East Hartford Public Schools
Curriculum Document
Subject
Health Education
Grade
6
Unit Title
Social Health (Personal & Family Health)
PSS ©
5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.1.2. Describe the interrelationship of mental, emotional, social and physical health during preadolescence/ adolescence.
M.1.6. Use appropriate strategies to prevent/reduce risks and promote well-being.
M. 3.1 Explain the importance of assuming responsibility for personal health behaviors.
M. 3.2 Examine personal health status to determine needs.
M 3.3 Distinguish between safe, risky or harmful behaviors involving themselves and/or others.
M.5.1. Apply effective verbal and nonverbal communication skills as a means of enhancing health.
M.5.2. Use characteristics needed to be a responsible individual with peer group, school, family, and
community.
M.5.7. Demonstrate avoidance, refusal and negotiation skills to enhance.
M. 7.1 Use the goal-setting process to enhance health.
M. 8.1. Analyze various methods to accurately express health information, concepts, and skills.
M. 8.2. Support a healthy position with accurate information.
M.8.6. Promote positive ways to show care and consideration for others
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Subject
Health Education
Grade
6
Unit Title
Social Health (Personal & Family Health)
PSS ©
5 classes
Big Ideas
Essential Questions
1.
Social health can have a profound impact one’s
overall wellness.
How can communication enhance my
personal health and develop positive
relationships?
2. How do I build and maintain a healthy
relationship?
Concepts
Skills
(what students need to know)
(what students need to be able to do)
How to build and maintain healthy
friendships.
Demonstrate communication among
individuals.
Skills for effective speaking.
Encourage others to make healthful
choices.
Effective listening skills.
Characteristics of non-verbal
communication.
Demonstrate message tactics and strategies.
(i.e. respectful tone, role play, written
scenario)
Demonstrate refusal skills. (i.e. walk away,
role play, written scenario)
Bloom’s
Level
1-2
1-2
3
3
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge






Collins Writing Types 1-5
Projects & presentations
Homework
Essays
Note checks & Graphic Organizers
Data Discussion (CFA’s) (Teachers)
Post-Assessment



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge
Assessment Guides (Rubrics)
To be attached with Unit Assessment.
Instructional Planning
REQUIRED Resources and Materials
Comprehensive School Health Education. Healthy
& Balanced Living Curriculum Framework.
Connecticut State Department of Education. 2006.
Health Education Assessment Project. Curriculum
Framework – State of Connecticut. 2003.
Recommended Resources and Materials
Instructional
Drolet, J. & Wycoff-Horn, M. Health Education
Teaching Strategies – for Elementary and Middle
Grades. American Association for Health
Education. 2006.
Technological
www.healthteacher.com
www.kidshealth.org
Instructional Planning (continued)
Effective Teaching Strategies
1-5-6
Enrichment, Intervention, and Differentiation
East Hartford Public Schools
Curriculum Document
Subject
Health Education
Grade
6
Unit Title
Mental/Emotional Health (Personal & Family Health)
PSS ©
5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.1.2. Describe the interrelationship of mental, emotional, social and physical health during preadolescence/ adolescence.
M.1.6. Use appropriate strategies to prevent/reduce risks and promote well-being.
M.3.1. Explain the importance of assuming responsibility for personal health behaviors.
M. 3.4. Apply strategies to improve or maintain persona and family health by examining influences, rules
and legal responsibilities that affect decisions.
M.4.3. Analyze how family, school and peers influence personal health.
M.5.3. Identify ways in which emotions may affect communication, behavior, and relationships.
M.5.4. Compare and contrast healthy ways to express needs wants and feelings.
M.5.6. Use communication skills to build and maintain healthy relationships.
M. 6.1. Use decision-making process to enhance health.
M. 6.2. Describe and analyze how health-related decisions are influenced by using resources from family,
school, and community.
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
Mental/Emotional(Personal & Family Health)
PSS ©
5 classes
Big Ideas
Essential Questions
Mental/emotional health can have a major impact
on overall wellness.
1. Who and what (internal and external)
influences how we feel about ourselves?
2. What influences my behaviors and
decisions?
3. What can I do to improve my overall
mental/emotional health?
Concepts
Skills
(what students need to know)
(what students need to be able to do)
Personal assets and strengths.
Characteristics of positive role models.
Positive ways to handle/express emotions.
Ways to manage and reduce anger/conflict.
Ways to deal with frustration.
Identify and analyze internal and external
factors on health.
Demonstrate healthy behaviors, habits,
and/or techniques.
Bloom’s
Level
4
2-3
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge






Collins Writing Types 1-5
Projects & presentations
Homework
Essays
Note checks & Graphic Organizers
Data Discussion (CFA’s) (Teachers)
Post-Assessment



