Grade
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
6
1. Identify the personal, social, and environmental factors that impact fitness and personal health.
6
2. Define the differences between skill and health-related fitness, and explain how the respective components can
be enhanced through practice / training.
3. Using an assessment of one’s personal fitness level, develop a personal physical activity program.
4. Describe and apply the FITT (Frequency, Intensity, Time, Type) principle to improve personal fitness.
1. Identify the short and long term benefits (physical, social, emotional) of regular physical activity and how they
may change during one’s lifetime
2. Define body composition and identify healthy strategies for gaining, maintaining or losing weight safely (such
as applying healthy eating principles, modifying lifestyle behaviors, and increasing physical activity).
3. Determine how advances in technology may be used to improve personal fitness using the primary principles
of training (FITT).
6
6
7
7
7
Art
NJCCCS
(2.6.6.A.4,
2.6.6.A.5)
(2.6.6.A.2)
(2.6.6.A.3)
(2.6.6.A.6)
( 2.6.8.A.1,
2.2.8.B.3)
(2.6.8.A.4,
2.1.8.B.2)
( 2.6.8.A.3,
2.6.8.A.5)
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8
1. Analyze and reflect on personal health data (HR monitors, pedometers, fitness assessments) to create and
implement a comprehensive health and fitness program (wellness ) applying the FITT principles.
8
2. Determine and evaluate the short and long term effects, including the consequences, of the use and abuse of
anabolic steroids and other performance enhancing drugs. (i.e. physical, behavioral, legal, and ethical).
(2.6.8.A.2,
2.6.8.A.4
2.6.8.A.5)
(2.6.6.A.7,
2.6.8.A.6)
Suggested Rubric & Assessment:
Grade 6 Wellness Section 1 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Displays little or no
understanding of the personal,
social, or environmental factors
that impact physical fitness and
personal health
Displays little or no
understanding of health or skillrelated fitness components
Identifies the personal, social,
and environmental factors that
impact physical fitness and
personal health
Exceeds Target/
Very Good
Student Learning Objectives
1. Identifies the personal, social,
and environmental factors that
impact physical fitness and
personal health
2. Understands the difference
between skill and health-related
fitness, and can implement them
into practice/training
3. Understands the use of a
fitness assessment as a baseline
to develop a physical activity
program
Displays little or no
understanding of the use of a pre
or post fitness assessment in
developing a physical activity
program.
Demonstrates comprehensive
understanding of the personal,
social, and environmental factors
that impact physical fitness and
personal health
Demonstrates an understanding
Demonstrates comprehensive
of the differences between health understanding of both healthand skill-related fitness, and
related and skill-related fitness
identifies how each can be
components, and integrates them
enhanced through
into a physical activity program
practice/training
Demonstrates understanding of
Consistently demonstrates
the use of fitness assessments in understanding of the use of
developing a physical activity
fitness assessments in
program
developing a physical activity
program (included and presented
in a logical and easy to read
format using a visual
representation; ex. chart, table,
spreadsheet)
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4. Understands how the FITT
principle can be applied to
improve personal fitness
Displays little or no
understanding of the FITT
principle or how it can be
applied to improve personal
fitness
Demonstrates an understanding
Demonstrates comprehensive
of the FITT principle and applies understanding of the FITT
it to improve personal fitness
principle and its application to
improve personal fitness through
its use in a physical activity
program
The 6th grade project will introduce students to the different areas of physical fitness and the pertinent information necessary to begin to make
informed decisions and implement a regular fitness program into their daily routines. A personalized physical fitness portfolio will be created
including the following components: Fitness assessment scores, fitness goals, nutrition goals, etc.
SLO: 1
Goal: Identification of factors impacting personal health and physical fitness
Assessment Activity: Students will be expected to create a list of various personal, social, and environmental factors that impact their fitness.
Students must be cognizant of their unique environment and situation along with considering the broader community. They must include a brief
definition / explanation of the factor. If students articulate the factor along with providing concrete examples, they will have demonstrated
comprehensive understanding.
• For example: Environmental factor - limited, safe open space. Living in an apartment complex limits the space where I can run outside
safely. Therefore, one option I may have is instead of taking the elevator I can walk the steps to my apartment to help with my
cardiovascular fitness.
• For example: Personal factor - Family history of heart disease. Being cognizant that heart disease is a personal factor, physical activity
and proper nutrition are very important in attaining health and wellness.
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SLO: 2
Goal: Skill versus Health-related fitness components
Assessment Activity:
• Students will identify a minimum of 3 health and 3 skill-related fitness components they would like to improve upon in their physical
activity program. They must list the component, define it, and then suggest a minimum of 2 activities/exercises they can do to
personally improve in that area.
• For example: Skill related fitness - agility: the ability to change direction quickly and efficiently. I will work on my agility by jumping
rope forward and backward for 1 minute 5 times a day, I will run a fitness ladder up and back 4 times 2 days per week.
• For example: Health related fitness - muscular endurance: the ability to perform many repetitions of an exercise with little or no
resistance (weight). I will work on my muscular endurance by developing a push-up program which increases incrementally as well as
developing an abdominal work out program to improve my core strength.
SLO: 3
Goal: Fitness test scores report and identification of areas of improvement
Assessment Activity:
• Students will be expected to include their personal scores from the fitness tests administered in class throughout the school year. If fitness
testing is conducted at different points during the school year, including all scores is necessary. After reporting scores, students must
critically analyze and identify the area(s) that they would like to improve upon. The improvement areas suggested will then be
highlighted in the personalized physical activity program included later in the portfolio.
• For example: My Sit and Reach score was an 8. I could definitely improve in this area and will include regular daily stretching in my
personal physical activity program.
• For example: My cardiovascular fitness level is below my target zone. I could improve my cardiovascular fitness by developing a
physical activity program that increases the time and varies the type of cardiovascular exercise.
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SLO: 4
Goal: Create a personalized physical activity program
Assessment Activity:
• Students will create a personal physical activity program implementing the FITT principle, areas they want to improve upon based on
their fitness testing, and skill and health-related fitness components. The program will be completed using a specified template provided
electronically to the students. Students may complete the template online or print it out.
Physical Activity
Program
Week 1
Week 2
Week 3
Week 4
Health-Related
Components
Skill-Related
Components
Fitness Assessment
Results
Frequency
Intensity
Time
Type
Grade 7 Wellness Section 1 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no
understanding of the benefits of
regular physical activity or how
it changes throughout one’s
lifetime
Identifies short and long term
physical, social, and emotional
benefits of regular physical
activity throughout one’s
lifetime
Consistently demonstrates
understanding of many physical,
social, and emotional benefits of
a variety of physical activities
throughout one’s lifetime
Student Learning Objectives
1. Understands that regular
physical activity plays a role in
physical, social, and emotional
health throughout one’s lifetime.
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2. Understands body
composition and identifies
healthy strategies for weight
management (gaining,
maintaining, losing weight)
Displays little or no
understanding of body
composition and cannot identify
healthy weight management
strategies
Demonstrates understanding of
body composition and identifies
healthy weight management
strategies (through nutrition log
and food / eating plan, and
activity plan)
3. Utilizes technology (HR
monitors, pedometers, etc.) to
determine how the FITT
principle can impact overall
personal fitness
Displays little or no
understanding of how advances
in technology apply to the FITT
principle in modifying /
enhancing personal fitness
Demonstrates understanding of
how advances in technology
apply to the FITT principle in
modifying / enhancing personal
fitness
Consistently demonstrates
understanding of body
composition and healthy weight
management strategies by
creating and modifying a
balanced food / eating and
activity plan as necessary
Consistently demonstrates
understanding of how various
advances in technology apply to
the FITT principle in modifying/
enhancing personal fitness
Assessment Activity: Scaffolding on the 6th grade project; the 7th grade wellness project will begin to explore some of the relevant concepts in
greater depth.
SLO: 1
Goals: Students will identify short and long term physical, social, and emotional benefits of regular physical activity.
Assessment Activity: Identify short and long term physical, social, and emotional benefits of regular physical activity. Create a chart analyzing
what participation in physical activity does for the body throughout the lifetime. Identify how different amounts of physical activity benefit one’s
physical, social, and emotional wellness. They will track the activity of 2 members of their family and reflect upon what engagement in physical
activity is doing for their physical, social, and emotional wellness specifically at each stage.
SLO: 2
Goal: Students will demonstrate an understanding of body composition and healthy weight loss strategies.
Assessment Activity: A personalized food diary and eating plan. Students will track their eating and then, using information learned in class, they
will examine their eating habits. Each student will identify how diet habits and physical activity may affect body composition. All students will
create a meal plan, following the *MyPlate.gov guidelines that they will follow and reflect upon. They may also make recommendations for
increasing physical activity and personal fitness based upon information learned during class (more aerobic vs. anaerobic for weight loss, varying
reps vs. sets when weight training, etc.).
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SLO: 3
Goal: Students will demonstrate an understanding of how advances in technology apply to the FITT principle in modifying or enhancing personal
fitness.
Assessment Activity: Students will wear pedometers and/or heart rate monitors or other technology available within the district to track and log
their activity levels during PE class. The information will then be analyzed and recommendations will be applied to using the FITT principle to
improve performance.
Grade 8 Wellness Section 1 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Analyzes personal health data
to develop, implement, and
reflect on overall wellness plan
Displays little or no
understanding of the analysis of
personal health data
Analyzes the application of
personal health data for the
implementation of a personal
health plan
Completes a thorough analysis
of personal health data for the
implementation of a personal
health plan
1. Creates, implements and
reflects on overall fitness/
wellness plan applying the FITT
principle
Displays little or no
understanding of application of
the FITT principle as part of an
overall fitness plan
Creates a comprehensive fitness
plan applying the FITT principle
Consistently applies the FITT
principle through the creation
and modification of an overall
fitness/wellness plan
2. Understands the short and
long term effects of anabolic
steroid use on one’s personal
health
Displays little or no
understanding of the short and
long term effects of anabolic
steroid use
Demonstrates understanding of
the short and long term effects of
anabolic steroid use on one’s
personal health
Consistently demonstrates
understanding of a variety of
short and long term effects of
anabolic steroid use on body
systems (examples: liver disease,
heart disease, reproductive
issues, mental / emotional
issues)
Student Learning Objectives
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2. Determines and evaluates the
consequences (behavioral, legal,
and ethical) of anabolic steroid
use
Displays little or no
understanding of the
consequences (behavioral, legal,
ethical) of anabolic steroid use
Demonstrates understanding of
the consequences (behavioral,
legal, ethical) of anabolic steroid
use
Consistently demonstrates a
multifaceted understanding of
the consequences (behavioral,
legal, ethical) of anabolic steroid
use and the impact on
individuals and society
SLO: 1
Goal: Building on the 6th and 7th grade project, the culminating 8th grade project seeks to help students understand specific training principles
more clearly, along with discussing healthy ways to train versus unhealthy ways (i.e. anabolic steroids).
Assessment Activity: Specifically, this project will include the following: Students will analyze the application of personal health data to create an
overall fitness/wellness plan that highlights training using the FITT principle and proper eating for physical activity. While following the plan, and
upon completion of the unit, students will reflect upon changes they see in themselves along with the effectiveness of the plan. They may also
make suggestions for changes to their plan during the training phase or upon reflection at the completion.
SLO: 2
Goal: Students will demonstrate an understanding of both the short and long term effects of anabolic steroid use as well as the consequences of
steroid use.
Assessment Activity: Students will create informational posters to be displayed in the gymnasium discussing the use of anabolic steroids and
contrasting it with healthy means of training. The effects of steroids will be discussed, specifically diagnosing what steroids do to different body
systems. Students will create public service announcements utilizing technology, portraying the consequences of using steroids. PSAs may
highlight all of the consequences or groups of students may be assigned a specific consequence (ethical, legal, behavioral, or physical) about
which to create a PSA.
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Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
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Content Area: PE
Grade: K-2
Section #: 3
Topic Name: Manipulative Skills
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades K-5 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections will progress from basic movement education to developing and applying manipulative skills in
various isolated and applied situations such as physical fitness and activity, individual skill development, and cooperative activities.
Section I Movement Education/ Rhythm Section II Wellness Section III Manipulative Skills
Section IV Movement/ Locomotor/Non-locomotor Skills Section V Lifetime/ Cooperative Activities
Primary Interdisciplinary Connections
Language Arts
Grade
K
K
K
1
1
1
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
Art
NJCCCS
1. Develop spatial and coordination skills through movement and manipulative activities such as walking on a
balance beam, twirling a hula- hoop, or buttoning and unbuttoning.
2. Perform various movement and manipulative skills (kicking, striking) with developmentally appropriate
control during skill practice.
(2.5.P.A.3,
2.5.2.C.2)
(2.5.2.A.1)
3. Identify body parts (hands, feet, knees, head) that may be used to control different objects during various
manipulative activities.
1. Safely demonstrate basic throwing and catching skills that develop coordination.
(2.5.P.A.3)
2. Demonstrate various movement and manipulative skills (throw, catch) with developmentally appropriate
control during games, dance, and physical activity.
3. Manipulate objects (ball, beanbags, hula- hoops) with different parts of the body during skill practice.
(2.5.P.A.3,
2.5.2.C.2)
(2.5.2.A.1)
(2.5.2.A.1)
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1
4. Demonstrate changes in movement (time, force flow) while manipulating objects [bouncing, dribbling
(soccer), catching] in personal and general space.
2
1. Demonstrate manipulative skills (kicking, striking, bouncing) with increased mastery during skill practice,
games, and other physical activities.
2. Explain and demonstrate how objects (ball, beanbags, hula- hoops) should be used in practice, games, and
other physical activity in a safe manner.
3. Demonstrate the appropriate modifications of movement to experience a higher level of success during
throwing, catching, bouncing, and striking.
2
2
(2.5.2.A.1,
2.5.2.A.2,
2.5.2.C.2)
(2.5.2.A.1,
2.6.2.A.2)
(2.5.2.A.1,
2.5.2.C.2)
(2.5.2.A.2,
2.5.2.A.1)
Suggested Rubric & Assessment:
Kindergarten Manipulative Skills Section 3 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no spatial or
coordination skills through
movement and manipulative
activities such as walking on a
balance beam, twirling a hula
hoop, or buttoning and
unbuttoning
Displays little or no ability to
perform various movement and
manipulative skills (kicking,
striking) with developmentally
appropriate control during skill
practice
Develops spatial and
coordination skills through
movement and manipulative
activities such as walking on a
balance beam, twirling a hula
hoop, or buttoning and
unbuttoning
Performs various movement and
manipulative skills (kicking,
striking) with developmentally
appropriate control during skill
practice
Consistently demonstrates the
spatial and coordination skills
through movement and
manipulative activities such as
walking on a balance beam,
twirling a hula hoop, or
buttoning and unbuttoning
Consistently performs various
movement and manipulative
skills (kicking, striking) with
developmentally appropriate
control during skill practice
Student Learning Objectives
1. Develop spatial and
coordination skills through
movement and manipulative
activities
2. Perform various movement
and manipulative skills (kicking,
striking) with developmentally
appropriate control during skill
practice
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3. Identify body parts (hands,
feet, knees, head) that may be
used to control different objects
during various manipulative
activities
Displays little or no ability to
identify body (hands, feet,
knees, head) parts that may be
used to control different objects
during various manipulative
activities
Identifies body parts (hands,
feet, knees, head) that may be
used to control different objects
during various manipulative
activities
Consistently identifies body
parts (hands, feet, knees, head)
that may be used to control
different objects during various
manipulative activities
SLO: 1
Goal: Students will develop spatial and coordination skills through movement and manipulative activities.
Assessment Activity: The teacher will distribute several different types of equipment for students to use. Hula hoops, scarves, playground balls,
yarn balls, etc. will be used by the students as they move in general space. Students will be asked to move in the general space while using the
equipment in different ways. Examples might be students walking and twirling a hula hoop on different parts of their body, walking while
bouncing and catching a play ground ball, or walking and throwing and catching scarves. Teacher will use a checklist to assess student’s ability to
demonstrate through spatial and coordination skills.
SLO: 2, 3
Goal: Students will perform various movement and manipulative skills with various body parts with appropriate control during skill practice.
Assessment Activity: Each student will be given a balloon or a soft ball. Students will be asked to move in general space while kicking or striking
the object. The teacher will direct the students to use the different manipulative skills. The teacher will then direct the students to control the
objects with any body part they would like. Students should be moving in general space and using their arms, heads, elbow, knees, fingers, feet
etc. to control the object. Teacher may use a checklist to assess students’ abilities to perform the activity.
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Grade 1 Manipulative Skills Section 3 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Safely demonstrate basic
throwing and catching skills that
develop coordination
Displays little or no ability to
safely demonstrate basic
throwing and catching skills that
develop coordination
Safely demonstrates basic
throwing and catching skills that
develop coordination
Consistently demonstrates the
ability to safely demonstrate
basic throwing and catching
skills that develop coordination
2. Demonstrate various
movement and manipulative
skills (kicking, striking) with
developmentally appropriate
control during games, dance, and
physical activity
Demonstrates little or no ability
to perform movement and
manipulative skills (kicking,
striking) with developmentally
appropriate control during
games, dance, and physical
activity
Demonstrates various movement
and manipulative skills (kicking,
striking) with developmentally
appropriate control during
games, dance, and physical
activity
Consistently demonstrates
various movement and
manipulative skills (kicking,
striking) with developmentally
appropriate control during
various games, dance, and
physical activity
3. Manipulate objects with
different parts of the body
during skill practice
Demonstrates little or no ability
to manipulate objects (ball, bean
bags, hula-hoops) with different
parts of the body during skill
practice
Demonstrates the ability to
manipulate objects (ball, bean
bags, hula-hoops) with different
parts of the body during skill
practice
Consistently demonstrates the
ability to manipulate objects
(ball, bean bags, hula-hoops)
with different parts of the body
during skill practice
4. Demonstrate changes in
movement while manipulating
objects in personal and general
space
Displays little or no ability to
demonstrate changes in
movement (time, force, flow)
while manipulating objects
[bouncing, dribbling (soccer),
catching] in personal and general
space
Demonstrates changes in
movement (time, force, flow)
while manipulating objects
[bouncing, dribbling (soccer),
catching] in personal and general
space
Consistently displays the ability
to demonstrate changes in
movement (time, force, flow)
while manipulating objects
[bouncing, dribbling (soccer),
catching] in personal and general
space
Student Learning Objectives
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SLO: 1
Goal: Students will safely demonstrate throwing and catching skills that help develop coordination skills.
Assessment Activity: Students will be given the opportunity to pick a ball or object (bean bags, yarn ball, large whiffle ball, tennis ball, etc.) that
they feel comfortable catching and throwing. They will be asked to throw their ball or object up into the air and catch it. Students will be given
several minutes to repeat this process. They will then be instructed to place their individual hula hoop against the gym wall to be used as a target.
Students will be directed to throw their ball or object into the hula hoop. Several minutes will be given to repeat this process. The culminating
activity will be for students to be put into pairs to demonstrate their abilities to now throw and catch safely with a partner. Teacher should observe
the ability to throw and catch safely during these activities.
SLO: 2
Goal: To demonstrate various movement and manipulative skills with appropriate control during activities.
Assessment Activity: “Hit Pin”. Students will participate in a modified version of bowling. The activity will stress the movement and
manipulative skills needed to roll a ball at a target. Students will be supplied with any age appropriate ball that will roll and several “pins” or other
types of targets. Students will be asked to roll the ball to knock down the target with appropriate control. Students should be given several
opportunities to attempt to knock down the pins. Teacher should be observing the students’ ability to perform the appropriate movement necessary
to be successful.
SLO: 3, 4
Goal: Students will demonstrate the ability to manipulate objects with various changes in movement during skill practice in both personal and
general space.
Assessment Activity: Students will first be given an object of their choice (bean bag, scarf, tennis ball, playground ball). In general space students
will be asked to manipulate objects with any body part they feel is appropriate for their object. Students may use their head, hands, feet, arms,
knees, or elbows, to balance, catch, bounce or throw their object. Teachers should circulate among their students to observe the students’ ability to
manipulate the objects in their own way. Teachers will then direct the students to manipulate the objects with a certain body part (head, arms, legs,
feet, hands, elbows, etc.) and observe their skills (throw, kick, bounce, catch, balance). Teachers may record their observations on a checklist.
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Assessment Activity: Students will be given a playground ball. They will be asked to manipulate the ball in different ways and with different
changes in movement (time, force, flow). Students may bounce or throw and catch the ball in different ways (high, medium, low) to demonstrate
the change in movements. Students will do this independently in both personal and general space. Teachers will observe the class for ability.
Students will then be asked to manipulate the ball and demonstrate changes directed by the teacher. Teachers may record the observations on the
checklist.
Grade 2 Manipulative Skills Section 3 Rubrics
Student Learning Objectives
1. Demonstrate manipulative
skills with increased mastery
during practice, games, and
other physical activities
2. Explain and demonstrate how
objects (ball, beanbags, hula
hoops) should be used in
practice, games, and other
physical activities in a safe
manner
3. Demonstrate the appropriate
modifications of movement to
experience a higher level of
success during throwing,
catching, bouncing, and striking
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no ability to
demonstrate manipulative skills
(kicking, striking, bouncing)
with increased mastery during
practice, games, and other
physical activities
Demonstrates manipulative
skills (kicking, striking,
bouncing) with increased
mastery during practice, games,
and other physical activities
Displays little or no ability to
explain or demonstrate how
objects (ball, beanbags, hula
hoops) should be used in
practice, games, and other
physical activities in a safe
manner
Demonstrates little or no ability
to make the appropriate
modifications of movement to
experience a higher level of
success during throwing,
catching, bouncing, and striking
Explains and demonstrates how
objects (ball, beanbags, hula
hoops) should be used in
practice, games, and other
physical activities in a safe
manner
Consistently displays the ability
to demonstrate manipulative
skills (kicking, striking,
bouncing) with increased
mastery during practice, various
games, and other physical
activities
Consistently explains and
demonstrates how various
objects (ball, beanbags, hula
hoops) should be used in
practice, games, and other
physical activities in a safe
manner
Consistently demonstrates the
appropriate modifications of
movement to experience a
higher level of success during
throwing, catching, bouncing,
and striking
Demonstrates the appropriate
modifications of movement to
experience a higher level of
success during throwing,
catching, bouncing, and striking
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SLO: 1, 2
Goal: Students will demonstrate manipulative skills using objects safely and with increased mastery during practice, games, and other physical
activities.
Assessment Activity: All students will be given a balloon. Students will be directed to manipulate the balloon in any way they see fit. They should
be striking, kicking, bouncing etc. the balloon in general space. Teachers will be observing the skill practice for mastery as well as safety. Students
will then be asked to manipulate the balloon at the direction of the teacher in various ways. Teachers again should be observing for skill mastery
as well as safety in general space. Students will then be given the opportunity to select another object to manipulate. Students may choose from
soccer balls, playground balls, tennis balls, whiffle balls, bean bags etc. They will be given the freedom to manipulate the objects at their own
discretion in general space. Teachers should take another opportunity to observe the student’s ability to manipulate the chosen object as well as
safety in general space.
SLO: 3
Goal: Students will demonstrate appropriate modifications of movement to experience a higher level of success during throwing, catching,
bouncing, and striking.
Assessment Activity: Students grouped in threes will be given halves of foam swim noodles and then instructed to toss them into the sky to a
partner. The students will be asked to run and catch, jump and catch, reach forward and catch, and reach overhead and catch. The third student
will play the role of a teacher and observe the throwing and catching skills of both students. The observer should be watching for three or more
consecutive catches. The third student will fill out a peer review sheet while observing. After two minutes the roles will change. The students
should be demonstrating the ability to move to catch the swim noodle since it tends to change direction when thrown. Directions: Peer checklist –
take turns in groups of 3 noodle tosses. For the allotted time, watch your partner to see if they can do the following skills. If they can do the skill 3
times, color the smiley face (see the next page).
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Directions: Peer checklist – take turns in groups of 3 tossing noodles. For the allotted time, watch your partner to see if they can do the following
skills. If they can do the skill 3 times, color the smiley face.
1. Jump and Catch
2. Run and Catch
3. Reach Forward and Catch
4. Reach Overhead and Catch
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Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
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Content Area: PE
Grade: 3-5
Section #: 3
Topic Name: Manipulative Skills
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades K-5 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections will progress from basic movement education to developing and applying manipulative skills in
various isolated and applied situations such as physical fitness and activity, individual skill development, and cooperative activities.
Section I Movement Education/ Rhythm Section II Wellness
Section III Manipulative Skills
Section IV Movement/Locomotor/Non-locomotor Skills Section V Lifetime/ Cooperative Activities
Primary Interdisciplinary Connections
Language Arts
Grade
3
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
Art
NJCCCS
1. Manipulate a variety of objects with control in personal and general space. (e.g. hula hoop, jump rope, bean
bags, ribbons, etc.)
2. Explain and demonstrate striking and kicking of an object with and without an implement, using correct
mechanical techniques in games, sports and activities.
(2.5.4.A.1)
3
3. Explain and demonstrate how to dribble and shoot an object for a goal in a variety of games, sports, and
activities.
(2.5.4.A.1)
4
1. Explain and demonstrate throwing, catching, dribbling, shooting, and striking an object from a stationary
position with mechanical correctness.
2. Explain and demonstrate how to dribble, pass, and receive an object while moving with a partner.
(2.5.4.A.2)
3
4
(2.5.4.A.1)
(2.5.4.A.2)
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4
4
5
5
5
3. Explain and demonstrate how to strike an object continuously with a variety of body parts and implements
(hands, feet, and paddle/racquet).
4. Explain and demonstrate passing and receiving of an object showing accuracy while moving safely in relation
to boundaries in games, sports, and activities.
1. Explain and demonstrate throwing and catching using correct mechanical techniques in games, sports and
activities
2. Explain and demonstrate striking and kicking of an object continuously with various body parts and
implements in games, sports and activities.
3. Explain and demonstrate how to control a variety of objects within non-competitive, cooperative and
competitive environments (apply rules) while moving in general space with varying pathways, directions, and
speeds.
(2.5.4.A.1,
2.6.6.A.2)
(2.5.4.A.2,
2.5.4.C.2)
( 2.5.6.A.1,
2.5.6.A.2)
(2.5.6.A.1,
2.5.6.A.2,
2.6.6.A.2)
(2.5.6.A.1,
2.6.6.A.2,
2.5.6.C.2)
Suggested Rubric & Assessment:
Grade 3 Manipulative Skills Section 3 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no ability to
manipulate a variety of objects
with control in personal and
general space (e.g. hula hoop,
jump rope, bean bags, ribbons,
etc.)
Demonstrates ability to
manipulate a variety of objects
with control in personal and
general space (e.g. hula hoop,
jump rope, bean bags, ribbons,
etc.)
Consistently demonstrates
ability to manipulate a variety of
objects with control in personal
and general space (e.g. hula
hoop, jump rope, bean bags,
ribbons, etc.)
Student Learning Objectives
1. Manipulate a variety of
objects with control in personal
and general space
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2. Explain and demonstrate
striking and kicking of an object
with and without an implement,
using correct mechanical
techniques in games, sports, and
activities
Displays little or no ability to
explain and demonstrate striking
and kicking of an object with
and without an implement, using
correct mechanical techniques in
games, sports, and activities
Explains and demonstrates
striking and kicking of an object
with and without an implement,
using correct mechanical
techniques in games, sports, and
activities
Consistently displays the ability
to explain and demonstrate
striking and kicking of an object
with and without an implement,
using correct mechanical
techniques in various games,
sports, and activities
3. Explain and demonstrate how
to dribble and shoot an object for
a goal in a variety of games,
sports, and activities
Displays little or no ability to
explain or demonstrate how to
dribble and shoot an object for a
goal in a variety of games,
sports, and activities
Explains and demonstrates how
to dribble and shoot an object for
a goal in a variety of games,
sports, and activities
Consistently displays the ability
to explain and demonstrate how
to dribble and shoot an object for
a goal in a variety of games,
sports, and activities
SLO: 1
Goal: Students will demonstrate the ability to manipulate a variety of objects with control in personal and general space.
Assessment Activity: Students will be given the choice of several different types of balls and pieces of equipment. Each student will be asked to
manipulate the piece of equipment in general space. For example, a student may dribble a basketball, throw and catch a ball, use a hula hoop, or
throw and catch a ribbon. Teachers will observe the students in general space. Students will then be asked to change the equipment they are using
and try another type of equipment. Teachers may use a checklist to determine if the students are manipulating the object efficiently in personal and
general space as well as in different levels or speeds. After all students have finished demonstrating their skills with the objects they will be asked
to answer the following questions:
1. Which ball or piece of equipment did you choose first? How did you use the piece of equipment and why do you think you were
successful in doing it?
2. Which was the second piece of equipment you used? Explain how your use of this piece of equipment was different from the first.
3. How could you use the equipment in a different way?
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SLO: 2
Goal: Students will explain and demonstrate how to kick or strike an object with or without an implement in a mechanically correct way in games,
sports, and activities.
Assessment Activity: Students will be assigned a partner. Each pair of students will be given a balloon. Pairs will be instructed to either underhand
or overhand strike the balloon back and forth. Teachers will then ask students to strike or kick the balloon in an attempt to keep it from hitting the
ground. After students have completed the second part of the activity they will be given a paddle or racquet to strike the balloon back and forth
with their partner. Teachers will observe students while using a checklist to record their skill level and mechanical correctness.
Baseline Checklist
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Targeted/
Very Good
Feedback/ Suggestions
Demonstrates underhand
strike in a mechanically
correct manner
Demonstrates the
overhand strike in a
mechanically correct
manner
Demonstrates the ability
to kick in a mechanically
correct manner
Strikes with an
implement in a
mechanically correct
manner
At the completion of the striking/kicking activity, students will answer the following reflection questions:
1. What made you successful in the underhand or overhand balloon strike with your partner?
2. What are things you think you could work on to improve your striking or kicking?
3. Explain the three most important things you need to think about when you are kicking or striking?
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SLO: 3
Goal: Students will explain and demonstrate how to dribble and shoot an object at a goal in games, sports, or activities.
Assessment Activity: Teachers will set up an area with cones or other objects to create a perimeter. Each student will be given a ball that they will
dribble with their feet. Students will be directed to dribble inside the perimeter with proper technique and control while different types of music
are being played. When the music changes speeds or rhythms students should either speed up or slow down their dribbling speeds. When the
music stops students should stop their ball and shoot it at one of the cones or objects that make up the perimeter. Teachers should continue the
activity until they have been able to properly observe all students, using a check list.
Baseline Checklist
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Targeted/
Very Good
Feedback/ Suggestions
Dribbles with proper
technique
Dribbles with proper
control
Demonstrates proper
safety skills dribbling
and shooting
At the completion of the dribbling and shooting activity students will answer the following reflection questions:
1. What are the three most important things to do when dribbling a ball with your feet?
2. What are the three most important things to do when shooting a ball with your feet?
