East Hartford Public Schools
Curriculum Document
Subject
Health Education
Grade
6
Unit Title
Bullying (Personal & Family Health)
PSS ©
5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.1.4. Examine how families and peers can influence the health of adolescents.
M.2.2. Demonstrate the ability to locate and use resources from home, school and community that
provides valid health information, products and services.
M. 3.1 Explain the importance of assuming responsibility for personal health behaviors.
M 3.3 Distinguish between safe, risky or harmful behaviors involving themselves and/or others.
M. 6.1. Use decision-making to enhance health.
M. 6.3. Predict how decisions regarding health behaviors have consequences for themselves and others.
M.8.1. Analyze various methods of accurately access health information, concepts, and skills.
M.8.2. Supports a healthy position with accurate information.
M. 8.4. Encourage and support others in making positive health choices.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Subject
Health Education
Grade
6
Unit Title
Bullying (Personal & Family Health)
PSS ©
5 classes
Big Ideas
Essential Questions
Bullying can have a major influence on society.
1. How does bullying effect school climate?
2. How and where can I seek help?
3. What is the appropriate way to respond to
bullying?
Concepts
Skills
(what students need to know)
(what students need to be able to do)
Bloom’s Level
How to develop and demonstrate a sense of
power.
Address interrelationships and the
complexity of influences.
How to advocate for needs and rights of
others.
Encourage others to make healthful
choices.
2-3
How to advocate for a healthy social
environment.
Demonstrate passion and conviction.
1-2
When and why to get help.
How to identify support systems.
Identify the type of help available and
demonstrate the ability to access
appropriate community resources.
Assessments
3
2-3
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:



 Collins Writing Types 1-5
 Projects & presentations
 Homework
 Essays
 Note checks & Graphic Organizers
 Data Discussion (CFA’s) (Teachers)
True/False Unit Content
Open-ended response
Symbols/charts prior knowledge
Post-Assessment


True/False Unit Content
 Open-ended response
Symbols/charts prior knowledge
Assessment Guides (Rubrics)
To be attached with Unit Assessment.
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Comprehensive School Health Education. Healthy
& Balanced Living Curriculum Framework.
Connecticut State Department of Education. 2006.
Instructional
Drolet, J. & Wycoff-Horn, M. Health Education
Health Education Assessment Project. Curriculum
Framework – State of Connecticut. 2003.
Education. 2006.
Teaching Strategies – for Elementary and Middle
Grades. American Association for Health
Technological
www.healthteacher.com
www.kidshealth.org
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1-5-6
East Hartford Public Schools
Curriculum Document
Subject
Health Education
Grade
6
Unit Title
Family/Community Health (Personal & Family Health)
PSS ©
5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.1.4. Examine how families and peers can influence the health of adolescents.
M. 3.4. Apply strategies to improve or maintain personal and family health by examining influences, rules
and legal responsibilities that affect decisions.
M.4.1. Examine the influence of family beliefs and cultural beliefs on personal health behavior.
M.5.6. Use communication skills to build and maintain healthy relationships.
M.6.2. Describe and analyze how health-related decisions are influenced by using resources from family,
school, and community.
M.8.1. Analyze various methods of accurately access health information, concepts, and skills.
M.8.2. Supports a healthy position with accurate information.
M. 8.4. Encourage and support others in making positive health choices.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Subject
Health Education
Grade
6
Unit Title
Family/Community Health (Personal & Family Health)
PSS ©
5 classes
Big Ideas
Relationships with family and community can
impact overall heath.
Essential Questions
1. How do family members and peers affect
our personal behaviors?
2. How can I embrace diversity? (culture,
disabilities, race/ethnicity, sexuality)
3. How can I promote PRIDE within myself,
family, and community?
Concepts
Skills
(what students need to know)
(what students need to be able to do)
How to develop and demonstrate a sense of Demonstrate communication among
power.
individuals.
How to build and maintain healthy
friendships.
Address interrelationships and the
complexity of influences.
Ways to communicate respect for diversity
(i.e. mental and physical disabilities,
culture, etc.)
Demonstrate passion and conviction.
Bloom’s
Level
1-2
2
3
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge






Collins Writing Types 1-5
Projects & presentations
Homework
Essays
Note checks & Graphic Organizers
Data Discussion (CFA’s) (Teachers)
Post-Assessment



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge
Assessment Guides (Rubrics)
To be attached with Unit Assessment.
Instructional Planning
REQUIRED Resources and Materials
Recommended Resources and Materials
Comprehensive School Health Education. Healthy
& Balanced Living Curriculum Framework.
Connecticut State Department of Education. 2006.
Instructional
Drolet, J. & Wycoff-Horn, M. Health Education
Health Education Assessment Project. Curriculum
Framework – State of Connecticut. 2003.
Education. 2006.
Teaching Strategies – for Elementary and Middle
Grades. American Association for Health
Technological
www.healthteacher.com
www.kidshealth.org
Instructional Planning (continued)
Effective Teaching Strategies
3-5-6
Enrichment, Intervention, and Differentiation