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge
Assessment Guides (Rubrics)
To be attached with Unit Assessment.
Instructional Planning
REQUIRED Resources and Materials
Comprehensive School Health Education. Healthy
& Balanced Living Curriculum Framework.
Connecticut State Department of Education. 2006.
Health Education Assessment Project. Curriculum
Framework – State of Connecticut. 2003.
Recommended Resources and Materials
Instructional
Drolet, J. & Wycoff-Horn, M. Health Education
Teaching Strategies – for Elementary and Middle
Grades. American Association for Health
Education. 2006.
Technological
www.healthteacher.com
www.kidshealth.org
Instructional Planning (continued)
Effective Teaching Strategies
Enrichment, Intervention, and Differentiation
1-5-6
East Hartford Public Schools
Curriculum Document
Subject
Health Education
Grade
6
Unit Title
Stress (Personal & Family Health)
PSS ©
5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.1.1 Explain the relationship between positive health behaviors and prevention of injury, illness, disease,
and premature death.
M. 3.2 Examine personal health status to determine needs.
M 3.3 Distinguish between safe, risky or harmful behaviors involving themselves and/or others.
M. 3.6. Apply skills to manage stress.
M.7.1. Use the goal-setting process to enhance health.
Standardized Assessment Correlations
(CT PHYSICAL FITNESS TEST)
Subject
Health Education
Grade
6
Unit Title
Stress (Personal & Family Health)
PSS ©
5 classes
Big Ideas
Essential Questions
Stress can have a profound impact on our overall
wellness.
1. What can I do to avoid or reduce stress?
2. How can I recognize stressors and cope with
stress?
Concepts
Skills
(what students need to know)
(what students need to be able to do)
How to analyze stressors.
Coping strategies to reduce stress.
Ways to avoid stress.
Identify healthful behaviors (stress
management).
Demonstrate healthful behaviors, habits,
and/or techniques.
Bloom’s Level
1-2
4
3
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge






Collins Writing Types 1-5
Projects & presentations
Homework
Essays
Note checks & Graphic Organizers
Data Discussion (CFA’s) (Teachers)
Post-Assessment



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge
Assessment Guides (Rubrics)
To be attached with Unit Assessment.
Instructional Planning
REQUIRED Resources and Materials
Comprehensive School Health Education.
Healthy & Balanced Living Curriculum
Framework. Connecticut State Department of
Education. 2006.
Health Education Assessment Project.
Curriculum Framework – State of Connecticut.
2003.
Recommended Resources and Materials
Instructional
Drolet, J. & Wycoff-Horn, M. Health
Education Teaching Strategies – for Elementary
and Middle Grades. American Association for
Health Education. 2006.
Technological
www.healthteacher.com
www.kidshealth.org
Instructional Planning (continued)
Effective Teaching Strategies
1-3-6
Enrichment, Intervention, and Differentiation
East Hartford Public Schools
Curriculum Document
Subject
Health Education
Grade
6
Unit Title
Identity/Self-Confidence (Personal & Family Health)
PSS ©
5 classes
Connecticut State Standards
Priority Grade Level Expectations and Supporting Standards
M.1.1 Explain the relationship between positive health behaviors and prevention of injury, illness, disease,
and premature death.
M. 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. 5.8. Examine the possible causes of conflict among youth in schools and communities.
M. 5.9. Demonstrate strategies to prevent manage and resolve conflicts in healthy ways and identify adults
and peers who might assist when appropriate.
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
Identity/Self-Confidence (Personal & Family Health)
PSS ©
5 classes
Big Ideas
Essential Questions
1.
Self-confidence has an influence on our daily lives.
How do I recognize and appreciate
differences in myself and others?
2. What are things I can do to increase my selfworth?
Concepts
Skills
(what students need to know)
(what students need to be able to do)
How to demonstrate a sense of belonging.
How to develop and demonstrate a sense of
power.
How to develop and demonstrate a positive
body image.
How to resist peer pressure.
Identify and analyze internal and external
factors on health.
Demonstrate healthful behaviors, habits,
and/or techniques.
Bloom’s
Level
4
2-3
Assessments
Pre-Assessment
“Dipsticks” (Informal Progress Monitoring)
As determined by:



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge






Collins Writing Types 1-5
Projects & presentations
Homework
Essays
Note checks & Graphic Organizers
Data Discussion (CFA’s) (Teachers)
Post-Assessment



True/False Unit Content
Open-ended response
Symbols/charts prior knowledge
Assessment Guides (Rubrics)
To be attached with Unit Assessment.
Instructional Planning
REQUIRED Resources and Materials
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