3. What skills do you think you could work on to improve your dribbling and shooting?
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Grade 4 Manipulative Skills Section 3 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Displays little or no ability to
explain or demonstrate throwing,
catching, dribbling, shooting,
and striking an object from a
stationary position with
mechanical correctness
Displays little or no ability to
explain or demonstrate how to
dribble, pass, and receive an
object while moving with a
partner
Displays little or no ability to
explain or demonstrate how to
strike an object continuously
with a variety of body parts and
implements (hands, feet, and a
paddle/racquet)
Explains and demonstrates
throwing, catching, dribbling,
shooting, and striking an object
from a stationary position with
mechanical correctness
Displays little or no ability to
explain or demonstrate passing
and receiving of an object
showing accuracy while moving
safely in relation to boundaries
in games, sports, and activities
Displays the ability to explain
and demonstrate passing and
receiving of an object showing
accuracy while moving safely in
relation to boundaries in games,
sports, and activities
Exceeds Target/
Very Good
Student Learning Objectives
1. Explain and demonstrate
throwing, catching, dribbling,
shooting, and striking an object
from a stationary position with
mechanical correctness
2. Explain and demonstrate how
to dribble, pass, and receive an
object while moving with a
partner
3. Explain and demonstrate how
to strike an object continuously
with a variety of body parts and
implements (hands, feet, and a
paddle/racquet)
4. Explain and demonstrate
passing and receiving of an
object showing accuracy while
moving safely in relation to
boundaries in games, sports, and
activities
Consistently displays the ability
to explain and demonstrate
throwing, catching, dribbling,
shooting, and striking an object
from a stationary position with
mechanical correctness
Displays the ability to explain
Consistently displays the ability
and demonstrate how to dribble, to explain and demonstrate how
pass, and receive an object while to dribble, pass, and receive an
moving with a partner
object while moving with a
partner
Displays the ability to explain
Consistently displays the ability
and demonstrate how to strike an to explain and demonstrate how
object continuously with a
to strike an object continuously
variety of body parts and
with a variety of body parts and
implements (hands, feet, and a
implements (hands, feet, and a
paddle/racquet)
paddle/racquet)
Consistently displays the ability
to explain and demonstrate
passing and receiving of an
object showing accuracy while
moving safely in relation to
boundaries in games, sports, and
activities
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SLOs: 1, 2, 3, 4
Goal: Students will explain and demonstrate the manipulative skills of throwing, dribbling, catching, passing and receiving, while stationary, and
while moving, as well as the ability to strike an object continuously with a variety of objects or body parts.
Assessment Activity: Students will be asked to complete a series of stations where they will be demonstrating multiple manipulative skills through
different activities. Students should be placed in groups of four to rotate through the stations. The following stations will assess multiple
manipulative skills:
1. Stationary throwing and catching- Bean bags, soft ball, tennis, balls whiffle balls, etc. may be used.
 Students will throw and catch the various objects while stationary with mechanical correctness.
2. Stationary dribbling skills - basketball, playground balls, beach balls etc. may be used.
 Students will demonstrate dribbling skills with mechanical correctness.
3. Striking - volleyballs, beach balls, etc.
 From a stationary position students with their partners will strike various objects with mechanical correctness.
4. Passing and receiving while in motion - basketballs, playground balls, beach balls, etc.
 Students with their partners will demonstrate passing and catching skills while in motion with mechanical correctness.
5. Continuous striking - tennis racquets, tennis balls, badminton racquets, birdies, volleyballs, beach balls.
 Students will demonstrate continuous striking with an object or body part with appropriate control.
6. Volleyball keep-up - volleyball, beach balls.
 Students in groups will demonstrate the ability to underhand pass and bump a volleyball while trying to keep it from hitting the ground.
Teacher will observe student’s performance and record on the appropriate checklist.
Manipulative Skills
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Targeted/
Very Good
Feedback/ Suggestions
Stationary throw and catch
Stationary Dribbling
Stationary Striking
Passing and Receiving
while moving
Continuous Striking
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Passing and receiving
during games, sports, and
activities
Reflection Questions:
1. Explain one tip for each skill while performing it without moving
CatchingThrowingDribblingStriking2. What skills must be used when throwing and catching with a partner while in motion?
3. Give three helpful hints for striking an object continuously with a body part or a piece of equipment.
Grade 5 Manipulative Skills Section 3 Rubrics
1. Explain and demonstrate
throwing and catching using
correct mechanical techniques in
games, sports, and activities
2. Explain and demonstrate
striking and kicking of an object
continuously with various body
parts and implements in games,
sports, and activities
Developing/
Needs Improvement
Demonstrates little or no ability
to explain or demonstrate
throwing and catching using
correct mechanical techniques in
games, sports, and activities
Displays little or no ability to
explain or demonstrate striking
and kicking of an object
continuously with various body
parts and implements in games,
sports, and activities
Targeted/
Satisfactory
Displays the ability to explain
and demonstrate throwing and
catching using correct
mechanical techniques in games,
sports, and activities
Displays the ability to explain
and demonstrate striking and
kicking of an object
continuously with various body
parts and implements in games,
sports, and activities
Exceeds Target/
Very Good
Consistently displays the ability
to explain and demonstrate
throwing and catching using
correct mechanical techniques in
games, sports, and activities
Consistently displays the ability
to explain and demonstrate
striking and kicking of an object
continuously with various body
parts and implements in games,
sports, and activities
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3. Explain and demonstrate how
to control a variety of objects
within noncompetitive,
cooperative, and competitive
environments (rules apply) while
moving in general space using
varying pathways, directions,
and speeds
Displays little or no ability to
explain and demonstrate how to
control a variety of objects
within noncompetitive,
cooperative, and competitive
environments (rules apply) while
moving in general space using
varying pathways, directions,
and speeds
Displays the ability to explain
and demonstrate how to control
a variety of objects within
noncompetitive, cooperative,
and competitive environments
(rules apply) while moving in
general space using varying
pathways, directions, and speeds
Consistently displays the ability
to explain and demonstrate how
to control a variety of objects
within noncompetitive,
cooperative, and competitive
environments (rules apply) while
moving in general space using
varying pathways, directions,
and speeds
SLO: 1
Goal: Students will explain and demonstrate throwing and catching using mechanically correct techniques in games, sports, and activities.
Assessment Activity: Students will form two groups on one side of a volleyball or badminton net. Each student will be given a ball. Several types
of balls may be used (i.e. volleyballs, playground balls, soccer balls, etc.). During the first round of the activity the teacher will direct the way the
ball should be thrown and caught; two-handed over the head throws, underhand throws, and overhand throws would be proper examples. Students
will be asked to catch the balls one-handed or two-handed. The teacher should be observing for mechanically correct techniques. During round
two, students will be given the opportunity to throw and catch the ball as they see fit. Students who can successfully throw the ball over the net
and catch the ball will continue in the activity.
Reflection:
1. List three key tips when throwing any type of ball.
2. List three key tips when catching any type of ball.
3. Describe the proper steps to successfully throwing a ball overhand.
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SLO: 2, 3
Goals: Students will demonstrate and explain how to strike or kick an object continuously with various body parts as well as control an object
within a variety of environments while moving in general space using varying pathways, directions, and speeds.
Assessment Activity: All students will be given a basketball or playground ball. They will be asked to dribble the ball with their hands anywhere
in the confines of a basketball court. Students will be directed to dribble the ball high, low, fast or slow while moving in general space. As the
activity progresses the size of the area they are allowed to dribble in will shrink ( ¾ court, half court, etc.). During the second phase of the activity
students will be monitored by the teacher for their ability to continuously dribble the ball without stopping or moving outside of the assigned
boundaries. Students who are able to dribble continuously and stay inside the assigned boundaries will continue in the activity. The assessment
may also be done with a soccer ball (kicking/dribbling with feet) or a racquet and ball.
Teachers will use a checklist to assess student performance:
Manipulative Skills
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Targeted/
Very Good
Feedback/ Suggestions
Dribbling With Hands
Dribbling With Feet
Demonstrating while
moving in general space
Demonstrating in different
pathways
Demonstrating in different
directions
Demonstrating at different
speeds
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Student Self-Assessment:
1. What are two things I could do to improve my dribbling?
2. What are two things I thought I did well while completing the activity?
Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
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Content Area: PE
Grade: 6-8
Section #: 3
Topic Name: Cooperative Games
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades 6-8 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections progress from wellness education (fitness concepts and activities) to developing and applying
movement education skills in isolated and applied situations in various activities such as individual skill development, team activities and
strategies and cooperative activities.
Section I Wellness, Section II Movement Education/ Rhythm, Section III Cooperative Games, Section IV Individual Activities,
Section V Team Activities
Primary Interdisciplinary Connections
Language Arts
Grade
6
6
6
7
7
7
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
1. Determine appropriate critical thinking and decision making skills necessary in individual and collaborative
activities.
2. Describe and implement cooperative strategies in a variety of activities and sports.
3. Describe how positive mental attitudes, competent skill levels and teamwork may affect cooperative strategies
in individual and team activities.
1. Compare and contrast different types of verbal and nonverbal communication that are appropriate when
responding to conflict and peer negotiation in cooperative activities.
2. Compare and contrast the effectiveness of cooperative strategies in a variety of settings (game, sport, dance).
3. Evaluate feedback received from self-evaluation and external sources to improve motor performance during
cooperative activities.
Art
NJCCCS
(2.5.6.B.1,
2.2.6.B.1)
(2.5.6.B.7,
2.2.6.B.1)
(2.5.6.B.1,
2.5.6.B.2)
(2.2.8.A.2,
2.2.6.A.1)
(2.5.8.B.1)
(2.5.6.A.4,
2.5.8.B.2)
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8
1. Compare and contrast the benefits of individual versus collaborative decision making skills in a variety of
cooperative activities and sports.
8
2. Analyze and assess personal behavior including communication, respect of others’ ideas, decision making, and
attention to safety during cooperative activities.
8
3. Analyze individual and team effectiveness strategies in achieving a goal, assess performance utilizing
critical thinking skills, and make recommendations for improvement.
4. Identify and assess the effectiveness of personal critical thinking strategies that are implemented to complete
tasks and to improve group performance.
8
(2.5.8.B.3,
2.2.6.B.1,
2.2.8.B.2)
(2.5.6.C.1,
2.5.8.C.2,
2.2.8.B.2)
(2.5.8.B.2,
2.5.8.B.3)
(2.5.8.B.2,
2.2.8.B.2)
Suggested Rubric & Assessment:
Grade 6 Cooperative Games Section 3 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Determine appropriate critical
thinking and decision making
skills in individual and
collaborative activities
Demonstrates little or no
appropriate critical thinking and
decision making skills in
individual or collaborative
activities
Demonstrates appropriate
critical thinking and decision
making skills in individual and
collaborative activities
Consistently explains and
demonstrates appropriate critical
thinking and decision making
skills in individual and
collaborative activities
2. Describe and implement
cooperative strategies in a
variety of activities and sports
Displays little or no
understanding of how to
describe or demonstrate
cooperative strategies in a
variety of activities and sports
Describes and demonstrates
cooperative strategies in a
variety of activities and sports
Consistently describes and
demonstrates multiple
cooperative strategies in a
variety of activities and sports
Student Learning Objectives
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3. Describe how positive mental
attitudes, competent skill levels,
and teamwork may affect
cooperative strategies in
individual and team activities
Displays little or no ability to
describe how positive mental
attitudes, competent skill levels,
or teamwork may affect
cooperative strategies in
individual and team activities
Demonstrates an ability to
describe how positive mental
attitudes, competent skill levels,
and teamwork may affect
cooperative strategies in
individual and team activities
Consistently demonstrates an
ability to comprehensively
describe how positive mental
attitudes, competent skill levels,
and teamwork may affect
cooperative strategies in a
variety of individual and team
activities
SLO: 1, 2
Goal: Students will determine how appropriate critical thinking and decision making skills along with positive mental attitudes, teamwork, and
skill levels affect participants in cooperative activities.
Assessment Activity: Teacher will divide students into groups of 4-5. Each group will have a designated set of equipment (examples of equipment
include, but are not limited to, carpet squares, scooter, jump ropes, poly spots, hula hoop, folding mat, whiffle ball bat, racquet [not to be stepped
on], bean bags). Groups are challenged to transport their entire group across the gym without touching the gym floor. The teacher can increase the
difficulty of the task with challenges by limiting the type of communication, putting barriers on the gym floor, taking away certain pieces of
equipment, or increasing the area that needs to be crossed.
SLO Group member names: _________________________________
1. What strategies did your team use to complete the challenge?
2. Prior to beginning the activity, what decisions did your group problem-solve to complete the task?
3. What role did your communication skills play in completing the task successfully?
4. What role did each individual group member’s attitude have in your success in completing the task?
5. List three attributes of a positive attitude as a team member:
1.
2.
3.
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SLO: 3
Human Knot Goal: Students will describe and implement cooperative strategies in activities and sports.
Assessment Activity: Teacher will have students in a circle of about 6-8 standing shoulder to shoulder. Each student raises their right hand and
holds the hand of a student across the circle from them. They then will do the same with their left hand and take the hand of a different student.
Teacher needs to make sure that students are holding the hand of two different students and not student directly next to them. Students are then
challenged to untangle themselves without releasing hands.
Once groups are untangled, the teacher creates larger groups and encourages students to strategize prior to beginning the activity. The teacher can
increase the difficulty of the activity by making groups larger and implementing different constraints including, not allowing verbal
communication, blindfolding, or having students untangle simultaneously.
Questions for reflection:
Your name: ___________________________________ Group member’s names: _________________________
1. What role did your personal attitude and that of your group members play in the success of your group?
2. What strategies did your team use to complete the challenge?
3. Prior to beginning the activity, what decisions did your group problem-solve to complete the task?
4. What role did your communication skills play in completing the task successfully?
5. List three components of effective communication
1.
2.
3.
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Grade 7 Cooperative Games Section 3 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Compare and contrast
different types of verbal and
nonverbal communication that
are appropriate when responding
to conflict and peer negotiation
in cooperative activities
Displays little or no ability to
compare or contrast different
types of verbal and nonverbal
communication that are
appropriate when responding to
conflict and peer negotiation in
cooperative activities
Demonstrates the ability to
compare and contrast different
types of verbal and nonverbal
communication that are
appropriate when responding to
conflict and peer negotiation in
cooperative activities
Consistently demonstrates the
ability to compare, contrast, and
utilize different types of verbal
and nonverbal communication
that are appropriate when
responding to conflict and peer
negotiation in cooperative
activities
2. Compare and contrast the
effectiveness of cooperative
strategies in a variety of settings
(game, sport, dance)
Displays little or no ability to
compare or contrast the
effectiveness of cooperative
strategies in a variety of settings
(game, sport, dance)
Displays the ability to compare
and contrast the effectiveness of
cooperative strategies in a
variety of settings (game, sport,
dance)
Consistently displays the ability
to compare and contrast the
effectiveness of multiple
cooperative strategies in a
variety of settings (game, sport,
dance)
3. Evaluate feedback from selfevaluation and external sources
to improve performance during
cooperative activities
Displays little or no ability to
evaluate feedback from selfevaluation and external sources
to improve performance during
cooperative activities
Evaluates feedback from selfevaluation and external sources
to improve performance during
cooperative activities
Consistently and appropriately
evaluates feedback from selfevaluation and external sources
to improve performance during
various cooperative activities
Student Learning Objectives
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SLO: 1
Goal: Students will demonstrate the ability to compare and contrast different types of appropriate verbal and nonverbal communications in
conflicts and cooperative activities.
Assessment Activity: Giant Puzzle
Equipment: Teachers may use craft foam or Poster board or a large box and cut into 10 oddly shaped puzzle pieces (1 puzzle = 10 pieces, so if
doing multiple groups you will need multiple puzzles). Students should be in groups no larger than 10.
Task: Students must choose 1 puzzle piece from the pile and place it in the spot they think it goes in the puzzle.
Rules: Only the “owner” of the puzzle piece may place it in the puzzle. Other group members may make suggestions but cannot physically place
the puzzle piece.
Challenges**
1. Students can only use nonverbal communication to complete the puzzle. (hand signals, written clues)
2. Students can only use 1 form of communication (other than verbal).
3. Students can use any type of communication to complete the puzzle.
**All groups must take 3 minutes in between challenges to create a strategy.
Questions for Reflection:
1. What strategies were used to complete the puzzle with the 3 different types of communication?
Nonverbal communication strategy: ____________________
One form of communication strategy: __________________
Any communication strategy: _________________________
2. What did you change in your strategy when completing the different challenges?
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SLO: 2, 3
Goal: Assessment Activity: Acid River
Task: Students will be working in partners standing behind cones. The teacher will have random equipment all over the gym floor (equipment will
serve as obstacles). Students are challenged to use verbal / non-verbal communication to move their partner across the gym without hitting an
obstacle. The teacher can implement various challenges by following the progressive steps listed below:
1. Have students stand right behind their partner and direct them
2. Have 1 student stand at one cone not allowing them to move so their blindfolded partner must be attuned to their partner’s voice.
3. Limit the words students can use, for example not allowing the words right, left, straight, curve etc.
4. Don’t allow students to use words at all
**Students must take a minimum of 1 minute between challenges to create a strategy for completion
Questions for reflection**:
Partner 1 name: ____________________ Partner 2 name: __________________________ **
Students should review the reflection questions between the steps of the activity to evaluate their strategies and teamwork:
1. What did you change in your strategy between challenges and why?
2. Compare and contrast in detail the strategies you used, and discuss how effective each strategy was:
Strategy 1:
Strategy 2:
Strategy 3:
Strategy 4:
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Grade 8 Cooperative Games Section 3 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Compare and contrast the
benefits of individual versus
collaborative decision making
skills in a variety of cooperative
activities and sports
Displays little or no ability to
compare and contrast the
benefits of individual versus
collaborative decision making
skills in a variety of cooperative
activities and sports
Compares and contrasts the
benefits of individual versus
collaborative decision making
skills in a variety of cooperative
activities and sports
Consistently demonstrates the
ability to compare and contrast
the benefits of individual versus
collaborative decision making
skills in a variety of cooperative
activities and sports
2. Analyze and assess personal
behavior including
communication, respect of
others’ ideas, decision making,
and attention to safety during
cooperative activities
Displays little or no ability to
analyze and assess personal
behavior including
communication, respect of
others’ ideas, decision making,
and attention to safety during
cooperative activities
Demonstrates the ability to
analyze and assess personal
behavior including
communication, respect of
others ideas, decision making,
and attention to safety during
cooperative activities
3. Analyze individual and team
effectiveness strategies in
achieving a goal, assessing
performance utilizing critical
thinking skills, and making
recommendations for
improvement
Displays little or no ability to
analyze individual and team
effectiveness strategies in
achieving a goal, assessing
performance utilizing critical
thinking skills, or making
recommendations for
improvement
Analyzes individual and team
effectiveness strategies in
achieving a goal, assesses
performance utilizing critical
thinking skills, and makes
recommendations for
improvement
Demonstrates the ability to
comprehensively analyze and
assess personal behavior
including communication,
respect of others’ ideas, decision
making, and attention to safety
during a variety of cooperative
activities
Consistently displays the ability
to analyze individual and team
effectiveness strategies in
achieving a goal, assesses
performance utilizing critical
thinking skills, and makes
recommendations for
improvement
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4. Identify and assess the
effectiveness of personal critical
thinking strategies that are
implemented to complete tasks
and to improve group
performance
Displays little or no ability to
identify and assess the
effectiveness of personal critical
thinking strategies that are
implemented to complete tasks
and to improve group
performance
Identifies and assesses the
effectiveness of personal critical
thinking strategies that are
implemented to complete tasks
and to improve group
performance
Consistently demonstrates the
ability to identify and assess the
effectiveness of personal critical
thinking strategies that are
implemented to complete tasks
and to improve group
performance
SLO: 1, 2
Goal: Students will compare and contrast the benefits of individual versus collaborative decision making, analyze individual and team
effectiveness strategies, assess performance using critical thinking skills, and make recommendations for improvements in cooperative games and
activities.
Assessment Activity: Amazing Race
Task: In small groups students will work together to solve a series of challenge tasks. Every time one challenge task is completed correctly,
another “clue” (challenge task) is unlocked. Tasks could include but are not limited to:
• Completing a puzzle that reveals a picture of an activity they need to perform such as 5 star jumps, 10 push-ups, 15 mountain climbers etc.
• Calculating the target heart rate zone for a 25 year old individual.
• Categorizing components as health or skill-related fitness components and then performing 1 activity from each such as stretching (flexibility),
holding the plank position for 15 seconds (muscular endurance), standing broad jump (power), and shuttle run (agility).
• Completing a cooperative challenge such as “silent square” or “tarp turn” as a group without any verbal communication.
• Completing partner obstacles while “joined” together.
Questions for reflection:
1. What helped you complete the tasks as a team?
2. What decisions needed to be made to complete each task?
3. What role did communication play in completing each task?
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SLO: 3, 4
Goal: Students will demonstrate the ability to analyze and assess communication, respect of others’ ideas, decision making, and safety, as well as
identify and assess critical thinking strategies that are implemented to improve group performance in cooperative games and activities.
Assessment Activity: Volcano
Equipment: 1 group needs: 12 ropes of varying lengths, 16 polyspots, 2 large cones, 2 balls (nerf soccer ball, volleyball, playground ball). If there
are multiple groups, you need to multiply the equipment.
Setup: A ball is placed on one cone with polyspots placed around the cone creating a perimeter, and the second cone can be placed at varying
distances (depending on challenge level) across the gym.
Task: Using only the ropes, students must employ critical thinking skills to strategize a plan to remove the ball from the first cone and place it on
top of the second cone without entering in the polyspot area. Students can only use the ropes to move the ball.
Questions for reflection:
1. What were some of the issues you encountered as a group? How did you resolve them?
2. What decisions needed to be made as a group when creating a strategy?
3. List 3 personal behavior skills that added to the success of the group and 3 that created barriers in completing the task.
3 Positive Behavior Skills
3 Negative Behavior Skills
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Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
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Content Area: PE
Grade: K-2
Section #: 4
Topic Name: Movement Education
Locomotor / Non-locomotor Skills
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades K-5 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections will progress from basic movement education to developing and applying manipulative skills in
various isolated and applied situations such as physical fitness and activity, individual skill development, and cooperative activities.
Section I Movement Education/ Rhythm, Section II Wellness, Section III Manipulative Skills, Section IV Movement/ Locomotor/Non-locomotor
Skills, Section V Lifetime/ Cooperative Activities
Primary Interdisciplinary Connections
Language Arts
Grade
K
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
Art
NJCCCS
1. Develop and refine fine and stationary gross motor skills while in self-space. (e.g. twisting, bending, work
toward using smaller sized manipulatives during activities).
2. Demonstrate basic activity and safety rules when refining non-locomotor skills (e.g. twisting, bending,
stretching, and curling).
(2.5.P.A.1,
2.5.P.A.2)
(2.5.2.C.2)
1
1. Demonstrate changes in time, force, and flow while moving in self-space. (e.g. stretching, curling)
(2.5.2.A.2)
1
2. Demonstrate basic activity and safety rules, and explain how they contribute to stationary movement
(e.g. twisting, curling) in a safe environment.
1. Demonstrate movement in self- space (stationary) at different levels, directions, and ranges while correcting
movement errors in response to teacher feedback.
(2.5.2.C.2)
K
2
(2.5.2.A.2,
2.5.2.A.4)
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2
2. Explain the role that non-locomotor skills (e.g. twisting, bending, stretching, curling) play in regular physical
activity in relation to personal health.
(2.6.2.A.1)
Suggested Rubric and Assessment:
Kindergarten Locomotor / Non-Locomotor Skills Section 4 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Develop and refine fine and
stationary gross motor skills
while in self-space
Displays little or no ability to
develop and refine fine and
stationary gross motor skills
while in self-space (e.g. twisting,
bending)
Develops and refines fine and
stationary gross motor skills
while in self-space (e.g. twisting,
bending)
Consistently displays the ability
to refine various fine and
stationary gross motor skills
while in self-space (e.g. twisting,
bending)
2. Demonstrate basic activity
and safety rules when refining
non-locomotor skills
Displays little or no ability to
demonstrate basic activity and
safety rules when refining nonlocomotor skills (twisting,
bending, stretching, curling)
Demonstrates basic activity and
safety rules when refining nonlocomotor skills (twisting,
bending, stretching, curling)
Demonstrates basic activity and
safety rules when refining nonlocomotor skills (twisting,
bending, stretching, curling)
Student Learning Objectives
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SLO: 1, 2
Goal: Students will develop and refine fine and gross motor skills while stationary.
Assessment Activity: “Simon Says”. The teacher will align students so they are all facing forward and have appropriate room to perform in selfspace. The teacher will ask the students to first mirror the movements that the teacher is performing while also describing them orally. Movements
like bending, twisting, jogging, or marching in self-space will be performed. The teacher will then ask the students to perform the movements
described only if they are prefaced by the term “Simon Says”. As the activity progresses the teacher may use different types of equipment (yarn
balls, scarves, etc.) to integrate fine motor skills. Teachers will observe students for the ability to perform the different fine and gross motor skills.
Teachers will also observe the students’ ability to demonstrate appropriate activity and safety rules while performing the non-locomotor
movements in self space. Teachers may use a checklist to record their observations.
Basic Checklist
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Feedback/ Suggestions
Demonstrate the ability to
perform fine motor skills
(with objects) in selfspace
Demonstrate the ability to
perform gross motor
skills in self-space
Demonstrate basic
activity and safety rules
when demonstrating nonlocomotor skills
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Grade 1 Locomotor/ Non-Locomotor Skills Section 4 Rubrics
Student Learning Objectives
1. Demonstrate changes in time,
force, and flow while moving in
self-space
2. Demonstrate basic activity
and safety rules, and explain
how they contribute to stationary
movement in a safe environment
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no ability to
demonstrate changes in time,
force, and flow while moving in
self-space (e.g. stretching,
curling)
Demonstrates changes in time,
force, and flow while moving in
self-space (e.g. stretching,
curling)
Consistently demonstrates
various changes in time, force,
and flow while moving in selfspace (e.g. stretching, curling)
Displays little or no ability to
demonstrate basic activity and
safety rules or explain how they
contribute to stationary
movement (e.g. twisting,
curling) in a safe environment
Demonstrates basic activity and
safety rules and explains how
they contribute to stationary
movement (e.g. twisting,
curling) in a safe environment
Consistently demonstrates
various basic activity and safety
rules, and explains how they
contribute to stationary
movement (e.g. twisting,
curling) in a safe environment
SLO: 1, 2
Goal: Students will demonstrate changes in time, force, and flow while safely moving in self-space.
Assessment Activity: Teacher will lead the class in “Follow the Leader”. Students will mirror their teacher as they are led through a series of
stationary movements in self-space. Teachers may use movements like static stretching, jumping jacks, hi jumps, low jumps, marching in place,
running in place, etc. to assess the students’ abilities to demonstrate the changes in time, force, and flow. Teacher will also assess for the students’
ability to demonstrate or explain how safety should play a role in these types of movements and activities.
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Basic Checklist
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Feedback/ Suggestions
Demonstrates changes in
time, force, and flow
through movements in
self-space.
Demonstrates or explains
how safety and activity
rules contribute to
stationary movements.
Grade 2 Locomotor / Non-Locomotor Skills Section 4 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Demonstrate movement in
self space (stationary) at
different levels, directions, and
ranges, while correcting
movement errors in response to
teacher feedback
Demonstrates movement in self
space (stationary) at different
levels, directions, and ranges,
while correcting movement
errors in response to teacher
feedback
Demonstrates movement in self
space (stationary) at different
levels, directions, and ranges,
while correcting movement
errors in response to teacher
feedback
2. Explain the role that nonlocomotor skills play in regular
physical activity in relation to
personal health
Displays little or no ability to
explain the role that nonlocomotor skills play in regular
physical activity in relation to
personal health
Explains the role that nonlocomotor skills play in regular
physical activity in relation to
personal health
Consistently displays the ability
to demonstrate movement in self
space (stationary) at different
levels, directions, and ranges,
while effectively correcting
movement errors in response to
teacher feedback
Consistently explains and
demonstrates the role that nonlocomotor skills play in regular
physical activity in relation to
personal health
Student Learning Objectives
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SLO: 1
Goal: Students will demonstrate movement in self-space at different levels, directions, and ranges while correcting errors in response to teacher
feedback.
Assessment Activity: The teacher will align the students facing forward so all students can see the teacher and the teacher can observe all students.
The students will be directed to stay in their self-space while demonstrating all movements. The teacher will direct students to perform several
different types of movements that will assess different levels, directions, and ranges. For example students may be asked to perform jumping
jacks, bends, stretching, curling in high, medium, and low levels, forward, backwards, and sideways directions. Teachers will circulate to provide
feedback such as corrections or suggestions to help improve student performance. Teachers may use a checklist to record their observations of the
students during the activity.
Basic Checklist
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Feedback/ Suggestions
Demonstrates movement
in self-space at different
levels, directions, and
ranges.
Demonstrates the ability
to correct movement
errors via teacher directed
feedback.
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SLO: 2
Goal: Students will explain the role that non-locomotor skills play in regular physical activity in regard to personal health.
Assessment Activity: Teacher will lead and direct the class through a series of non-locomotor movements. Students will be demonstrating
bending, stretching, twisting, turning, swinging, swaying, balancing, etc. After the students have completed the series of movements they will be
asked to answer several open ended questions:
1. What types of physical activities do you participate in by yourself or with your family and friends?
2. During these types of physical activities, do you recognize any non-locomotor movements?
3. How do these non-locomotor movements help you perform physical activity and how does this help you stay healthy?
Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
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Content Area: PE
Grade: 3-5
Section #: 4
Topic Name: Movement
Education - Locomotor/NonLocomotor Skills
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades K-5 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections will progress from basic movement education to developing and applying manipulative skills in
various isolated and applied situations such as physical fitness and activity, individual skill development, and cooperative activities.
Section I Movement Education/ Rhythm, Section II Wellness, Section III Manipulative Skills, Section IV Movement/ Locomotor/Non-locomotor
Skills, Section V Lifetime/ Cooperative Activities
Primary Interdisciplinary Connections
Language Arts
Grade
3
3
4
4
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
1. Demonstrate controlled static balances in a variety of shapes and levels (stretching, yoga), including upright
and inverted positions, using different body parts.
2. Demonstrate a variety of rolls (front roll, log roll) with control while moving in different shapes, directions,
and speeds.
1. Demonstrate fluid controlled movements involving weight transfer in upright, inverted, and horizontal support
positions.
2. Demonstrate a variety of ways to move in the air and land with control. (i.e. jumping, leaping, vaulting).
Art
NJCCCS
(2.5.4.A.1,
2.5.4.A.2)
(2.5.4.A.1,
2.5.4.A.2,
2.5.4.A.4)
(2.5.4.A.1,
2.5.4.A.2)
(2.5.4.A.1,
2.5.4.A.2,
2.5.4.A.4)
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5
1. Perform a self-designed gymnastics/movement sequence with the following 7 components: (1) A starting
shape, (2) roll, (3) transfer of weight from feet to hands, (4) a balance, (5) leap or jump, (6) turn, and (7)
ending shape.
( 2.5.6.A.2)
Suggested Rubric and Assessment:
Grade 3 Locomotor / Non-Locomotor Skills Section 4 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Demonstrate controlled static
balances in a variety of shapes
and levels (stretching/yoga)
including upright and inverted
positions, using different body
parts
Displays little or no ability to
demonstrate controlled static
balances in a variety of shapes
and levels (stretching/yoga)
including upright and inverted
positions, using different body
parts
Demonstrates controlled static
balances in a variety of shapes
and levels (stretching/yoga)
including upright and inverted
positions, using different body
parts
Consistently demonstrates
controlled static balances in a
variety of shapes and levels
(stretching/yoga) including
upright and inverted positions,
using different body parts
2. Demonstrate a variety of rolls
(front roll, log roll) with control
while moving in different
shapes, directions, and speeds
Displays little or no ability to
demonstrate a variety of rolls
(front roll, log roll) with control
while moving in different
shapes, directions, and speeds
Demonstrates a variety of rolls
(front roll, log roll) with control
while moving in different
shapes, directions, and speeds
Consistently demonstrates a
variety of rolls (front roll, log
roll) with control while moving
in different shapes, directions,
and speeds
Student Learning Objectives
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SLO: 1
Goal: Students will demonstrate controlled static balances in a variety of shapes and levels including upright and inverted positions.
Assessment Activity: Teachers will place cards with various stretches, or yoga poses on the walls of the gym. Students will be placed in groups of
four. Each group will rotate through each card station. At each station students will be asked to demonstrate the stretches or poses on the card.
Teachers will use a checklist to observe and record student performance. The final card station will have reflection questions for the students to
answer.
Examples of stretches or poses:
1. One-legged quad stretch
2. Static calf raises
3. Standing hamstring stretch
4. Downward dog
5. Plank
6. Forward Fold
7. Leg High
8. Bend knee
9. Y scale
Reflection questions:
1. What three things do you think about while trying to keep your balance?
2. Why are some poses easier to hold than others?
3. How do you think you could improve your balance?
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Baseline Checklist
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Targeted/
Very Good
Feedback/ Suggestions
Demonstrates controlled
static balance
Demonstrates static
balance in upright
positions
Demonstrates static
balance in inverted
positions
SLO: 2
Goal: Students will demonstrate a variety of rolls with control while moving in different shapes, directions, and speeds.
Assessment Activity: Students will be asked to execute different types of rolls at different speeds and in different directions. Students will be
spread out over the instructional area. The teacher will ask all students to complete a log roll. After their first attempts the teacher will introduce a
drum beat. As the drum beats increase from 2 to 8 the students’ speed of executing the roll should also increase. Teachers will also give directions
for students to change direction of the roll. Teachers should be observing for the control in which each student rolls while their speed increases.
Students will then be asked to execute a forward roll. The same procedure with the drum beats will be followed for the forward roll.
Students will then answer the following reflections questions:
1. When I am doing the log roll I need to…
2. When I am doing a forward roll I need to…
3. Why is it easier to control my roll when I am moving at a slower speed?
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Grade 4 Locomotor / Non-Locomotor Skills Section 4 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Demonstrate fluid, controlled
movements involving weight
transfer in upright, inverted, and
horizontal support positions
Displays little or no ability to
demonstrate fluid, controlled
movements involving weight
transfer in upright, inverted, and
horizontal support positions
Demonstrates fluid, controlled
movements involving weight
transfer in upright, inverted, and
horizontal support positions
Consistently demonstrates fluid,
controlled movements involving
weight transfer in upright,
inverted, and horizontal support
positions
2. Demonstrate a variety of ways
to move in the air and land with
control (e.g. jumping, leaping,
vaulting)
Displays little or no ability to
demonstrate a variety of ways to
move in the air or land with
control (e.g. jumping, leaping,
vaulting)
Demonstrates a variety of ways
to move in the air and land with
control (e.g. jumping, leaping,
vaulting)
Consistently demonstrates a
variety of ways to move in the
air and land with control (e.g.
jumping, leaping, vaulting)
Student Learning Objectives
SLO: 1, 2
Goal: Students will demonstrate a variety of ways to move in the air and land with control involving fluid movements with weight transfer in
upright, inverted, and horizontal support positions.
Assessment Activity: Students will be placed in groups. Each group will be asked to develop a movement routine that consists of a variety of ways
to move in the air. The movements need to be controlled and involve weight transfer in upright, inverted, and horizontal support positions.
Students will be given examples of appropriate controlled movements through station work. Stations consisting of different types of leaps, jumps,
vaults, upright/inverted poses, horizontal support balances (shoulder support balance, mini centipede, hands and feet support balance). After
students have gone through the practice station they will develop a short routine comprised of 2 leaps or jumps, 2 upright poses, 2 inverted poses
(downward dog, stretches, etc.) and 2 support poses that will illustrate weight transfer. For example, the weight transferred from one foot to
another or the weight transferring from one body part to another during the movements. Teachers will use a checklist to assess performance of the
skills.
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Students will also answer the following:
1. List 3 examples of you transferring your body weight during your routine.
2. Which movements exhibited the greatest transfer in body weight?
Movement Skills
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Targeted/
Very Good
Feedback/ Suggestions
Leaping
Jumping
Upright poses
Inverted poses
Horizontal Supports
Grade 5 Locomotor / Non-Locomotor Skills Section 4 Rubrics
1.Perform a self-designed
gymnastics/movement sequence
with the following 7
components:
(1) a starting shape
(2) roll
(3) transfer of weight from feet
to hands
(4) a balance
(5) leap or jump
(6) turn
(7) ending shape
Developing/
Needs Improvement
Displays little or no ability to
perform a self-designed
gymnastics/movement sequence
with the 7 components
Targeted/
Satisfactory
Performs a self-designed
gymnastics/movement sequence
with the 7 components
Exceeds Target/
Very Good
Consistently displays the ability
to perform a self-designed
gymnastics/movement sequence
with the 7 components
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SLO: 1
Goal: Students will perform a self-designed gymnastics/movement sequence with the following components: starting shape, roll, and transfer of
weight from feet to hands, a balance, a leap or jump, ending shape.
Assessment Activity: Students will be given a Locomotor/Non-locomotor routine checklist to assist them in creating their movement sequence.
Circle the movements or skills that you will include in your sequence.
Choose the movements you feel most comfortable demonstrating.
1. Starting shape: Scale, v-sit, yoga pose
2. Roll: Log roll, forward roll, backward roll
3. Transfer of weight-feet to hands: Crab walk, bear crawl, cart wheel, round off
4. Balance: Tripod, hand stand, hamstring stretch, yoga pose
5. Leap or jump: One-footed, two-footed
6. Turn: 180 turn, 360 turn
7. Ending Shape: Scale, yoga pose
Performance
How successful were your individual movements?
Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
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KITTATINNY REGION
HEALTH & PHYSICAL EDUCATION CURRICULUM
Content Area: PE
Grade: 6-8
Section #: 4
Section Name : Individual
Activities
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades 6-8 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections progress from wellness education (fitness concepts and activities) to developing and applying
movement education skills in isolated and applied situations in various activities such as individual skill development, team activities and
strategies, and cooperative activities.
Section I Wellness, Section II Movement Education/ Rhythm, Section III Cooperative Games, Section IV Individual Activities,
Section V Team Activities
Primary Interdisciplinary Connections
Language Arts
Grade
6
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
6
1. Identify individual tactical strategies that will impact the quality of performance in individual and dual
activities.
2. Identify and demonstrate the use of various shots / skills used during practice / game play.
6
3. Demonstrate and fairly enforce various rules during game play exhibiting appropriate sportsmanship
6
4. Identify how certain individual or dual activities may contribute to achieving a healthy lifestyle (healthy
eating, body composition, physical activity).
1. Identify and demonstrate critical thinking skills necessary to design effective offensive and defensive
strategies.
7
Art
NJCCCS
(2.5.6.B.1,
2.5.6.B.2)
(2.5.6.B.2,
2.5.6.A.4)
(2.5.6.C.1,
2.5.6.C.2)
(2.6.6.A.4)
(2.5.8.B.2)
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7
7
8
8
8
8
2. Provide fair and honest skill-specific feedback to a partner which will be integrated into game play (tennis,
pickle ball, badminton).
3. Compare and contrast the different behaviors participants may exhibit in relation to proper sportsmanship in
individual and dual activities.
1. Compare and contrast the impact of offensive and defensive strategies that could affect performance in
individual and dual activities.
2. Analyze the effectiveness of mental strategies and skills used to achieve specific goals (accuracy,
sportsmanship, game plan) during game play.
3. Describe the proper equipment, rules, and procedures that will promote participant safety when engaged in
practice/play in individual and dual activities
4. Define appropriate fitness training strategies (skill-related fitness components) and exercises needed to
participate successfully and efficiently in individual / dual activities.
(2.5.8.A.2)
(2.5.8.C.1)
(2.5.8.B.1)
(2.5.8.B.2,
2.5.8.B.3)
(2.5.8.C.2)
(2.6.8.A.4)
Suggested Rubric and Assessment:
Grade 6 Individual Activities Section 4 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Identify individual tactical
strategies that will impact the
quality of performance in
individual and dual activities
Displays little or no ability to
identify individual tactical
strategies that will impact the
quality of performance in
individual and dual activities
Identifies individual tactical
strategies that will impact the
quality of performance in
individual and dual activities
Consistently identifies and
demonstrates various individual
tactical strategies that will
impact the quality of
performance in individual and
dual activities
2. Identify and demonstrate the
use of various shots/skills used
during practice/game play
Displays little or no ability to
identify or demonstrate the use
of various shots/skills used
during practice/game play
Identifies and demonstrates the
use of various shots/skills used
during practice/game play
Consistently identifies and
demonstrates many various
shots/skills used during
practice/game play
Student Learning Objectives
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3. Demonstrate and fairly
enforce various rules during
game play, exhibiting
appropriate sportsmanship
4. Identify how certain
individual or dual activities may
contribute to achieving a healthy
lifestyle (healthy eating, body
composition, physical activity)
Displays little or no ability to
demonstrate or fairly enforce
various rules during game play
or exhibit appropriate
sportsmanship
Displays little or no ability to
identify how certain individual
or dual activities may contribute
to achieving a healthy lifestyle
(healthy eating, body
composition, physical activity)
Demonstrates the ability to fairly
enforce various rules during
game play and exhibit
appropriate sportsmanship
Consistently demonstrates the
ability to fairly enforce various
rules during game and exhibits a
high level of sportsmanship
Displays the ability to identify
how certain individual or dual
activities may contribute to
achieving a healthy lifestyle
(healthy eating, body
composition, physical activity)
Consistently identifies how
various individual or dual
activities may contribute to
achieving a healthy lifestyle
(healthy eating, body
composition, physical activity)
SLO: 1
Goal: Students will reflect on different types of strategies they could implement to be more effective in knocking down the pins as they progress in
the activity.
Assessment Activity: Bowling School
Equipment: Bowling pins (if pins are not available, fill empty water or soda bottles with a small amount of sand), “bowling” balls (any type of ball
that rolls smoothly without a lot of bounce), tape for pin spots and creating lanes.
Assessment Activity: Students begin with a full set of ten pins and will attempt to knock down all ten pins with 2 rolls. If they knock down all 10
they get to advance to the next grade which is 9 pins, once they knock down all 9 pins with 2 rolls, they advance to 8 pins and so forth until they
get down to trying for only 1 pin. Students should be reflecting on different types of strategies they could implement to be more effective in
knocking down the pins as they progress in the activity.
Modifications for increasing challenge:
1. You can start with just 1 pin and build up
2. You can set up difficult shots such as a 7-10 split which would count as an “honors” course
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Questions for reflection:
1. What is the difference between a strike and a spare when bowling?
2. What did you change in your stance, approach, or release to hit the different pin setups?
3. What are 3 different paths you can roll the ball? How do you decide when to use each one?
SLO: 2, 3 Pickleball Stations*
Goal: While participating in pickleball activities students will identify and demonstrate various shots and skills as well as fairly enforce rules and
display appropriate sportsmanship. Equipment: pickleball paddles, pickleballs, targets for the wall, 2-4 courts with nets, score sheets, pencils
Assessment Activity: The gym will be split up into 5 stations with task cards at each station. Students will work in partners for each station.
*Previous instruction should be delivered regarding the lead up skills and rules governing pickle ball.
Station 1: Forehands and backhands to targets on the wall
Station 2: 3 minute single games
Station 3: Serving – drive serve and lob serve
Station 4: Volley with a partner (on a court across a net or just across a line on the gym floor)
Station 5: Doubles games – can make it just 4 minutes if more than 4 players to a court
Partner 1:___________________________________
Partner 2: _____________________________________________
Station
Station 1: Forehands to target area
Partner 1
Partner 2
Backhands to target area
Station 2: Singles game score
Station 3: Number of drive serves that were legal
Number of arc serves that were legal
Station 4: Volley with a partner (record the best number of consecutive
volleys)
Station 5: Doubles game score
(1 score for the 2 partners):____________
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List 3 Pickleball Rules
1.
2.
3.
Identify 2 Times you showed Sportsmanship in the lesson today:
1.
2.
SLO: 4
Goal: Students will identify how certain individual or dual activities may contribute to a healthy lifestyle.
Assessment Activity Questions*:
1. Identify and explain which activity (pickleball or bowling) requires more cardiovascular endurance.
2. Explain how certain individual or dual activities contribute to healthy eating and a healthy lifestyle.
3. Identify which health and skill-related fitness components are employed in both pickleball and bowling.
Health Related Components
Skill Related Components
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KITTATINNY REGION
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Grade 7 Individual Activities Section 4 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Identify and demonstrate
critical thinking skills necessary
to design effective offensive and
defensive strategies
Displays little or no ability to
identify or demonstrate critical
thinking skills necessary to
design effective offensive and
defensive strategies
Identifies and demonstrates
critical thinking skills necessary
to design effective offensive and
defensive strategies
2. Provide fair and honest skillspecific feedback to a partner,
which will be integrated into
game play
Displays little or no ability to
provide fair and honest skillspecific feedback to a partner to
be integrated into game play
Provides fair and honest skillspecific feedback to a partner to
be integrated into game play
Consistently identifies and
demonstrates various critical
thinking skills necessary to
design several effective
offensive and defensive
strategies
Consistently provides various
fair and honest skill-specific
feedback to a partner to be
integrated into game play
3. Compare and contrast the
different behaviors participants
may exhibit in relation to proper
sportsmanship in individual and
dual activities
Displays little or no ability to
compare and contrast the
different behaviors participants
may exhibit in relation to proper
sportsmanship in individual and
dual activities
Compares and contrasts the
different behaviors participants
may exhibit in relation to proper
sportsmanship in individual and
dual activities
Student Learning Objectives
Comprehensively compares and
contrasts the different behaviors
participants may exhibit in
relation to proper sportsmanship
in individual and dual activities
SLO: 1
Assessment Activity: Partner Checklist- Pickleball
Equipment: pickleball paddles, pickleballs, whiffle balls, sponge balls, pickleball task sheets, and pencils.
Task: Students will work with a partner to complete pickleball task sheet for forehand and backhand skills. Along with checking to see that their
partner is completing the various components of the skill, they will also provide skill-specific feedback for improvement where necessary
(use the following sheet).
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Name: _____________________________________ Partner’s Name:__________________________________
Pickleball Task Sheet
With a partner please work on the following skills. As your partner is completing the tasks, check to see that they are executing all of the critical
components. Place an “X” next to each component as you see it demonstrated. Provide feedback to partner on the various components. Before
moving on you should share your feedback with your partner so they may incorporate the suggestions prior to the next practice session.
Forehand – Hit the ball against the wall using a forehand 10 times
Partner 1
Feedback
Partner 2
Feedback
Begin in ready position
Turn sideways to target
Hold racquet head low
Step toward the ball
Contact ball off front foot
Contact with a flat face
Roll wrist over
Follow through to shoulder
Return to ready position
How many consecutive forehands can you hit? Attempt 1_____ Attempt 2_____; Let your partner practice the forehand before moving on to the
backhand. Backhand – Hit the ball against the wall using a backhand 10 times
Partner 1
Feedback
Partner 2
Feedback
Begin in ready position
Stand with racquet side to
target
Bend wrist in toward hip
Hold Racquet head low
Step toward the ball with
racquet side foot
Contact ball off front foot
Contact with a flat face
Follow through to shoulder
Return to ready position
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How many consecutive backhands can you hit? Attempt 1_____ Attempt 2_____. After you have both completed the tasks, turn in your sheets
and you may practice hitting forehands and backhands back and forth to each other. (Again, students should review the feedback before the
practice session).
SLO: 2, 3
Assessment Activity: Students will be given the opportunity to play both singles and doubles. Short three minute matches or 3 point games with
rally scoring will be played to keep students rotating quickly on and off of the court. The assessment sheet below will be given at the end of the
class or after a few classes.
Pickleball Strategy and Sportsmanship Assessment:
Name: __________________________________ Partner’s name: _____________________________________________
When playing singles, what types of strategies did you use to try to score points on your opponent and why?
Ex: I would try to hit a few lob shots in a row to make my opponent stay back and then rush to the net and hit a short shot to catch them off guard.
When playing doubles with your partner what types of strategies did you use to score points and why?
Ex: We would play with one up and one back and the person in the back would take all of the shots in the back no matter which side, and the front
person would take all front shots.
Rate your partner’s performance in the following areas using the 1 (need a lot of improvement) to 5 (excellent) scale. Be honest!
Encouraging me to try my best
1
2
3
4
5
Sharing space / shots on the court during match play
1
2
3
4
5
Calling shots honestly and fairly during match play
1
2
3
4
5
Trying his / her best at all times
1
2
3
4
5
Displaying good sportsmanship toward opponents at all times
1
2
3
4
5
Rate your performance in the following areas using the 1 (need a lot of improvement) to 5 (excellent) scale. Be honest!
Always trying my hardest
1
2
3
4
Sharing space / shots on the court during match play
1
2
3
4
Calling shots honestly and fairly during match play
1
2
3
4
Applying skills and tactics discussed in class to match play
1
2
3
4
Displaying good sportsmanship toward opponents at all times
1
2
3
4
5
5
5
5
5
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KITTATINNY REGION
HEALTH & PHYSICAL EDUCATION CURRICULUM
Grade 8 Individual Activities Section 4 Rubrics
Developing/
Needs Improvement
Displays little or no ability to
compare and contrast the impact
of offensive and defensive
strategies that could affect
performance in individual and
dual activities
Targeted/
Satisfactory
Compares and contrasts the
impact of offensive and
defensive strategies that could
affect performance in individual
and dual activities
Exceeds Target/
Very Good
Comprehensively compares and
contrasts the impact of various
offensive and defensive
strategies that could affect
performance in individual and
dual activities
2. Analyze the effectiveness of
mental strategies and skills used
to achieve specific goals
(accuracy, sportsmanship, game
plan) during game play
Displays little or no ability to
analyze the effectiveness of
mental strategies and skills used
to achieve specific goals
(accuracy, sportsmanship, game
plan) during game play
Demonstrates the ability to
analyze the effectiveness of
mental strategies and skills used
to achieve specific goals
(accuracy, sportsmanship, game
plan) during game play
Demonstrates the ability to
comprehensively analyze the
effectiveness of mental
strategies and skills used to
achieve specific goals (accuracy,
sportsmanship, game plan)
during game play
3. Describe the proper
equipment, rules, and procedures
that will promote participant
safety when engaged in
practice/play in individual and
dual activities
4. Define appropriate fitness
training strategies (skill-related,
fitness components) and
exercises needed to participate
successfully and efficiently in
individual/dual activities
Displays little or no ability to
describe the proper equipment,
rules, and procedures that will
promote participant safety when
engaged in practice/play in
individual and dual activities
Displays little or no ability to
define appropriate fitness
training strategies (skill related
fitness components) or exercises
needed to participate
successfully and efficiently in
individual/dual activities
Describes the proper equipment,
rules, and procedures that will
promote participant safety when
engaged in practice/play in
individual and dual activities
Consistently describes the
proper equipment, rules, and
procedures that will promote
participant safety when engaged
in practice/play in individual and
dual activities
Consistently defines a variety of
appropriate fitness training
strategies (skill-related fitness
components) and exercises
needed to participate
successfully and efficiently in
individual/dual activities
1. Compare and contrast the
impact of offensive and
defensive strategies that could
affect performance in individual
and dual activities
Defines appropriate fitness
training strategies (skill-related
fitness components) and
exercises needed to participate
successfully and efficiently in
individual/dual activities
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KITTATINNY REGION
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SLO: 1
Goal: Students will compare and contrast the impact of offensive and defensive strategies that could affect performance in individual and dual
activities.
Assessment Activity: Students will be playing Badminton doubles matches with 8 players to an assigned court. While 4 players are playing, 4
others will be observing the match play. Matches will be played for 3 minutes. The assessment sheet below will be completed during match play
to assess the impact the employed offensive and defensive strategies being employed are having on the match.
Your Name:
1a. List two offensive strategies you observed that were successful:
1.
Person You’re Observing:
2.
1b. Why were they successful?
2a. List two defensive strategies you observed that were successful:
1.
2.
2b. Why were they successful?
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SLO: 2
Goal: Students will analyze the effectiveness of mental strategies and skills used to achieve specific goals.
Assessment Activity: This assessment can be combined with the above badminton matches. However, students should be reminded that they are
completing this assessment in regard to their own individual performance.
Name:
Prior to beginning the match please explain what strategies you will implement to achieve your goals for successful match play.
1.
2.
After match play reflect on your performance. List two things you did well when working with your partner
1.
2.
List two things you need to improve upon when working with your partner.
1.
2.
SLO: 3
Goal: Students will describe the proper equipment, rules, and procedures that will promote participant safety when engaged in practice/play in
individual and dual activities
Assessment Activity: Students will list the proper equipment needed, rules, and procedures that should be employed during a badminton match.
Students should also make suggestions of how their matches could be played more safely and by the rules.
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KITTATINNY REGION
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SLO: 4
Goal: Students will be able to define the appropriate fitness training strategies (health-related fitness and skill-related components) and exercises
needed to participate successfully and efficiently in individual/dual activities.
Assessment Activity: List 3 different components within health-related and skill-related fitness that are used in badminton, and explain how they
are used during the game of badminton. List an exercise you can perform to improve/train that specific component
Health-Related Fitness or Skill Related
Example: Flexibility
1.
2.
3.
Skill Related Fitness
1.
2.
3.
How is it used?
When reaching for different shots you need
to have a wide range of motion
Exercises you can perform to improve it
Static and dynamic stretching
How is it used?
Exercises you can perform to improve it
Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
- 271 -
[Rev. 6/24/15]
KITTATINNY REGION
HEALTH & PHYSICAL EDUCATION CURRICULUM
Content Area: PE
Grade: K-2
Section #: 5
Topic Name: Cooperative Games
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades K-5 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections will progress from basic movement education to developing and applying manipulative skills in
various isolated and applied situations such as physical fitness and activity, individual skill development, and cooperative activities.
Section I Movement Education/ Rhythm, Section II Wellness, Section III Manipulative Skills, Section IV Movement/Locomotor/Non-locomotor
Skills, Section V Lifetime/Cooperative Activities
Primary Interdisciplinary Connections
Language Arts
Grade
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
Art
NJCCCS
K
1. Distinguish between an offensive player and a defensive player during game play.
(2.5.2.B.2)
K
K
2. Explain what it means to display good sportsmanship.
3. Demonstrate cooperative and competitive strategies in movement activities and modified games.
(2.5.2.C.1)
(2.5.2.A.1,
2.5.2.B.1,
2.5.2.B.4)
1
1
1. Explain and demonstrate the roles of offensive and defensive players and the impact they have during game
play.
2. Demonstrate good sportsmanship in games or other activities.
1
3. Compare and contrast cooperative versus competitive strategies in games, sports, and movement activities.
(2.5.2.B.2,
2.5.2.B.4)
(2.5.2.B.3,
2.5.2.C.1)
(2.5.2.B.1,
2.5.2.B.4)
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2
1. Independently transition from offensive to defensive effectively during games or recreational activities.
2
2. Determine how basic safety, good sportsmanship, and attitudes impact physical performance in games or
recreational activities.
2
3. Explain and demonstrate how student attitudes affect cooperative strategies when trying to attain a common
goal.
(2.5.2.B.2,
2.5.2.B.4)
(2.5.2.B.3,
2.5.2.C.1,
2.5.2.C.2)
(2.5.2.B.1,
2.5.2.B.3,
2.5.2.B.4)
Suggested Rubric and Assessment:
Kindergarten Cooperative Games Section 5 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Distinguish between an
offensive and defensive player
during game play
Displays little or no ability to
distinguish between an offensive
and defensive player during
game play
Distinguishes between an
offensive and defensive player
during game play
Consistently distinguishes
between an offensive and
defensive player during various
games
2. Explain what it means to
display good sportsmanship
Displays little or no ability to
explain what it means to display
good sportsmanship
Explains what it means to
display good sportsmanship
Consistently and
comprehensively explains what
it means to display good
sportsmanship in a variety of
games and activities
3. Demonstrate cooperative and
competitive strategies in
movement activities and
modified games
Displays little or no ability to
demonstrate cooperative and
competitive strategies in
movement activities and
modified games
Demonstrates cooperative and
competitive strategies in
movement activities and
modified games
Consistently displays the ability
to demonstrate a variety of
cooperative and competitive
strategies in movement activities
and modified games
Student Learning Objectives
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SLO: 1, 2, 3
Goal: Students will distinguish between offensive and defensive teammates as well as demonstrate good sportsmanship and competitive and
cooperative strategies in different activities.
Assessment Activity: Teachers will use a classroom parachute to assess several skills through an authentic activity. Each student will be asked to
grasp onto the parachute. Students will be asked to cooperate with each other to walk while holding the parachute even with both hands. Students
will then be asked to raise the parachute up together and down together while standing stationary. This should be attempted several times to
observe students. The class will then be broken up into two teams, each holding one end of the parachute. The teacher will then produce one soft
type ball to be placed on the parachute. One team will then be asked to raise the parachute together to roll the ball down to the other side of the
parachute. The other team will then be asked to raise their end up as a group before the ball rolls off the parachute. Students should be able to
determine which team is the offensive team (rollers) and which is the defensive team. Students should be observed for demonstrating both
competitive and cooperative strategies. Students will then be asked to orally describe some of the appropriate sportsmanship behaviors that were
displayed during the activity.
Basic Checklist
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Feedback/ Suggestions
Demonstrates the ability
to distinguish offensive
from defensive during the
activity
Demonstrates the
appropriate use of
cooperative strategies
during the activity
Demonstrates the
appropriate use of
competitive strategies
during the activity
Explains the concepts of
good sportsmanship
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Grade 1 Cooperative Games Section 5 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Explain and demonstrate the
roles of offensive and defensive
players and the impact they have
during game play
Displays little or no ability to
explain or demonstrate the roles
of offensive and defensive
players and the impact they have
during game play
Explains and demonstrates the
roles of offensive and defensive
players and the impact they have
during game play
Consistently demonstrates the
roles of offensive and defensive
players and the impact they have
during various types of games
2. Demonstrate good
sportsmanship in games or other
activities
Displays little or no ability to
demonstrate good sportsmanship
in games or other activities
Demonstrates good
sportsmanship in games or other
activities
Consistently demonstrates good
sportsmanship in a variety of
games or other activities
3. Compare and contrast
cooperative versus competitive
strategies in games, sports, and
movement activities
Displays little or no ability to
compare and contrast
cooperative versus competitive
strategies in games, sports, and
movement activities
Compares and contrasts
cooperative versus competitive
strategies in games, sports, and
movement activities
Consistently and
comprehensively compares and
contrasts cooperative versus
competitive strategies in games,
sports, and movement activities
Student Learning Objectives
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SLO: 1, 2, 3
Goal: Students will demonstrate the roles of offensive and defensive players, display good sportsmanship, and compare and contrast cooperative
versus competitive strategies in games, sports, and movement activities.
Assessment Activity: “Partner Tag”. Students will be grouped in pairs and given the parameters of space of play. One student will be designated
the tagger (offensive) and the other student in the pair with be the fleeing student (defensive). The tagger (offensive) will chase their partner,
trying to tag them. The student who is fleeing (defensive) will need to stay away from the tagger as long as possible. The teacher will stop the
activity after the stipulated time and the partners will switch roles so both students will be able to demonstrate the offensive or defensive roles.
After all students have played both roles, the teacher will put two pairs of students together as one four-student group. Two of the students will be
the designated taggers and two will be the fleers. Students will need to display both cooperative (teamwork, communication, etc.) and competitive
(dodging, fleeing, chasing) strategies to tag or evade the other pair. If one of the students is tagged they will join the taggers and work together to
tag the remaining student from their group. Students should be able to demonstrate the ability to compare and contrast if they should use
cooperative or competitive strategies to complete the activity. Students will also be observed for their ability to demonstrate proper sportsmanship
(follows rules, stays in parameters, etc.) during all phases of the activity. Teachers may use a checklist to assess their students during the activity.
Basic Checklist
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Feedback/ Suggestions
Demonstrates the roles of
offensive and defensive
players during game play.
Compares and contrasts
cooperative versus
competitive strategies in
games, sports, and
movement activities.
Demonstrates safety and
sportsmanship concepts
during games and
activities.
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Grade 2 Cooperative Games Section 5 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Independently transition from
offense to defense effectively
during games or recreational
activities
Displays little or no ability to
independently transition from
offense to defense effectively
during games or recreational
activities
Independently transitions from
offense to defense effectively
during games or recreational
activities
Consistently independently
transitions from offense to
defense effectively during a
variety of games or recreational
activities
2. Determine how basic safety,
good sportsmanship, and
attitudes impact physical
performance in games or
recreational activities
Displays little or no ability to
determine how basic safety,
good sportsmanship, and
attitudes impact physical
performance in games or
recreational activities
Determines how basic safety,
good sportsmanship, and
attitudes impact physical
performance in games or
recreational activities
Consistently determines the
variety of ways basic safety,
good sportsmanship, and
attitudes impact physical
performance in games or
recreational activities
3. Explain and demonstrate how
student attitudes affect
cooperative strategies when
trying to attain a common goal
Displays little or no ability to
explain or demonstrate how
student attitudes affect
cooperative strategies when
trying to attain a common goal
Explains and demonstrates how
student attitudes affect
cooperative strategies when
trying to attain a common goal
Consistently explains and
demonstrates how student
attitudes affect cooperative
strategies when trying to attain a
common goal
Student Learning Objectives
SLO: 1
Goal: Students will independently transition from offense to defense effectively, explain or demonstrate how student attitudes affect cooperative
strategies when trying to attain a common goal, and determine how safety and good sportsmanship impact physical performance during games or
physical activity.
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Assessment Activity: Students will be directed to participate in several activities using the parachute. Students will be broken up into two groups.
One team will be placed on each side of the parachute. To delineate the two different groups, students may be given “pinnies”. Students will
“warm up” by placing both hands on the parachute and executing several different movements. For example moving together in a circle, moving
the parachute up above their heads and down below their feet, and shaking the parachute to make waves. Several color-coded soft type balls will
then be placed onto the parachute to execute a “popcorn” popper. Each group will have their own colored ball. The “poppers” will attempt to
move the parachute as a group in a way that pops the soft type balls off of the parachute. The “savers” will attempt to keep the balls on the
parachute by working together to manipulate the parachute in a manner that keeps the balls on the chute. After a few warm up attempts the teacher
will instruct the activity to begin and the groups attempting to either get the ball off or defend the chute and keep them on. The group’s mission is
to pop the opposite group’s colored ball of off the chute. Students will need to decide on their own when to change from an offensive role to a
defensive role to complete their group’s mission. Teachers will observe for the students ability to transition on their own. Teachers will also
observe students’ ability to work as a group while completing the activity in a safe and sportsmanlike way by observing the rules and procedures
for using the parachute. During the cool-down period at the completion of the activity, students will be asked to answer several open ended
questions on how students’ attitudes can affect the groups’ efforts during cooperative activities.
1. How do you think your group did in the “popcorn” activity?
2. What do you think your group, could have done differently during the activity?
3. Do you think a group member’s attitude had any effect on how your group performed during the activity?
Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
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Content Area: PE
Grade: 3-5
Section #: 5
Topic Name: Cooperative Games
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades K-5 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections will progress from basic movement education to developing and applying manipulative skills in
various isolated and applied situations such as physical fitness and activity, individual skill development, and cooperative activities.
Section I Movement Education/Rhythm, Section II Wellness, Section III Manipulative Skills, Section IV Movement/Locomotor/Non-locomotor
Skills, Section V Lifetime/Cooperative Activities
Primary Interdisciplinary Connections
Language Arts
Grade
3
3
3
4
4
4
Social Studies
Technology
Science
Math
Music
Student Learning Objectives
Art
NJCCCS
1. Demonstrate fundamental offensive and defensive strategies (faking, dodging, defending open space) in an
isolated setting (skill practice).
2. Describe how team members may motivate each other for success during cooperative games and activities.
3. Identify the characteristics of good sportsmanship that are displayed by both players and observers.
1. Compare and contrast the proper situations for strategies (faking, dodging, defending open space) to be
implemented.
(2.5.4.A.1,
2.5.4.B.1)
(2.5.4.B.2)
(2.5.4.C.1)
(2.5.4.A.1,
2.5.4.B.1)
2. Explain and demonstrate passing and receiving an object while moving cooperatively with a partner or small
group in games, sports and activities.
3. Demonstrate effective team building skills in a variety of cooperative physical challenges and activities.
(2.5.4.B.1,
2.5.4.B.2)
(2.5.6.B.1,
2.5.4.B.2)
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4
5
5
5
5
4. Demonstrate appropriate sportsmanship behaviors and apply specific rules during competitive games, sports,
and other cooperative activities
1. Demonstrate the ability to perform both offensive and defensive strategies in applied settings (games, sports
and other activities).
2. Explain and demonstrate how to maintain team possession in competitive, partner and small group games,
sports and activities
3. Compare and contrast the roles of players and observers in regard to proper sportsmanship and recommend
strategies to improve these behaviors.
4. Demonstrate knowledge of rules, procedures and safety concepts and apply them effectively as an observer or
participant in games, sports and activities.
(2.5.4.C.1,
2.5.4.C.2)
(2.5.6.A.1,
2.5.6.B.1)
( 2.5.6.B.1)
(2.5.6.C.1)
(2.5.6.C.1)
Suggested Rubric and Assessment:
Grade 3 Cooperative Games Section 5 Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Demonstrate fundamental
offensive and defensive
strategies (faking, dodging,
defending, open space) in an
isolated setting (skill practice)
Displays little or no ability to
demonstrate fundamental
offensive and defensive
strategies (faking, dodging,
defending, open space) in an
isolated setting (skill practice)
Demonstrates fundamental
offensive and defensive
strategies (faking, dodging,
defending, open space) in an
isolated setting (skill practice)
Consistently demonstrates a
variety of fundamental offensive
and defensive strategies (faking,
dodging, defending, open space)
in an isolated setting (skill
practice)
2. Describe how team members
may motivate each other for
success during cooperative
games and activities
Displays little or no ability to
describe how team members
may motivate each other for
success during cooperative
games and activities
Describes how team members
may motivate each other for
success during cooperative
games and activities
Consistently describes a variety
of ways team members may
motivate each other for success
during cooperative games and
activities
Student Learning Objectives
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3. Identify the characteristics of
good sportsmanship that are
displayed by both players and
observers
Displays little or no ability to
identify the characteristics of
good sportsmanship that are
displayed by both players and
observers
Identifies the characteristics of
good sportsmanship that are
displayed by both players and
observers
Consistently identifies various
characteristics of good
sportsmanship that are displayed
by both players and observers
SLO: 1, 2, 3
Goal: Students will demonstrate fundamental offensive and defensive strategies (faking, dodging, and defending), describe how team members
may motivate each other for success, and identify characteristics of good sportsmanship.
Assessment Activity: Students will be broken up into two groups and lined up on opposite ends of the activity area. Each student will be given a
number. Bean bags will be placed half way between both groups of students. When students’ numbers are called, they will move to the bean bags.
Students may grab the bean bag and try to make it to the opposite team’s end line, or try to tag the student with the bean bag preventing them from
getting to their group’s end line. Students will need to strategize and motivate each other to complete the activity in a sportsman-like manner. For
example, they might want to grab the bean bag and be on offense (trying to get to the other end) or not grab the bean bag and play defense (trying
to tag the student with the bean bag) while communicating this in a positive and sportsman-like way. As the activity progresses, the teacher will
call out multiple numbers so students will need to work together to achieve the common goal. Teachers may use a checklist while observing
students for strategies (offense, defense) and skills (faking, dodging, and evading).
Baseline Checklist
Developing /
Needs Improvement
Targeted /
Satisfactory
Exceeds Targeted /
Very Good
Feedback / Suggestions
Offensive strategies and
skills
Defensive strategies and
skills
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Demonstrates proper
sportsmanship
At the completion of the activity students will be asked to answer the following reflection questions regarding team work and sportsmanship:
1. Identify 3 important factors that will help motivate others when working as a group.
2. The most important thing for me to remember when working as part of a group is…
3. What other activities may I participate in where I could use these offensive and defensive strategies and skills?
4. People who are good sports exhibit the following things…
5. Good sportsmanship looks like…
Grade 4 Cooperative Games Section 5 Rubrics
Student Learning Objectives
1. Compare and contrast the
proper situations for strategies
(faking, dodging, defending
open space) to be implemented
2. Explain and demonstrate
passing and receiving an object
while moving cooperatively with
a partner or small group in
games, sports or activities
Developing /
Needs Improvement
Targeted /
Satisfactory
Displays little or no ability to
compare and contrast the proper
situations for strategies (faking,
dodging, defending open space)
to be implemented
Demonstrates the ability to
compare and contrast the proper
situations for strategies (faking,
dodging, defending open space)
to be implemented
Displays little or no ability to
explain and demonstrate passing
and receiving an object while
moving cooperatively with a
partner or small group in games,
sports or activities
Exceeds Target /
Very Good
Consistently demonstrates the
ability to compare and contrast
the proper situations for
strategies (faking, dodging,
defending open space) to be
implemented
Explains and demonstrates
Consistently explains and
passing and receiving an object
demonstrates passing and
while moving cooperatively with receiving an object while
a partner or small group in
moving cooperatively with a
games, sports or activities
partner or small group in a
variety of games, sports or
activities
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3. Demonstrate effective team
building skills in a variety of
cooperative physical challenges
and activities
4. Demonstrate appropriate
sportsmanship behaviors and
apply specific rules during
competitive games, sports, and
other cooperative activities
Displays little or no ability to
demonstrate effective team
building skills in a variety of
cooperative physical challenges
and activities
Displays little or no ability to
demonstrate appropriate
sportsmanship behaviors and
apply specific rules during
competitive games, sports, and
other cooperative activities
Demonstrates effective team
building skills in a variety of
cooperative physical challenges
and activities
Demonstrates appropriate
sportsmanship behaviors and
applies specific rules during
competitive games, sports, and
other cooperative activities
Consistently demonstrates
various effective team building
skills in a variety of cooperative
physical challenges and
activities
Consistently demonstrates a
variety of appropriate
sportsmanship behaviors and
applies specific rules during
competitive games, sports, and
other cooperative activities
SLO: 1, 2, 3
Goal: Students will demonstrate the ability to compare and contrast when strategies like faking, dodging, and/or defending shall be used as a team
in cooperative group movement situations. Students will also demonstrate proper sportsmanship and adherence to the rules in games, sports, or
cooperative activities.
Assessment Activity: Capture the Flag – Students will be divided into two groups. Each group will be tasked with capturing and returning the
other group’s flag to their own base while trying to protect their own flag. Students will employ strategies such as dodging, faking, and defending
as a group to achieve the overall group goal. Each group will be given time to develop team building strategies to achieve the group goal. Students
will also be assessed on appropriate sportsmanship and adherence to all game and safety rules.
Skills and Concepts
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Targeted/
Very Good
Feedback/ Suggestions
Dodging, faking, defending
Team building and Team
work
Sportsmanship
Adherence to game and
safety rules
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Reflection Questions:
1. What team building strategies did your team use?
2. Why was it important to communicate as a team when trying to move the other team’s flag or protect your own?
3. What three skills did you use to protect your own flag or move the other team’s flag?
SLO: 3, 4
Goal: Students will explain and demonstrate how to pass and receive an object while moving in a group cooperative game, sport or activity.
Assessment Activity: Over/Under Students will be placed in groups of six to eight people. Each group will line up in a single-file line and be
given a playground ball. The group must strategize to develop a way to move the ball as quickly as possible through the line. The ball will
alternate being passed over one person’s head to under the next person’s legs. If the ball hits the ground it must go back to the beginning of the
line. Students will be given three practice attempts to work cooperatively. The groups will then begin the game of moving it the fastest through
their line. After this game they will be given two minutes to reorganize or change their strategy before the next game. The game will then progress
to the groups having to strategize a method to complete the pass and receiving task while in motion. Several attempts will be given for the groups
to reorganize and improve their performance. Teachers should observe each group for their teamwork and cooperative skills.
Reflection:
1. What was the biggest challenge for your group in completing the over/under game?
2. How did your communication as a group play a part in your success?
3. What could your group do better next time to work more successfully as a team?
Grade 5 Cooperative Games Section 5 Rubrics
1. Demonstrate the ability to
perform both offensive and
defensive strategies in applied
settings (games, sports and other
activities)
Developing/
Needs Improvement
Displays little or no ability to
perform both offensive and
defensive strategies in applied
settings (games, sports and other
activities)
Targeted/
Satisfactory
Performs both offensive and
defensive strategies in applied
settings (games, sports and other
activities)
Exceeds Target/
Very Good
Consistently and effectively
performs both offensive and
defensive strategies in applied
settings (games, sports and other
activities)
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2. Explain and demonstrate how
to maintain team possession in
competitive, partner, and small
group games, sports, and
activities
Displays little or no ability to
explain or demonstrate how to
maintain team possession in
competitive, partner, and small
group games, sports, and
activities
Explains and demonstrates how
to maintain team possession in
competitive, partner, and small
group games, sports, and
activities
Consistently explains and
demonstrates how to maintain
team possession in a variety of
competitive, partner, and small
group games, sports, and
activities
3. Compare and contrast the
roles of players and observers in
regard to proper sportsmanship
and recommended strategies to
improve these behaviors
Displays little or no ability to
compare or contrast the roles of
players and observers in regard
to proper sportsmanship and
recommended strategies to
improve these behaviors
Displays little or no ability to
demonstrate knowledge of rules,
procedures, or safety concepts
and apply them effectively as an
observer or participant in games,
sports, and activities
Compares and contrasts the roles
of players and observers in
regard to proper sportsmanship
and recommends strategies to
improve these behaviors
Consistently compares and
contrasts the various roles of
players and observers in regard
to proper sportsmanship and
recommends strategies to
improve these behaviors
Consistently demonstrates
knowledge of rules, procedures,
and safety concepts and applies
them effectively as an observer
or participant in games, sports,
and activities
4. Demonstrate knowledge of
rules, procedures, and safety
concepts and apply them
effectively as an observer and
participant in games, sports, and
activities
Demonstrates knowledge of
rules, procedures, and safety
concepts and applies them
effectively as an observer or
participant in games, sports, and
activities
SLO: 1, 2, 3, 4
Goals: Through a cooperative group activity students will perform both offensive and defensive strategies, explain and demonstrate how team
possession may be maintained, compare and contrast proper sportsmanship of participants and observers, and demonstrate knowledge of proper
rules procedures and safety concepts.
Assessment Activity: Students will be engaged in a lead up team handball activity. Students will execute dribbling, passing, catching, and
defensive skills in this cooperative activity. Teams will compete against each other in 8 minute games. The goal of the game is to use both
offensive and defensive strategies to gain and maintain possession of the ball. The teams may do this by passing or dribbling the ball. Specific
rules and procedures will need to be followed by each team member to ensure safety and effectiveness.
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Rules:
1. Each player on the team must receive a pass before repeat catches may be made.
2. To move the ball it may be passed, dribbled (3 dribbles) or carried (2 steps then stop or pass).
3. Team members may move anywhere inside the assigned boundaries.
4. No physical contact may be made while playing defense. A defender may steal the ball but may not contact the offensive player in any way.
5. If the ball is passed and hits the ground for any reason, the ball is turned over to the opposing team.
Teachers may use a checklist to assess for objectives listed in the corresponding rubric. Students will complete a group/peer review of their team’s
effectiveness.
Cooperative Skills
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Targeted/
Very Good
Feedback/ Suggestions
Offensive Strategy
Defensive Strategy
Team Possession
Sportsmanship
Knowledge of Rules
Safety Awareness
Group/Self Review:
1. List 3 team offensive strategies that your team used.
1.
2.
3.
2. Why do you think your team was successful in doing these?
3. List 3 things your team did to maintain possession of the ball.
1.
2.
3.
4. What are some strategies for both players and observers when it comes to displaying proper sportsmanship?
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Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
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Content Area: PE
Grade: 6-8
Section #: 5
Section Name : Team Activities
21st – Century Life and Careers
X 9.1 Life Skills
X 9.2 Personal Financial Literacy
X Awareness, Exploration, & Preparation
X Career & Technical Education
Section Overview
The grades 6-8 Physical Education Sections are a cohesive set of five sections that will scaffold instruction from one grade level to the next. The
sections have been developed as building blocks of skills and concepts that will move instruction from one Section to the next. All sections are
made up of a blended set of standards and cumulative progress indicators that fully encapsulate the major ideas and themes behind the unit. The
incorporation of different standards through major, supporting and additional concepts provides a greater opportunity for comprehensive Physical
Education instruction in each unit. The sections progress from wellness education (fitness concepts and activities) to developing and applying
movement education skills in isolated and applied situations in various activities such as individual skill development, team activities and
strategies and cooperative activities.
Section I Wellness, Section II Movement Education/ Rhythm, Section III Cooperative Games, Section IV Individual Activities,
Section V Team Activities
Primary Interdisciplinary Connections
Language Arts
Social Studies
Technology
Science
Math
Music
Art
Grade
Student Learning Objectives
6
1. Create and demonstrate offensive and defensive strategies and play in a variety of game settings (i.e. different
defenses etc.).
2. Compare and contrast strategies that are used to improve individual effectiveness during team games and
activities.
3. Demonstrate rules and procedures that promote sportsman-like behaviors, participation, and safety during team
activities and games.
(2.5.6.B.1,
2.5.6.B.2)
(2.5.6.B.2)
4. Identify the historical origins of games, rules, and safety, and compare them to the rules and safety of current
team activities and sports.
1. Analyze individual play, defined by role responsibility, in team activities and games.
(2.5.6.C.3)
6
6
6
7
NJCCCS
(2.5.6.C.1,
2.5.6.C.2)
(2.5.8.B.2)
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7
2. Identify and evaluate specific mental strategies that could be applied in team games or activities to improve
overall performance.
(2.5.8.B.2)
7
3. Demonstrate strategies that will work to improve the effectiveness and safety of all participants during team
activities and sports.
1. Analyze and explain the effectiveness of specific defensive strategies implemented against various offensive
tactics.
(2.6.8.A.4,
2.5.8.B.2)
(2.5.8.B.1,
2.5.8.B.3)
2. Demonstrate the ability to integrate performance/strategic recommendations to improve both individual and
team effectiveness during team activities and games.
3. Identify and conduct a self and peer/team sportsmanship assessment of appropriate sportsmanship behaviors
of participants and observers.
(2.5.8.B.3)
4. Develop and implement the strategies based on the team sportsmanship assessment to improve the overall
class sportsmanship and safety behaviors.
5. Analyze how various types of equipment and products and changes to rules and procedures have had an
impact on the evolution of safety in specific team activities and sports.
(2.5.8.C.2)
8
8
8
8
8
(2.5.8.C.1)
(2.5.6.C.2,
2.5.8.C.2)
Suggested Rubric and Assessment:
Grade 6 Team Activities Section 5 Rubrics
Developing /
Needs Improvement
Targeted /
Satisfactory
Exceeds Target /
Very Good
Displays little or no ability to
create or demonstrate offensive
or defensive plays in a variety of
game settings (i.e. different
defenses etc.)
Creates and demonstrates
offensive and defensive plays in
a variety of game settings (i.e.
different defenses etc.)
Consistently creates and
demonstrates a variety of
effective offensive and defensive
plays in a variety of game
settings (i.e. different defenses
etc.)
Student Learning Objectives
1. Create and demonstrate
offensive and defensive plays in
a variety of game settings (i.e.
different defenses etc.)
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2. Compare and contrast
strategies that are used to
improve individual effectiveness
during team games and activities
Displays little or no ability to
compare or contrast strategies
that are used to improve
individual effectiveness during
team games and activities
Compares and contrasts
strategies that are used to
improve individual effectiveness
during team games and activities
Consistently compares, contrasts
and evaluates strategies that are
used to improve individual
effectiveness during team games
and activities
3. Demonstrate rules and
procedures that promote
sportsman-like behaviors,
participation, and safety during
team activities and games.
Displays little or no ability to
demonstrate rules or procedures
that promote sportsman-like
behaviors, participation, or
safety during team activities and
games
Demonstrates rules and
procedures that promote
sportsman-like behaviors,
participation, and safety during
team activities and games.
Consistently demonstrates rules
and procedures that promote
sportsman-like behaviors,
participation, and safety during
team activities and games.
4. Identify the historical origins
of games, rules, and safety, and
compare them to the rules and
safety of current team activities
and sports
Displays little or no ability to
identify the historical origins of
games, rules, or safety to
compare them to the rules and
safety of current team activities
and sports
Identifies the historical origins
of games, rules, and safety, and
compares them to the rules and
safety of current team activities
and sports
Consistently identifies the
historical origins of various
games, rules, and safety, and
compares them to the rules and
safety of current team activities
and sports
SLO: 1
Goal: Students will create and demonstrate offensive/defensive strategies and plays in a variety of game settings.
Assessment Activity: “Play Book Creation and Execution” in football
**Prior to this assessment the teacher should have taught the students basic pass patterns used in football (square in, square out, button-hook,
slant, post, hook and ladder)
1. Students will work with a partner and create 2 plays utilizing pass patterns learned. Students should create plays for teams of 4 (3 receivers and
1 quarterback)
• Plays need to be named and diagrammed with all 4 players having a role.
2. Once those 2 plays are created, partners will then pair up with another set of partners creating a team of 4 players.
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3. As a group of 4, they will then create 2 new original plays, identifying routes, a play name etc.
4. Teams have now created a “playbook” including 6 plays in total.
5. Teams will then practice their plays on the field with no defense and then with ½ defense
6. In a mini-game format (4 v 4) teams will execute their plays while the teacher assesses them. The teacher can call the specific plays the teams
should run and compare execution to what is written in the playbook.
7. Students will then individually complete the effectiveness assessment at the bottom of the sheet based on their performance.
SLO: 2, 3
Goal: During game play, students will compare and contrast effective strategies as well as demonstrate knowledge of the rules leading to safe and
sportsman-like behaviors.
Assessment Activity: “Playbook Assessment Sheet”
Your Name: ____________________Team Name: ________________________
Team Members: ___________________________________________
Directions: Using the pass patterns we have learned, create 2 plays for a 4-person team. You must name your play and include a diagram of the
play showing what each person is doing.
Partner Play # 1: _____________________________
Partner Play #2: ________________________________
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Group Play #1: ______________________________
Group Play # 2: _________________________________
Reflection
1. What strategies did your team develop to take advantage of all team members’ strengths?
2. Compare and contrast different strategies that could be used to improve individual team member effectiveness during games and activities.
Rate your performance on a 1 (need to work harder / do a better job next time) to 5 (I did my best) scale.
1. I cooperated and shared ideas with my team during play creation 5 4 3 2 1
2. I tried my hardest to run the plays as we designed them
5 4 3 2 1
3. I encouraged my teammates with positive feedback at all times 5 4 3 2 1
4. I displayed good sportsmanship to the other teams at all times
5 4 3 2 1
One thing I could improve upon as a member of a team is: _____________________________________
SLO: 4
Goal: Students will identify the historic origins of games, rules, and sports, and compare them to the rules and safety of current day activities,
games, and sports.
Assessment Activity: Project on Sport
1. Students will work in partners or groups of 3 and research one of the sports listed below.
2. Research on the sport should include, but is not limited to: historical origins and development of the sport, rules, equipment, field of play, list of
skills needed, explanation / demonstration of the game.
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3. Students will create a poster board or visual presentation highlighting the various interesting aspects of the sport.
4. Students will then present one of the skills or a mini activity to the class in which the class can participate.
Potential Sports include:
1. Lacrosse
2. Rugby
3. Soccer
4. Field Hockey
5. Basketball
6. Volleyball
7. Cricket
8. Team Handball
9. Baseball
10. Speedball
11. Football
Grade 7 Team Activities Section 5 Rubrics
Student Learning Objectives
1. Analyze individual play,
defined by role responsibility, in
team activities and games
2. Identify and evaluate specific
mental strategies that could be
applied in team games or
activities to improve overall
performance
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no ability to
analyze individual play, defined
by role responsibility, in team
activities and games
Displays the ability to analyze
individual play, defined by role
responsibility, in team activities
and games
Displays little or no ability to
identify and evaluate specific
mental strategies that could be
applied in team games or
activities to improve overall
performance
Identifies and evaluates specific
mental strategies that could be
applied in team games or
activities to improve overall
performance
Consistently demonstrates the
ability to accurately analyze
individual play, defined by role
responsibility, in various team
activities and games
Consistently identifies and
evaluates a variety of specific
mental strategies that could be
applied in team games or
activities to improve overall
performance
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3. Demonstrate strategies that
will work to improve the
effectiveness and safety of all
participants during team
activities and sports
Displays little or no ability to
demonstrate strategies that will
work to improve the
effectiveness and safety of all
participants during team
activities and sports
Demonstrates strategies that will
work to improve the
effectiveness and safety of all
participants during team
activities and sports
Consistently demonstrates a
variety of strategies that will
work to improve the
effectiveness and safety of all
participants during team
activities and sports
SLO: 1, 2
Assessment Activity: Skill Assessment in Game Play – completed in basketball (but can be adapted to any team sport)
1. Students will work with a partner to complete this assessment.
2. Each student gets a sheet and writes their name and their partner’s name. Students must then exchange papers with their partners.
3. Three-minute games are played so the assessment may be implemented.
4. While one partner is playing, the other partner is assessing them (recording tally marks) in the various categories listed below.
5. Partners rotate after 3 minutes so while one is playing the other is assessing and vice versa.
6. Multiple rounds are played of 3-minute games.
7. Partners discuss their skill performance after 1 or 2 full rounds (2 rotations of 3 minute games played by each person)
8. An individual reflection based on skill performance will be completed by answering the questions below:
Categories for assessment: “Conquered Ball” – Student steals the ball or intercepts a pass during game play.
“Received Ball” – Student receives a pass during game play
“Lost Ball” – Student loses possession of the ball during game play
“Pass” – Student makes a pass to a teammate during game play
“Successful Shot” – Student makes a shot during game play
“Missed Shot” – Student misses a shot taken
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Your Name: _________________________________ Partner’s Name:______________________________
Conquered Ball
Received Ball
Lost Ball
Pass
Successful Shot
Missed Shot
Total Number of
conquered balls
Total Number of
received balls
Total Number of lost
balls
Total Number of
passes
Total Number of
successful shots
Total Number of
missed shots
Questions for Reflection:
1. Based on the tally numbers in the individual categories, what skills did you perform the best in? Which do you need to improve the most in?
2. Identify specific mental strategies (tactics) of your offensive play in the following areas:
• Off the ball movement
• Possession of the ball
• Defense recognition
• Shot selection
3. Identify specific mental strategies (tactics) of your defensive play in the following areas:
• Guarding (on the ball, off the ball)
• Help and recover
• Offense coverage
• Zone vs. Man defense responsibilities
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SLO: 3
Assessment Activity: Students within their team, and then as a whole class, will create a minimum of 5 rules of play for the gymnasium for all
participants, players, and spectators to follow.
Examples of rules could include:
1. Pick up all loose balls and place them in the appropriate bin / receptacle.
2. When seated on the sidelines stay on task (reflection, peer checklist, play creation) watching game play and not distracting players.
3. Be cautious of other players when shooting at the basket, ensuring that no one is under the basket when shooting.
Grade 8 Team Activities Section 5 Rubrics
1. Analyze and explain the
effectiveness of specific
defensive strategies
implemented against various
offensive tactics
2. Demonstrate the ability to
integrate performance/strategic
recommendations to improve
both individual and team
effectiveness during team
activities and games
3. Identify and conduct a self
and peer/team sportsmanship
assessment of appropriate
sportsmanship behaviors of
participants and observers.
Developing/
Needs Improvement
Displays little or no ability to
analyze and explain the
effectiveness of specific
defensive strategies
implemented against various
offensive tactics
Displays little or no ability to
integrate performance/strategic
recommendations to improve
both individual and team
effectiveness during team
activities and games
Displays little or no ability to
identify or conduct a self and
peer/team sportsmanship
assessment of appropriate
sportsmanship behaviors of
participants and observers.
Targeted/
Satisfactory
Analyzes and explains the
effectiveness of specific
defensive strategies
implemented against various
offensive tactics
Exceeds Target/
Very Good
Consistently analyzes and
explains the effectiveness of
specific defensive strategies
implemented against various
offensive tactics
Integrates performance/strategic
recommendations to improve
both individual and team
effectiveness during team
activities and games
Consistently integrates
performance/strategic
recommendations to effectively
improve both individual and
team effectiveness during team
activities and games
Consistently identifies and
conducts a self and peer/team
sportsmanship assessment of
appropriate sportsmanship
behaviors of participants and
observers
Identifies and conducts a self
and peer/team sportsmanship
assessment of appropriate
sportsmanship behaviors of
participants and observers.
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4. Develop and implement the
strategies based on the team
sportsmanship assessment to
improve the overall class
sportsmanship and safety
behaviors
5. Analyze how various types of
equipment and products and
changes to rules and procedures
have had an impact on the
evolution of safety in specific
team activities and sports
Displays little or no ability to
develop or implement the
strategies based on the team
sportsmanship assessment to
improve the overall class
sportsmanship and safety
behaviors
Displays little or no ability to
analyze how various types of
equipment or products or
changes to rules and procedures
have had an impact on the
evolution of safety in specific
team activities and sports
Develops and implements the
strategies based on the team
sportsmanship assessment to
improve the overall class
sportsmanship and safety
behaviors
Consistently develops and
implements the strategies based
on the team sportsmanship
assessment to improve the
overall class sportsmanship and
safety behaviors
Analyzes how various types of
equipment and products and
changes to rules and procedures
have had an impact on the
evolution of safety in specific
team activities and sports
Consistently analyzes how
various types of equipment and
products and changes to rules
and procedures have had an
impact on the evolution of safety
in a variety team activities and
sports
SLO: 1, 2
Goal: Students will analyze and explain the effectiveness of specific defensive strategies as well as integrate performance/strategic
recommendations to improve both individual and team performance during team games and activities.
Assessment Activity: The following assessments can be used for a variety of team sports with simple modifications to questions.
Name: __________________________________
In the Basketball diagram below:
• The G represents the basket you are defending
• The O’s represent the offensive players
• The O2 has the ball
G
O1
O4
O3
O2
* O5
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1. Identify where all defenders (D) would be when playing person-to-person defense. Place them in the diagram.
2. Explain why you put the Ds in those spots.
3. Briefly explain two strategic reasons a team might use a zone defense.
4. Which pass (i.e. bounce, chest, or overhead) would be the best for each situation?
a. Getting the ball underneath the defenders’ arms _________________
b. To quickly get the ball to a teammate coming off of a screen at the top of the key __________
c. Once you have faked a chest pass and the defenders arms have gone up __________________
d. Passing fast to a close teammate who is not guarded ________________________
e. Passing down the court on a fast break ___________________________
f. To get the ball in to the post when your post player is calling for the ball down low ________
5. Elizabeth is dribbling the ball on a fast break. She should keep the ball ________ (high or low) to the ground so she can go as fast as possible.
She should dribble with her __________ _____________, so that she can see up the court for her teammates. She should also make sure to use her
________ ________ to push the ball, and not her whole palm. If her teammate receives the ball at her basket on this fast break with no defenders
around, her teammate should shoot a _____________.
6. Create an offensive play for person-to-person defense. It must include the starting positions of all 5 team members and consider what they will
do. It can be simple or complex, but must include at least two screens and two cuts. Think about how the play will continue once the players make
their initial moves. This is to get you thinking about how you might design plays later with your team or analyze other team’s plays and overall
offensive strategies.
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SLO: 3, 4
Goal: Students will conduct a self and peer team sportsmanship assessment of appropriate sportsmanship behaviors of participants and observers
as well as develop and implement strategies based on the assessment to improve overall sportsmanlike behaviors.
Assessment Activity: In teams, students will reflect upon the following questions identifying key characteristics of being a member of a team.
They will then create a team contract for all players to sign outlining appropriate sportsmanlike behaviors.
1. List 5 things you do well as a team.
1.
2.
3.
4.
5.
2. Why do you think you were successful in doing these?
3. List 5 things you need to improve upon as a team.
1.
2.
3.
4.
5.
4. What specific strategies will you employ to improve in these areas? Create a team contract below.
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SLO: 5
Goal: Students will analyze how various types of equipment, products, and changes to rules and procedures have had an impact on the evolution
of safety in sports and team activities.
Assessment Activity: Evolution of Sports – Students will need to find a current event (within the past 3 years) and analyze where equipment,
rules, or products have had an impact on safety in team sports. Examples could include, but are not limited to, lacrosse, football, basketball, or
baseball. The final product would include a 1-page written summary of safety changes, a multi-media presentation (Power point, video
presentation etc.) including what caused the change, how the change was made, when the change took effect, any research supporting or disputing
the change, specific equipment change, what levels it affects (recreational, professional, college, or youth sport), and how it has impacted the local
area. Students will also have to demonstrate/illustrate a minimum of one of the rule changes.
Suggested Technology & Other Resources:
-
PECentral.com (Suggested Activities)
Project Adventure webpage and text (Suggested Activities)
GoNoodle.com
Phys. Ed Textbooks
PE Scholar
Pedometers
PE Apps
Peer Mentor Program
Computer (Programs, Music, & Video)
Tablet
YouTube
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Section IV
APPENDICES
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APPENDIX A
New Jersey Legislative
Statutes Summary
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New Jersey Legislative Statutes Summary

Accident and Fire Prevention (N.J.S.A. 18A:6-2) requires instruction in accident
and fire prevention.
Regular courses of instruction in accident prevention and fire prevention shall be given in
every public and private school in this state. Instruction shall be adapted to the
understanding of students at different grade levels.

Breast Self-Examination (N.J.S.A. 18A:35-5.4) requires instruction on breast selfexamination.
Each board of education which operates an educational program for students in grades 7
through 12 shall offer instruction in breast self-examination. The instruction shall take
place as part of the district’s implementation of the Core Curriculum Content Standards
in Comprehensive Health and Physical Education, and the comprehensive health and
physical education curriculum framework shall provide school districts with sample
activities that may be used to support implementation of the instructional requirement.

Bullying Prevention Programs (N.J.S.A. 18A:37- 17) requires the establishment of
bullying prevention programs.
Schools and school districts are encouraged to establish bullying prevention programs
and other initiatives involving school staff, students, administrators, volunteers, parents,
law enforcement, and community members. To the extent funds are appropriated for
these purposes, a school district shall: (1) provide training on the school district’s
harassment, intimidation, or bullying policies to school employees and volunteers who
have significant contact with students; and (2) develop a process for discussing the
district’s harassment, intimidation, or bullying policy with students. Information
regarding the school district policy against harassment, intimidation, or bullying shall be
incorporated into a school’s employee training program.

Cancer Awareness (N.J.S.A. 18A:40-33) requires the development of a school
program on cancer awareness.
The Commissioner of Education, in consultation with the State school boards, shall
develop a cancer awareness program appropriate for school-aged children.

Dating Violence Education (N.J.S.A. 18A: 35-4.23a) requires instruction regarding
dating violence in grades 7-12.
Each school district shall incorporate dating violence education that is age appropriate
into the health education curriculum as part
of the district’s implementation of the Core Curriculum Content Standards in
Comprehensive Health and Physical Education for students in grades 7 through 12. The
dating violence education shall include, but not be limited to, information on the
definition of dating violence, recognizing dating violence warning signs, and the
characteristics of healthy relationships.
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
Domestic Violence Education (N.J.S.A. 18A:35-4.23) allows instruction on problems
related to domestic violence and child abuse.
A board of education may include instruction on the problems of domestic violence and
child abuse in an appropriate place in the curriculum of elementary school, middle
school, and high school pupils. The instruction shall enable pupils to understand the
psychology and dynamics of family violence, dating violence, and child abuse; the
relationship of alcohol and drug use to such violence and abuse; and the relationship of
animal cruelty to such violence and abuse; and to learn methods of nonviolent problemsolving.

Gang Violence Prevention (18A:35-4.26) requires instruction in gang violence
prevention for elementary school students.
Each board of education that operates an educational program for elementary school
students shall offer instruction in gang violence prevention and in ways to avoid
membership in gangs. The instruction shall take place as part of the district’s
implementation of the Core Curriculum Content Standards in Comprehensive Health and
Physical Education, and the comprehensive health and physical education curriculum
framework shall provide school districts with sample materials that may be used to
support implementation of the instructional requirement.

Health, Safety, and Physical Education (N.J.S.A.18A:35) requires that all students
in grades 1 through 12 participate in at least two and one-half hours of health,
safety, and physical education in each school week.
Every pupil, except kindergarten pupils, attending the public schools, insofar as he or she
is physically fit and capable of doing so, as determined by the medical inspector, shall
take such courses, which shall be a part of the curriculum prescribed for the several
grades, and the conduct and attainment of the pupils shall be marked as in other courses
or subjects, and the standing of the pupil in connection therewith shall form a part of the
requirements for promotion or graduation. The time devoted to such courses shall
aggregate at least two and one-half hours in each school week, or proportionately less
when holidays fall within the week.

Drugs, Alcohol, Tobacco, Controlled Dangerous Substances, and Anabolic Steroids
(N.J.S.A. 18A:40A-1) requires instructional programs on drugs, alcohol, anabolic
steroids, tobacco, and controlled dangerous substances and the development of
curriculum guidelines.
Instructional programs on the nature of drugs, alcohol, anabolic steroids, tobacco, and
controlled dangerous substances, as defined in section 2 of P.L.1970, c.226 (C.24:21-2),
and their physiological, psychological, sociological, and legal effects on the individual,
the family, and society shall be taught in each public school and in each grade from
kindergarten through 12 in a manner adapted to the age and understanding of the pupils.
The programs shall be based upon the curriculum guidelines established by the
Commissioner of Education and shall be included in the curriculum for each grade in
such a manner as to provide a thorough and comprehensive treatment of the subject.
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
Lyme Disease Prevention (N.J.S.A. 18A:35-5.1) requires the development of Lyme
disease curriculum guidelines.
The guidelines shall emphasize disease prevention and sensitivity for victims of the
disease. The Commissioner of Education shall periodically review and update the
guidelines to insure that the curriculum reflects the most current information available.

Organ Donation (N.J.S.A. 18A:7F-4.3) requires information relative to organ
donation to be given to students in grades 9 through 12.
The goals of the instruction shall be to:
o Emphasize the benefits of organ and tissue donation to the health and well-being
of society generally and to individuals whose lives are saved by organ and tissue
donations, so that students will be motivated to make an affirmative decision to
register as donors when they become adults.
o Fully address myths and misunderstandings regarding organ and tissue donation.
o Explain the options available to adults, including the option of designating a
decision-maker to make the donation decision on one’s behalf.
o Instill an understanding of the consequences when an individual does not make a
decision to become an organ donor and does not register or otherwise record a
designated decision-maker.
The instruction shall inform students that, beginning five years from the date of
enactment of P.L.2008, c.48 (C.26:6-66 et al.), the New Jersey Motor Vehicle
Commission will not issue or renew a New Jersey driver’s license or personal
identification card unless a prospective or renewing licensee or card holder makes an
acknowledgement regarding the donor decision pursuant to section 8 of P.L.2008, c.48
(C.39:3-12.4). The Commissioner of Education, through the non-public school liaison in
the Department of Education, shall make any related instructional materials available to
private schools educating students in grades 9 through 12, or any combination
thereof. Such schools are encouraged to use the instructional materials at the school;
however, nothing in this subsection shall be construed to require such schools to use the
materials.

Sexual Assault Prevention (N.J.S.A. 18A:35-4.3) requires the development of a
sexual assault prevention education program.
The Department of Education in consultation with the advisory committee shall develop
and establish guidelines for the teaching of sexual assault prevention techniques for
utilization by local school districts in the establishment of a sexual assault prevention
education program. Such program shall be adapted to the age and understanding of the
pupils and shall be emphasized in appropriate places of the curriculum sufficiently for a
full and adequate treatment of the subject.
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
Stress Abstinence (N.J.S.A. 18A:35-4.19-20), also known as the “AIDS Prevention
Act of 1999,” requires sex education programs to stress abstinence.
Any sex education that is given as part of any planned course, curriculum, or other
instructional program and that is intended to impart information or promote discussion or
understanding in regard to human sexual behavior, sexual feelings and sexual values,
human sexuality and reproduction, pregnancy avoidance or termination, HIV infection or
sexually transmitted diseases, regardless of whether such instruction is described as, or
incorporated into, a description of “sex education,” “family life education,” “family
health education,” “health education,” “family living,” “health,” “self esteem,” or any
other course, curriculum program, or goal of education, and any materials including, but
not limited, to handouts, speakers, notes, or audiovisuals presented on school property
concerning methods for the prevention of acquired immune deficiency syndrome
(HIV/AIDS), other sexually transmitted diseases, and of avoiding pregnancy, shall stress
that abstinence from sexual activity is the only completely reliable means of eliminating
the sexual transmission of HIV/AIDS and other sexually transmitted diseases and of
avoiding pregnancy.

Suicide Prevention (N.J.S.A. 18A: 6-111) requires instruction in suicide prevention
in public schools.
Instruction in suicide prevention shall be provided as part of any continuing education
that public school teaching staff members must complete to maintain their certification;
and inclusion of suicide prevention awareness shall be included in the Core Curriculum
Content Standards in Comprehensive Health and Physical Education.
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APPENDIX B
KITTATINNY
REGIONAL
PHYSICAL FITNESS
TEST
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Kittatinny Regional Physical Fitness Test
Created By:
Lisa Trusa – Fredon Elementary School
Derek Wilpert – Marian E. McKeown Elementary School
Stephen Tiberi – Sandyston-Walpack Consolidated School
Mary Hayes – Stillwater Elementary School
Dana Bitondo – Kittatinny Regional High School
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Introduction:
The Health and Physical Education Curriculum Committee of Fredon, Hampton, SandystonWalpack, Stillwater, and Kittatinny Regional High School believe that all students should participate
and be assessed in selected physical fitness skills. The five physical fitness skills are: sit-ups; pushups; shuttle run; sit and reach; and one mile walk/run. The students that will participate are in third
through eighth grades, and their results will be available to indicate student growth throughout the
years being tested. This fitness test was developed in the hope that the regional sending districts and
Kittatinny Regional Junior High School will have a cohesive test that prepares students for the
fitness challenges in high school, and ultimately life’s physical challenges. It is up to the discretion
of each teacher to modify this fitness challenge to best meet the specific needs of their students and
school.
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Kittatinny Regional Physical Fitness Challenge
Qualifying Standards
The following standards are derived from The Presidential Physical Fitness Challenge, which are based on the
1985 School Population Fitness Survey, and validated in 1998.
https://www.presidentschallenge.org/challenge/physical/activities/
Boys
Girls
AGE
Sit-Ups (# one
minute)
Shuttle Run
(seconds)
Sit & Reach
(centimeters)
One-Mile Run
(min; sec)
Push-ups
7
8
9
10
11
12
13
14
15
36
40
41
45
47
50
53
56
57
11.5
11.1
10.9
10.3
10.0
9.8
9.5
9.1
9.0
30
31
31
30
31
31
33
36
36
9.22
8.48
8.31
7.57
7.32
7.11
6.50
6.26
6.20
14
17
18
22
27
31
39
40
42
7
8
9
10
11
12
13
14
15
34
38
39
40
42
45
46
47
48
12.1
11.8
11.1
10.8
10.5
10.4
10.2
10.1
10.0
32
33
33
33
34
36
38
40
43
10.36
10.02
9.30
9.19
9.02
8.23
8.13
7.59
8.08
14
17
18
20
19
20
21
20
20
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Qualifications for Certificate:
Gold – In order to qualify for this award, the student must meet or exceed the standard
indicated above in all five events.
Silver – In order to qualify for this award, the student must meet or exceed the standard
indicated above in three or four events.
Bronze - In order to qualify for this award, the student must meet or exceed the standard
indicated above in two events.
Participant - In order to qualify for this award, the student must participate in all five
events.
 This can be modified at the discretion of each school district.
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The following is a description of the events/challenges. These descriptions were created by:
The Presidential Fitness Challenge website:
https://www.presidentschallenge.org/challenge/physical/activities/
Sit-ups
This activity measures abdominal strength and endurance.
Sit-ups Testing
Procedure:

Have the student lie on a cushioned, clean surface with knees flexed and feet about 12 inches
from buttocks. A partner holds both feet of the participant.

Make sure the arms are crossed with hands placed on opposite shoulders and elbows held close
to chest.

Keeping this arm position, student raises the trunk, curling up to touch elbows to thighs, and then
lowers the back to the floor so that the scapulae (shoulder blades) touch the floor to complete one curl-up.

To start, a timer calls out the signal “Ready? Go!” and begins timing student for one minute. The
student stops on the word “Stop.”
Sit-ups Tip
Instruct helpers to count aloud the number of repetitions.
Sit-ups Scoring
“Bouncing” off the floor is not permitted. The sit-up should be counted only if performed correctly.
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Shuttle Run
This activity measures speed and agility.
Testing
Procedure:

Mark two parallel lines 30 feet apart and place two blocks of wood or similar objects behind one
of the lines.

Students start behind opposite line. On the signal “Ready? Go!” the student runs to the blocks,
picks one up, runs back to the starting line, places the block behind the line, runs back and picks up the
second block, and runs back across starting line.
Tips
Be sure the participants understand the importance of running through the finish line.
Participants should perform this activity on a gym floor or other favorable surface.
Scoring
Blocks should not be thrown across the lines. Scores are recorded to the nearest tenth of a second.
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Sit and Reach
Sit and Reach Testing
Procedure:

You’ll need a specially constructed box with a measuring scale marked in centimeters, with 23
centimeters at the level of the feet.

The student removes shoes and sits on floor with knees fully extended, feet shoulder-width apart
and soles of the feet held flat against the end of the box.

With hands on top of each other, palms down, and legs held flat, student reaches along the
measuring line as far as possible. After three practice reaches, the fourth reach is held while the distance
is recorded.
Sit and Reach Tip
Participants are most flexible after a warm-up run. Best results may occur immediately after performing the endurance run.
Sit and Reach Rules
Legs must remain straight, soles of feet against box and fingertips of both hands should reach evenly along measuring line. Scores are recorded to the nearest
centimeter.
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Mile Run/Walk
This activity measures heart/lung endurance.
Testing
Procedures:


On a safe, one-mile distance, students begin running on the count “Ready? Go!”
Walking may be interspersed with running. However, the students should be encouraged to
cover the distance in as short a time as possible.
Tips
Use a large enough running area so that no more than eight laps are necessary to complete a mile. Help participants learn proper pacing for the mile by having
them run at the mile pace for short distances during warm-up time.
Scoring
Always review students’ health status before administering this test. Give students ample instruction on how to pace themselves. Allow them to practice running
this distance against time, as well as sufficient time for warming up and cooling down before and after the test. Times are recorded in minutes and seconds.
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Push-ups Testing
Procedures:

The student starts in push-up position with hands under shoulders, arms straight, fingers pointed
forward, and legs straight, parallel, and slightly apart (approximately 2-4 inches) with the toes supporting
the feet.

Keeping the back and knees straight, the student then lowers the body until there is a 90-degree
angle formed at the elbows with upper arms parallel to the floor. A partner holds her/his hands at the point
of the 90-degree angle so that the student being tested goes down only until her/his shoulders touch the
partner’s hand, then back up.

The push-ups are done to a metronome (or audio tape, clapping, drums) with one complete
push-up every three seconds, and are continued until the student can do no more at the required pace.
The student should remain in motion during the entire three second interval.
Push-ups Tip
As with the pull-up, spend as little time in the starting position beforehand in order to increase the number of repetitions. Any extra movement may also decrease
the number of repetitions.
Push-ups Scoring
Record only those push-ups done with proper form and in rhythm.
Push-ups Rationale
Right angle push-ups are a good indicator of the range of strength/endurance found in kids, whereas some kids are unable to do any pull-ups.
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APPENDIX C
SAMPLE HEALTH &
PHYSICAL EDUCATION
UNITS
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Teacher’s Name: ______________________________
Unit Length (# of lessons): 5
NJ State Standard(s) (NJCCCS): 2.1, 2.6
Unit Plan/Long-Term Skill/Tactic: Wellness
Grade: 1
Equipment/Facilities: Health materials/Health classroom
Safety Rules:
Long-term Goals (Unit Objectives) (NJCCCS): Students will explain how healthy habits (personal hygiene, etc.), self-help skills and regular participation in
physical activity support personal wellness. Students will demonstrate awareness of nutritional value and different foods and food groups.
Week 1
Lesson1
Introduction –
objective/theme
of lesson
Lesson 2
Healthy Habits
What are germs?
Lesson 3
Self-help Skills
What do you use your teeth for?
(chewing, speech, smile)
Physical Activity
How long should a child be active in
one day? (60 min. a day)
Glitter handshake: Place glitter on hands
and shake a few student’s hands.
Core of the
Lesson
Closure
Tooth-Brushing
Hand-washing

Demo with song (15-20 sec.) using
warm water, soap, dry with paper
towel.

Each student performs the above
task.

If not hand-washing, students will
complete hand-washing activity
sheet provided for them.

Review the hand-washing
technique.
Select a few students to present
their activity sheet to the class.





NFL Play 60
Demonstrate proper tooth-brushing
technique using posters, model
teeth, tooth brush, and floss.
Show “King Cavity” by Colgate DVD
(7-10 min.).

Provide tooth-brushing chart for
home use.
Students are given a new tooth brush
and tooth paste (free from Colgate).



Brainstorm various physical
activities that support overall
personal wellness (Example:
running, recess, PE).
Each student creates an
individualized physical fitness
WEB (include drawings,
words, phrases, sentences).
5 Finger Assessment: Why is it
important to exercise?
Select a few students to
display their WEB to the class.
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Materials
Technology/
Assessment
(NASPE 3.7)
Week 2













Glitter
Activity sheets
Crayons/pencil
Soap
Paper towels
See rubric and attachments
DVD player or Active board
“King Cavity”
Posters
Model teeth
Tooth brush
Floss
Free tooth brush kits
Tooth brushing charts
See rubric and attachments



Active board
Paper/pencils
Crayons
See rubric and attachments
Short-term Objective (NJCCCS): Students will demonstrate awareness of nutritional value and different foods and food groups.
Lesson1
Tasks/Activities (concepts and/or skills, and/or games) (NJCCCS)
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Instant
Activity
Lesson
Game/Activity
Application/
Closure
Organization &
Gym Setting Use
Technology/
Assessment
(NASPE 3.7)
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Teachers Name: _______________________
Unit Length (# of lessons): 5
NJ State Standard(s) (NJCCCS): 2.2, 2.3
Unit Plan: Alcohol/Tobacco/Other Drugs
Grade: 4
Equipment/Facilities: Health materials/Health classroom
Long-term Goals (Unit Objectives) (NJCCCS):
 Students will understand the short/long term side effects and consequences of using alcohol, tobacco, medicines, inhalants, as well as breathing
in second hand smoke.
 Students will understand the consequences of use, misuse, and abuse of using drugs, and the importance of making healthy choices/decisions.
Week 1
IntroductionObjective or
theme of lesson
Short-term Objective (NJCCCS):
 Identify the possible side effects that medicines may cause even when used appropriately. (2.3.4.A.2)
 Discuss the possible short/long term effects and consequences that the use and abuse of alcohol, tobacco, and other drugs
or inhalants could have on one’s health. (2.3.4.B.2, 2.3.4.B.4, 2.3.4.B.5)
 Describe situations or environments where second hand smoke could impact the health of nonsmokers. (2.3.4.B.3)
Tasks/Activities (concepts and/or skills, and/or games) (NJCCCS)
Lesson1
Lesson 2
Lesson 3
Now and Then: The
Medicine Cabinet
Clean Air is Healthy Air
Truth About Drugs
Name a time you had to
What is second hand
take a medicine and why Name a short term
smoke?
(discuss with a partner).
effect and a long term
(Class will help in the
effect of a drug.
 Pick a few
 With a partner,
computer lab; check
students to
students choose school policy for
present what
a drug and give
internet use).
they discussed.
a short/long
term effect on
 Students will
the body.
share their
Record answers
answers to the
on index cards.
above question.
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
Core of the
Lesson


Closure

Define over-thecounter (OTC)
and prescription
drugs through
role playing
(provide a
scenario)
Show “Healthy
Me: All About
Medicines”
DVD (15 min.)

Pick an activity
sheet from the
kit about healthy
medicines and
use as an
assessment.


Students share
responses with
the class.
Alcohol,
tobacco,
medicine, and
inhalant
flashcards
containing
short/long term
effects are
shared with
class.
Using the same
partner and
index card,
correct the
original
short/long term
effect and on
Teacher will
supply the
correct
definition for
second hand
smoke and its
negative effects
on the body.

Students will
receive a
questionnaire
and be assigned
a state to
research the
smoking laws.
Questions to address:
-Where in public can
people smoke?
-Where can they not?
-Is there a certain
distance a person has to
be from a building?
-What are the fines or
penalties?
 Students will
share their
questionnaires
with the class.
 Students will
compare and
contrast the
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the other side
select a new
one learned in
the lesson.
Collect as an
assessment.
Materials




Technology/
Assessment
Week 2
IntroductionObjective/theme
of lesson
Active Board
“Healthy Me: All
About
Medicines” Kit
Pencil
Props for roleplaying
See Rubric and
attachments
(See NJCCCS 9.1)



Index cards
Drug flash cards
Pencils
See Rubric and
attachments
(See NJCCCS 9.1)
laws in the
various states.




Teacher will lead
discussion on
survival tips for
living with a
smoker.
Computer Lab
Questionnaire
Pencil
See Rubric and
attachments
(See NJCCCS 9.1)
Short-term Objective (NJCCCS):
 Differentiate among drug use, misuse, and abuse. Determine factors (prescriptions use, not following prescribed direction,
addiction) that may lead to each and identify potential consequences. (2.3.4.C.2, 2.3.4.C.3)
 Describe how the decision-making process could be used to avoid substance use, misuse, and abuse when being influenced
by others. (2.2.4.B.1, 2.2.4.B.2, 2.2.4.B.3)
Tasks/Activities (concepts and/or skills, and/or games) (NJCCCS)
Lesson 4
Lesson 5
Use-Misuse-Abuse
I Can Make A Good
Decision
Pre-test for the students.
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
Core of the
Lesson



Ask students:
drug use –
example
drug misuse –
example
drug abuse –
example
For the project,
students divide
paper into three
sections (11x14
paper is ideal).
Label each
section at the top
with “Use,”
“Misuse,” and
“Abuse.”
Further
discussion of the
three categories
with examples
given by the
teacher.
After discussion,
students fill in
each category
with written
examples and
appropriate
pictures.

Review “Use,”
“Misuse,” and
“Abuse” lesson.

What decision
did you make
this morning?

Review the
steps to making
a healthy
decision and
write them
down on active
board.
Show DVD – “I
Can Make Good
Choices.”
As a class
discussion, ask a
student(s) for a
more difficult
decision they
have to make
and then apply
the steps
learned to
making that
decision.


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Closure


Materials
Technology/
Assessment




Students present
their projects to
the class.
Teacher
highlights how
categories are
different with
misuse and
abuse as
unhealthy.

Paper – 11x14
Pencils
Markers
Active Board

See Rubric and
attachments
(See NJCCCS 9.1)
How does this
lesson apply to
drug use,
misuse, and
abuse?
Projects from
last lesson.
 DVD player
 Active Board
 Kit – Sunburst –
“I Can Make
Good Choices.”
See Rubric and
attachments
(See NJCCCS 9.1)
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Teachers Name: _____________________
Unit Length (# of lessons): 5
NJ State Standard(s) (NJCCCS): 2.1, 2.2
Unit Plan: Wellness
Grade: 7
Equipment/Facilities: Health materials/Health classroom
Safety Rules:
Long-term Goals (Unit Objectives) (NJCCCS):
 Students will identify the factors that may impact one’s physical, social, and emotional wellness, and develop decision making strategies to
ensure personal health.
 Students will investigate food choices/supplements, and evaluate the impact of marketing techniques of the nutritional products.
Short-term Objective (NJCCCS):
 Students will identify the factors that may impact one’s physical, social, and emotional wellness, and develop decision
Week 1
making strategies to ensure personal health. (2.2.8.C.3, 2.2.8.B.2, 2.2.8.B.3)
Introduction –
objective/theme
of lesson
Core of the
Lesson
Tasks/Activities (concepts and/or skills and/or games) (NJCCCS)
Lesson1
Lesson 2
Lesson 3
Spin the Nutritional Web The Eating Environment
A Healthy Weight
Evaluate ways to provide Analyze how culture,
nutritional balance.
health status, age, and
eating environment
Identify and defend
influence personal
Do Now-What is
healthy ways for
eating patterns.
nutrition? How do we
adolescents to lose,
Do
Now-What
is
an
obtain it?
gain, or maintain
eating disorder? What
weight.
causes this to occur?
- Write the word
Nutrition in the middle of
a web; students take
turns coming up to the
board and writing in a
- Healthy Lifestyles
Worksheet: Personal
idea of what constitutes
a healthy lifestyle.
Do Now-What is your
BMI? Show your work.
- Sensory Bag
- Students will be broken
up into 10 even groups.
Each group will receive a
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bubble off of the center;
what comes to mind
when they think of
nutrition.
- Discuss as a class
- Food Labels fact sheet

Learning what the
information means
on a nutrition label,
and understanding
it.
- Discuss
- Reading Food Labels
worksheet (activity 6)

Use the food label
that each student
brought in to
answer questions.
bag, feel the item, and
try to guess what it is
without looking. Each
person in the group will
- What attitudes and
have the opportunity to
actions might indicate
that a teen has an eating feel what is in the bag
and take a guess what it
disorder?
is.
 How would you
When each person is
respond if you
finished, they will
thought a friend
discuss as a group to
had an eating
come up with what was
disorder? Why?
in the bag. Groups will
 Complete Charting switch bags and repeat
the process until they
Disorders
have had each bag and
Worksheet
recorded all their
answers on their
worksheets. Measuring
- Managing Weight
spoon, pedometer, and
Discussion as a class
mirror are used along
Bring up BMI and why
with food.
this is so important.
- Discuss as a class
- Calculate BMI (give
them the formula)
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Closure
Materials
Students answer
questions on the food
label.
Bring one in for HW.



Technology/
Assessment
Week 2
IntroductionObjective/
Theme of Lesson
Food label
worksheet
Food label fact
sheet
Paper/Pencil
See rubric and
attachments
(See NJCCCS 9.1)
Tie in the above topics
of eating disorders and
BMI.



Healthy
Lifestyles
worksheet
BMI
chart/formula
Paper/Pencil
See rubric and
attachments
(See NJCCCS 9.1)
Go over results of the
sensory bag activity, and
discuss how it relates to
a healthy weight.


10 numbered
brown bags with
10 different
objects related
to nutrition
Paper/Pencil
See rubric and
attachments
(See NJCCCS 9.1)
Short-term Objective (NJCCCS):
 Students will investigate food choices/supplements and evaluate the impact of marketing techniques of the nutritional
products. (2.1.8.A.1, 2.1.8.B.1, 2.1.8.B.2, 2.1.8.A.3, 2.1.8.A.4, 2.1.8.B.1)
Tasks/Activities (concepts and/or skills and/or games) (NJCCCS)
Lesson 4
Lesson 5
Nutritional
Create A Plate
Products/Supplements
Do Now – Does
marketing make your
plate? How?
Analyze the nutritional
values of new products
and supplements.
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Do now – Write
Carbohydrates, Proteins
and Fats on your paper;
under each nutrient, list
foods you think fall into
that category and are a
good source of that
nutrient.
Core of the
Lesson
5 question quiz on
nutrients material from
the previous lesson
MyPlate
Fill in the blanks:
Using what was learned
from all the material to
this point;
1. Nutrients that
strengthen muscles,
bones, and teeth are
called _______.
- Create a 2 day healthy
meal plan for a
child/preteen, given
their age.
2. Eating foods high in
__________ helps your
body move wastes out of
your system.
- Work in groups of 2:
Include meals, snacks,
drinks, exercise, etc. --Draw one of the meals
and “Market it”.
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3. Sources of energy that
also transport certain
vitamins are _______.
4. Some _______ dissolve
in water, while others
dissolve in fat.
5. List the 6 types of
nutrients.
Closure

Students will
complete the
quiz

Materials



Active board
Internet
Activity sheet
(assessment)
Pencils/crayons


Technology/
Assessment
See rubric and
attachments
(See NJCCCS 9.1)

Groups display
their plate
creations to the
class.
Emphasize the
marketing tools
used.
Pencils, markers
or crayons
Paper
See rubric and
attachments
(See NJCCCS 9.1)
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Teachers Name: __________________________
Unit Length (# of lessons): 5
NJ State Standard(s) (NJCCCS): 2.5, 2.6
Unit Plan: Movement Education/Rhythm &
Grade: K
Manipulative Skills
Equipment/Facilities: Physical Education Equipment/Gymnasium
Long-term Goals (Unit Objectives) (NJCCCS):
 Developing competence in gross and fine motor skills provides a foundation for participation in physical activities.
 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports,
dance and recreational activities.
 Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to
enjoyment of the event.
 Appropriate types and amounts of physical activity enhance personal health.
Short-term Objective (NJCCCS):
 Develop and refine gross motor skills (e.g., hopping, galloping, jumping, running, marching) (2.5.P.A.1).
 Demonstrate levels, direction, ranges and pathways in a controlled and applied setting (2.5.2.A.1, 2.5.2.A.2).
Week 1
 Develop spatial and coordination skills through movement and manipulative activities such as walking on a balance beam,
twirling a hula-hoop, or buttoning and unbuttoning (2.5.P.A.3, 2.5.2.C.2).
 Perform various movement and manipulative skills with developmentally appropriate control during skill practice (2.5.2.A.1).
 Identify body parts that may be used to control different objects during various manipulative activities (2.5.P.A.3).
Tasks/Activities (concepts and/or skills, and/or games) (NJCCCS)
Lesson1
Lesson 2
Lesson 3
Balls – Step and Throw, Eyes Open to Catch
Hula-Hoop – Look What I Can Do!
Do You Like to Help?
Core of the
Lesson

Warm-up.

Warm-up.

Warm-up.

Stretches.

Pilate polyspots.

Stretches.

Throwing and catching activities with
balls.

Hoop activities.

Frisbees.

Warm-up – tag game – “Stuck in the
Mud” (depending on season, can
change to snow, etc.) Pathways and

Warm-up – tag game – “Arch
Tag.” Pathways and levels can
be changed during the game.

Warm-up – tag game –
“Helping Hands Tag” (also
known as “Banana Tag”).
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levels can be changed throughout
the game.


Stretches, strength, balance and
coordination activities being directed
by the teacher.
Ball activities Throw in air and catch, add a clap,
add a spin, kneel and catch, lie down
and catch, etc., partner activities
(remind students to keep eye on ball
to catch and step with opposite foot
to throw).



In two groups, play throwing and
catching game – “Clean the
Backyard.”
Place Pilate polyspots in a large
circle and give each student a
polyspot to start. Teacher
demonstrates each polyspot.
On signal by teacher, students
rotate and try each movement
using a variety of levels.
Hula hoop activities – Given
directions by teacher, students
complete various hula-hoop
activities.


Play the “Roll” game – Students
stand on end black line and on
signal roll hoop and let it drop.
Each student takes a turn.
When all students are done,
retrieve hoops.
Pathways and levels can be
changed throughout the
game.
Stretches, strength, balance
and coordination activities
being directed by teacher
and inclusive of students
coming up to share a stretch
or movement.
Foam/Ring Frisbee activities
– Demonstrate how to
properly throw a Foam/Ring
Frisbee (differs from a ball –
step and throw the Frisbee
with same foot and hand).
Demonstrate how to catch a
Foam/Ring Frisbee –
alligator/
crocodile
hands.
Throw Foam/Ring Frisbee
solo, run, and retrieve.
Then throw and catch with a
partner using the skills
learned.
Closure

What did you learn or review today
about throwing and catching a ball?

What was a new Pilate
movement that you never did
before? Allow a demonstration.

How is throwing a Frisbee
different from throwing a
ball?
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Materials
Technology/
Assessment









Pinnies
Gatorskin balls
P.E. Central Website
Manual – P.E. Games K-2
See Rubric and attachments
(See NJCCCS 9.1)
Teacher Observation with use of rubric.
Pinnies
Gatorskin balls
Pilate polyspots
Hoops
Manual – P.E. Games K-2
See Rubric and attachments
(See NJCCCS 9.1)
Teacher Observation with use of rubric.





Pinnies
Gatorsking balls
Foam/Ring Frisbees
P.E. Central Website
Manual – P.E. Games
K-2
See Rubric and attachments
(See NJCCCS 9.1)
Teacher Observation with use of
rubric.
Short-term Objective (NJCCCS): Continue with objectives from above.
Week 2
Lesson 4
IntroductionObjective/theme
of lesson
Core of the
Lesson
Tasks/Activities (concepts and/or skills, and/or games) (NJCCCS)
Lesson 5
Fun with Scarves
Can You Balance on One Foot?

Warm-up.

Warm-up.

Yoga movements.

Stretches.

Dance and body and spatial awareness with
scarfs.

Different ways to move on a scooter.

Warm-up – sprinting game “Goldilocks and the 3 Bears” (same as
“What Time is it Mr. Fox”). Pathways and
levels can be changed throughout the game.

Warm-up – “Balance Tag.” When tagged, must balance on one foot for
a teacher designated amount of time.
Pathways can be changed throughout the
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

Closure
Materials
Technology/
Assessment
Yoga polyspots in a circle formation.
Teacher demonstrates each movement.
Students start at a polyspot, do the
movement, with teacher direction, rotate.
Various activities with scarves.
game.


Toward end of lesson, students create their
own little dance routines with scarves.
Allow students to show their routines to the
class.

What was your favorite movement with the
scarves?
 Yoga polyspots
 Scarves
 Music
 Manual – P.E. Games K -2
See Rubric and attachments
(See NJCCCS 9.1)
Teacher Observation with use of rubric.


Stretches, strength, coordination, and
balance activities being led by the students.
Various solo movements with scooters –
sitting, knees, belly. With partners, do
various scooter movements and activities.
Play “Scooter Tag.” One color scooter is
“It” and they tag other scooters. Change
colors. Taggers can count how many
students they tagged. Pathways and levels
can be changed throughout the game.
What do we need balance for in our lives?
 Pinnies
 Gatorskin balls
 Scooters
 Manual – P.E. Games K-2
See Rubric and attachments
(See NJCCCS 9.1)
Teacher Observation with use of rubric.
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Suggested Rubrics for Assessment:
Kindergarten Movement Education/ Rhythm & Manipulative Skills Unit Rubrics
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
1. Basic Movement (walking,
jogging, jumping)
Continues to refine basic
movement skills
Demonstrates refined basic
movement skills
Consistently demonstrates refined
basic movement skills in various
settings
2. Pathways (straight, curved, zigzag)
Displays little or no understanding
of basic movement through various
pathways
Demonstrates basic movement
through various pathways in
different settings
Consistently demonstrates
movement pathways in various
settings
2. Directions (forward, backward,
sideways, up and down, diagonal)
Displays little or no understanding
of directional movement
Demonstrates basic movement
through various directions in
different settings
Consistently demonstrates
directional movement in various
settings
2. Ranges (near and far)
Displays little or no understanding
of ranges in relation to basic
movement
Demonstrates understanding of
near and far ranges in different
settings (in relationship to others
and/or objects)
Consistently demonstrates
understanding of ranges in relation
to basic movement in various
settings
Student Learning Objectives
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2. Levels (high, medium, low)
Displays little or no understanding
of levels in relation to basic
movement
Demonstrates basic movement
through various levels in different
settings
Consistently demonstrates levels
during basic movement in various
settings
Developing/
Needs Improvement
Targeted/
Satisfactory
Exceeds Target/
Very Good
Displays little or no spatial or
coordination skills through
movement and manipulative
activities such as walking on a
balance beam, twirling a hulahoop, or buttoning and
unbuttoning
Displays little or no ability to
perform various movement and
manipulative skills (kicking,
striking) with developmentally
appropriate control during skill
practice
Displays little or no ability to
identify body (hands, feet, knees,
head) parts that may be used to
control different objects during
various manipulative activities
Develops spatial and coordination
skills through movement and
manipulative activities such as
walking on a balance beam,
twirling a hula- hoop, or buttoning
and unbuttoning
Consistently demonstrates spatial
and coordination skills through
movement and manipulative
activities such as walking on a
balance beam, twirling a hulahoop, or buttoning and
unbuttoning
Consistently performs various
movement and manipulative skills
(kicking, striking) with
developmentally appropriate
control during skill practice
Student Learning Objectives
1. Develop spatial and coordination
skills through movement and
manipulative activities
2. Perform various movement and
manipulative skills (kicking,
striking) with developmentally
appropriate control during skill
practice
3. Identify body parts (hands, feet,
knees, head) that may be used to
control different objects during
various manipulative activities
Performs various movement and
manipulative skills (kicking,
striking) with developmentally
appropriate control during skill
practice
Identifies body parts (hands, feet,
knees, head) that may be used to
control different objects during
various manipulative activities
Consistently identifies body parts
(hands, feet, knees, head) that may
be used to control different objects
during various manipulative
activities
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Teachers Name:
Unit Length (# of lessons): 5
NJ State Standard(s) (NJCCCS): 2.5, 2.6
Unit Plan: Wellness
Grade: 5&6
Equipment/Facilities: Physical Education Equipment/Gymnasium
Long-term Goals (Unit Objectives) (NJCCCS):
 Developing competence in gross and fine motor skills provides a foundation for participation in physical activities.
 Understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports,
dance and recreational activities.
 Practicing appropriate and safe behaviors while participating in and viewing games, sports, and other competitive events contributes to
enjoyment of the event.
 Appropriate types and amounts of physical activity enhance personal health.
Short-term Objective (NJCCCS):
 Explain and demonstrate specific exercises, activities, and strategies that will maintain or improve health and skill related
fitness components (2.6.6.A.2).
 Develop a personal fitness plan based on the assessment of one’s personal fitness levels and goals (2.6.6.A.3).
 Identify and monitor health/fitness indicators through the development and implementation of a personal fitness plan
Week 1
(2.6.6.A.3).
 Identify the personal, social, and environmental factors that impact fitness and personal health
(2.6.6.A.4, 2.6.6.A.5).

IntroductionObjective/theme
of lesson
Define the differences between skill and health related fitness and explain how the respective components can be enhanced
through practice / training (2.6.6.A.2).
 Using an assessment of one’s personal fitness level, develop a personal physical activity program (2.6.6.A.3).
Tasks/Activities (concepts and/or skills, and/or games) (NJCCCS)
Lesson1
Lesson 2
Lesson 3
Sit & Reach
Sit-Up Event/Challenge
Shuttle Run Event/Challenge
Event/Challenge
 Warm-up
 Warm-up
 Warm-up
 Stretch
 Stretch
 Stretch
 Sit-Up Challenge
 Shuttle Run Challenge
 Sit & Reach Challenge
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Core of the
Lesson

Logging of Results

Logging of Results

Logging of Results

Warm-up activity – pick a tag game
of your choice.
In circle formation, do a series of
stretching exercises.

Warm-up activity – pick a tag
game of your choice.
In circle formation, do a series of
stretching exercises.

Using mats and with a partner
holding their feet, student is timed
for one minute and number of sit-ups
counted. Switch students. See
attached assessment.
The other students will move
throughout other stations that are
set up to help them practice for the
other fitness challenges.
Log results (index cards, computer,
chart, etc.).

Warm-up activity – run a
half-mile.
In circle formation, do a
series of stretching
exercises.
Using a sit and reach box,
students will test their
flexibility. See attached
assessment.
During this event the other
students will be
participating in another
activity like Capture the
Flag, Tag Activity, or
continue to run laps.
Log results (index cards,
computer, chart, etc.).




Closure
Materials





Using mats and with a partner
holding their feet, student is
timed for one minute and
number of sit-ups counted.
Switch students. See attached
assessment.
The other students will move
throughout other stations that
are set up to help them practice
for the other fitness challenges.
Log results (index cards,
computer, chart, etc.).


Did you meet your goal? If not, what
activities can you do to improve?
Did you meet your goal? If not, what
activities can you do to improve?
Did you meet your goal? If not,
what activities can you do to
improve?
Floor mats, shuttle run
blocks/weights/erasers, stop watches, sit &
reach box, index cards, computer, chart,
pinnies, gator skin balls, cones.
Floor mats, shuttle run
blocks/weights/erasers, stop watches,
sit & reach box, index cards, computer,
chart, pinnies, gator skin balls, cones.
Shuttle Run
Blocks/Weights/Erasers, index cards,
computer, chart, pinnies, gator skin
balls, cones.
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Technology/
Assessment
See Rubric and attachments
(See NJCCCS 9.1)
Teacher Observation with use of rubric.
See Rubric and attachments
(See NJCCCS 9.1)
Teacher Observation with use of rubric.
See Rubric and attachments
(See NJCCCS 9.1)
Teacher Observation with use of
rubric.
Short-term Objective (NJCCCS): Continue with objectives from above.
Week 2
IntroductionObjective/theme
of lesson
Core of the
Lesson
Tasks/Activities (concepts and/or skills, and/or games) (NJCCCS)
Lesson 4
Lesson 5
Mile Run Event/Challenge
Push-Up Event/Challenge

Warm-up

Warm-up

Stretch

Stretch

Mile Run Challenge

Push-Up Challenge

Logging of Results

Logging of Results

Remind students about pacing
and proper breathing.
Using a stop watches, students
will test their cardiovascular
while timing a mile run.
Students will run four to six
laps around a marked track.
The amount of laps depends on
the size of the marked track.
See attached assessment.

Warm-up activity – pick a tag game
of your choice.
In circle formation, do a series of
stretching exercises.
Using a floor mat, students will be
testing their upper body strength
and endurance. With a partner
placing a fist or dome cone on the
mat to indicate how low the
student performing the push-up



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


In circle formation, do a series
of stretching exercises.
After this event the students
will be participating in another
activity like Capture the Flag,
Tag Activity, or continue to run
laps.
Log results (index cards,
computer, chart, etc.)


Closure
Materials
Technology/
Assessment
Did you meet your goal? If not, what
activities can you do to improve?
Stop watches, index cards, computer,
chart, pinnies, gator skin balls, cones,
measuring wheel.
See Rubric and attachments
(See NJCCCS 9.1)
Teacher Observation with use of rubric.
test must go. Student is timed for
one minute and number of pushups counted. Switch students. See
attached assessment. Half the class
will perform the push-up event at
one time, then the class will switch.
After this event the students will be
participating in another activity like
Capture the Flag, Tag Activity, or
continue to run laps.
Log results (index cards, computer,
chart, etc.).
Did you meet your goal? If not, what
activities can you do to improve?
Floor mats, stop watches, index cards,
computer, chart, pinnies, gator skin balls,
cones, measuring wheel.
See Rubric and attachments
(See NJCCCS 9.1)
Teacher Observation with use of rubric.
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Suggested Assessment:
Kittatinny Regional Physical Fitness Challenge
Qualifying Standards
The following standards are derived from The Presidential Physical Fitness Challenge, which are based on the
1985 School Population Fitness Survey and validated in 1998.
https://www.presidentschallenge.org/challenge/physical/activities/
AGE
Boys
Girls
7
8
9
10
11
12
13
14
15
7
8
9
10
11
12
13
14
15
Sit-Ups (# one
minute)
36
40
41
45
47
50
53
56
57
34
38
39
40
42
45
46
47
48
Shuttle Run
(seconds)
11.5
11.1
10.9
10.3
10.0
9.8
9.5
9.1
9.0
12.1
11.8
11.1
10.8
10.5
10.4
10.2
10.1
10.0
Sit & Reach
(centimeters)
30
31
31
30
31
31
33
36
36
32
33
33
33
34
36
38
40
43
One-Mile Run
(min; sec)
9.22
8.48
8.31
7.57
7.32
7.11
6.50
6.26
6.20
10.36
10.02
9.30
9.19
9.02
8.23
8.13
7.59
8.08
Push-ups
14
17
18
22
27
31
39
40
42
14
17
18
20
19
20
21
20
20
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The following is a description of the events/challenges. These descriptions were created by
The Presidential Fitness Challenge website:
https://www.presidentschallenge.org/challenge/physical/activities/
Sit-ups
This activity measures abdominal strength and endurance.
Sit-ups Testing
Procedure:

Have the student lie on a cushioned, clean surface with knees flexed and feet about 12 inches
from buttocks. A partner holds both feet of the participant.

Make sure the arms are crossed with hands placed on opposite shoulders and elbows held close
to chest.

Keeping this arm position, student raises the trunk, curling up to touch elbows to thighs, and then
lowers the back to the floor so that the scapulas (shoulder blades) touch the floor to complete one curl-up.

To start, a timer calls out the signal “Ready? Go!” and begins timing student for one minute. The
student stops on the word “Stop.”
Sit-ups Tip
Instruct helpers to count aloud the number of repetitions.
Sit-ups Scoring
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“Bouncing” off the floor is not permitted. The sit-up should be counted only if performed correctly.
Shuttle Run
This activity measures speed and agility.
Testing
Procedure:

Mark two parallel lines 30 feet apart and place two blocks of wood or similar objects behind one
of the lines.

Students start behind opposite line. On the signal “Ready? Go!” the student runs to the blocks,
picks one up, runs back to the starting line, places the block behind the line, runs back and picks up the
second block, and runs back across starting line.
Tips
Be sure the participants understand the importance of running through the finish line.
Participants should perform this activity on a gym floor or other favorable surface.
Scoring
Blocks should not be thrown across the lines. Scores are recorded to the nearest tenth of a second.
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Sit and Reach
Sit and Reach Testing
Procedure:

You’ll need a specially constructed box with a measuring scale marked in centimeters, with 23
centimeters at the level of the feet.

The student removes shoes and sits on floor with knees fully extended, feet shoulder-width apart
and soles of the feet held flat against the end of the box.

With hands on top of each other, palms down, and legs held flat, student reaches along the
measuring line as far as possible. After three practice reaches, the fourth reach is held while the distance
is recorded.
Sit and Reach Tip
Participants are most flexible after a warm-up run. Best results may occur immediately after performing the endurance run.
Sit and Reach Rules
Legs must remain straight, soles of feet against box and fingertips of both hands should reach evenly along measuring line. Scores are recorded to the nearest
centimeter.
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Mile Run/Walk
This activity measures heart/lung endurance.
Testing
Procedures:


On a safe, one-mile distance, students begin running on the count “Ready? Go!”
Walking may be interspersed with running. However, the students should be encouraged to
cover the distance in as short a time as possible.
Tips
Use a large enough running area so that no more than eight laps are necessary to complete a mile. Help participants learn proper pacing for the mile by having
them run at the mile pace for short distances during warm-up time.
Scoring
Always review students’ health status before administering this test. Give students ample instruction on how to pace themselves. Allow them to practice running
this distance against time, as well as sufficient time for warming up and cooling down before and after the test. Times are recorded in minutes and seconds.
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Push-ups Testing
Procedures:

The student starts in push-up position with hands under shoulders, arms straight, fingers pointed
forward, and legs straight, parallel, and slightly apart (approximately 2-4 inches) with the toes supporting
the feet.

Keeping the back and knees straight, the student then lowers the body until there is a 90-degree
angle formed at the elbows with upper arms parallel to the floor. A partner holds her/his hands at the point
of the 90-degree angle so that the student being tested goes down only until her/his shoulders touch the
partner’s hand, then back up.

The push-ups are done to a metronome (or audio tape, clapping, drums) with one complete
push-up every three seconds, and are continued until the student can do no more at the required pace.
The student should remain in motion during the entire three second interval.
Push-ups Tip
As with the pull-up, spend as little time in the starting position beforehand in order to increase the number of repetitions. Any extra movement may also decrease
the number of repetitions.
Push-ups Scoring
Record only those push-ups done with proper form and in rhythm.
Push-ups Rationale
Right angle push-ups are a good indicator of the range of strength/endurance found in kids, whereas some kids are unable to do any pull-ups.
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APPENDIX D
SUGGESTED
HEALTH
MATERIALS
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SUGGESTED HEALTH RESOURCES
MANUALS/REPRODUCIBLES
1. Here’s Looking at You – Drug Program Manuals (K,1, 2, 3)
2. Prime Time – Level 1 (K-3 – drug education program)
Prime Time – Level 2 (4-6 – drug education program)
3. Current Health Magazines (discontinued – select issues only)
4. Instructor’s Big Book of Health and Safety
5. Comprehensive School Health Education; Heits and Meeks
Education for Sexuality and HIV/AIDS; Heits and Meeks
6. How to Survive Teaching Health Manual
7. 14 Character Education books – various companies
8. “What’s a Virus anyway” book – focus HIV virus
9. “Changing Families” book – 2 copies
10. “Learning About Myself and Others” book – reproducibles
11. “My Best Friend and Me” book – reproducibles
12. Drug Education Activity Books (8) – “Clued In On……”
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INTERNET – both programs are ordered each year through our budget
1. Brain Pop
2. Brain Pop Jr.
STORYBOOKS – various subjects
DEMOS/MISCELLANEOUS
1. Tarlboro Cigarette Box (with large cigarette and smoke)
2. Two sets of large teeth and brushes
3. Tobacco learning ball
4. 2 Frog puppets
5. Tin of Language Cards – Manners
6. First Aid Kit
7. Food Group Bingo
8. MyPlate Pocket Chart
9. MyPlate Plate
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PROGRAMS
1. American Heart Association – Heart Power (2 kits)
2. Whales Tales Swimming Safety – one packet with posters
3. Smoke Detectives – fire prevention (2 kits)
4. Various fire prevention and safety DVD’s and booklets from the local fire
company
5. N.J. School Bus Safety – 1 kit
6. The Back is Where It Is At – seatbelt safety – video/posters
7. Be Good to Your Nose – Puff – posters, instructional activities
8. Substance Abuse A to Z (overhead transparencies pack)
9. Health Smart kit – ( K-2)
10. Seatbelt Safety Program – video, posters, large storybook
11.Various Dental Health Care Programs – DVD’s, videos, storybooks, posters
12. Rainbow Valley Police Department – 10 safety videos
13. Everyday Foods For Health – 1st Grade Curriculum
14. Food – Fact, Fun & Fiction – Nutrition & Body Series (Grades 1-3)
FILES
Various files which contain information / activity sheets on health related topics.
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BOOKLETS
1. “Let’s Learn About Peer Pressure”
2. “Outsmarting Gateway Drugs”
3. “Your Family, My Family”
4. “Know What We Know About HIV”
5. “The HIV Facts Issue”
6. “About Respect”
7. “Let’s Enjoy Our Differences”
8. “Milk Matters”
9. “Healthy Eating with MyPlate”
10. “The Building Character Issue”
11. “Kittatinny Safety and Drown Prevention Program”
12. “Stop Picking on Me” pamphlets (from white bulling kit)
13. “Bully” pamphlets (from white bullying kit)
VIDEOS – various companies
Ask For It (Part 1)
Circle of Feelings
Inhalant Use/Abuse
Steroids, Big Trouble Ahead
Cartoon All-Stars to the Rescue
Sparky’s ABC’s of Fire Safety
Lyme Disease – Facts for Kids (Centers for Disease Control)
Clean Streets/Clean Beaches – Clean Communities Program (2)
I Like Being Me
Berenstein Bears – Learn About Strangers
VIDEOS – various companies (cont’d)
Mom – I Can Learn Myself – Safety (2)
Popcorn Park – 6 videos – 6 Pillars of Good Character
The Adventures of Wiggly Tooth
Groark Videos – Violence Prevention – 5 videos
DVD’s – various companies
10 Top Reasons to Stay Smoke Free
“About You – Puberty and Stuff” Always Changing – 5th grade
Food Smarts: MyPyramid for Kids
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CHARTS and POSTERS
Numerous charts and posters on various health topics (in yellow cabinet)
Good Nutrition Bulletin Board Set
Snack Attack Poster Set (2)
MARSH INSTRUCTIONAL KITS W/VIDEOS and DVD’s
Manners Matter
Courtesy Counts
Me and My Family
The Immune System: Doing Its Part
Me and My Body
We’re Growing Up
Just around the Corner (for boys)
Just around the Corner (for girls)
Human Development-A Baby is Born
Clean Kids
Whatsa’ Hygiene?
AIDS Facts for Kids
Tobacco – What About It (Gr. 4-6)
Alcohol – What About It (Gr. 4-6)
Mysteries of the Food Pyramid
Safety – Out of the Danger Zone
Safety – If You Feel Danger
Growing Up! For Girls - DVD
Growing Up! For Boys - DVD
We’re Growing Up - DVD
Unity in Community - Community Building - DVD
Secrets of the Food Pyramid - DVD
SUNBURST INSTRUCTIONAL VIDEOS/MATERIALS
Why I Won’t Do Drugs
Tobacco & You
Kids for Safety
Feeling Good About Me
I Like Being Me – Self-esteem
Real People Cliques: Who’s In, Who’s out?
How I Learned not to be Bullied
We Can Work It Out / Conflict Resolution
I Can Make Good Choices (Gr. 2-4)
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Conflict Manager Student Workshop (Gr. 3-5)
When you’re Mad! Mad! Mad! Dealing with Anger
All about Respect
What’s Respect?
Respect Yourself and Others, Too
Stress: I Can Handle It (Gr. 3-5)
You Can Solve a Problem (Gr. K-2)
My Body Belongs to Me
Let Me Choose! Making Decisions
Yes I Can! Building Self-Confidence
Everybody’s Different (Gr. K-2)
All about Drugs (Gr. K-2)
Stop Teasing Me (Gr. K-2)
Angry? Ten Ways to Cool Off (Gr. K-2)
Building Healthy Relationships (Gr. 3-5)
What to Do About Anger (Gr. 3-5)
What about Tobacco (Gr. 3-5)
Healthy Me Series (Gr. 3-5)
- Nutrition and Exercise
- Keeping Infections Away
- First Aid
- All about Medicines
Rainbow of Feeling (K-2)
Disease Prevention: Growing Up Healthy
How Would You Feel? Learning about Empathy
We’re All Different
There’s No One Just Like You or Me
Stop Bullying Kit:
- I Was Just Kidding!
- Put Yourself in Someone Else’s Shoes
- Building Respectful Schools and Classrooms (Staff Development)
- What We Learned about Bullying
- No More Teasing!
- Stop Bullying Manual
Healthy Habits for Life: The ABC’s of Hygiene (K-2)
352
[Rev. 6/24/15]
KITTATINNY REGION
HEALTH & PHYSICAL EDUCATION CURRICULUM
Doing the Right Thing: Building Character
Staying Safe on the Internet
“Is It Ok? - How to Stay Safe”
Drug Prevention – Drugs: What Kids Need to Know
When You See Bullying Happen: What a Bystander Can Do
Safety First! Rules Have a Reason
Think About Others: What It Means to Be Considerate
FLIPCHARTS
Smokeless Tobacco
Nutrition Basics (2)
CPR
Max and the House Full of Poison
HUMAN RELATIONS MEDIA
The Puberty Workshop and Curriculum
Getting to School Safely
Safety First! Rules Have a Reason
Growing Up Healthy: Disease Prevention
My Special Body
Ten Reasons to Get in Shape
To the Max: Understand the New Diet and Exercise Guidelines
The New Dietary Guidelines: What You Need to Know
Wise Owl Says: When Telling Isn’t Tattling
Feeling Good About Me: Building Self-Esteem through Responsibility
Walk This Way: Exploring Tolerance, Diversity and Difference
My Best Me: All about Self-Esteem
“The Danger Zone: Steering Clear of Drugs”
Don’t Drain Your Brain: How Alcohol Damages Your Brain
Leader of the Pack
Teamwork and Team Play- “How to be a Good Sport”
HUMAN RELATIONS MEDIA (cont’d)
Planting Seeds of Peace: Exploring & Celebrating Our Differences (3-6)
“Learning Good Words for a Bad Mood”
“Brush Up on Good Hygiene”
“Is it Okay? Staying Safe”
“Developing Self-Confidence”
353
[Rev. 6/24/15]
KITTATINNY REGION
HEALTH & PHYSICAL EDUCATION CURRICULUM
Exploring Tolerance, Diversity and Difference
What does it Mean to be a Good Friend?
Rainbow valley fire education
Teamwork and Team Play - What it means to be a good sport
Bullying: You Don’t Have to Take It Anymore
Frenemies: Unhealthy Relationships & What to Do About Them
When You Feel Left Out
Time Out on Anger: Learning Self-Control
School Rules: Being a Good Citizen
MYPLATE AND YOU: Learning about Nutrition, Health and Exercise
PORTION DISTORTION: Seeing the Healthy Way to Eat
AIMS Co.
Self Esteem: Being the Real Me
HEALTH EDCO
Secondhand Smoke: Just Say Know
Book - Nuts about Hygiene
Book - Squeaky Clean Hygiene Book
Puzzle Set - Road Aware Puzzle Set
354
[Rev. 6/24/15]