EHPS – Health & Physical Education
Health Curriculum – Grade 5 & 6 (Itinerant Health)
Primary Units (Pacing Guide):
Goal: 19 Classes of health instruction for all elementary students in grade 5.
Health Education Overview (Class #1 – Getting to know you)
 Program Orientation/Syllabi
 Expectations, Procedures, Rules.
Drug Prevention Gr. 5
1
2
3
Unit:
Unit:
Unit: Drug
Drug Prevention
Drug Prevention
Prevention
Standards:
Standards:
Standards:
#1 Core Concepts M.1.1
#3 Self-Management M.3.3, 3.5
# 7 Goal-Setting Skills M.7.1
#4 Analyzing Internal and External
Influences M.4.1
#6 Decision-Making Skills M.6.1
#8 Advocacy M.8.1
Essential Question:
Essential Question:
Essential Question:
What kinds of behaviors lead to
addiction?
What are the consequences of addiction?
Have you ever considered yourself as your
role model?
Objective:
Objective:
Objective:
Students will be able to assess their
baseline knowledge and attitudes
related to tobacco, and other drugs,
evident by their pre-test, class
discussion, and journal entries.
Students will be able identify current trends
in drug use and relate to their personal
needs focusing on prevention, as evident by
their personal plan to avoid drug needs.
Students will develop and apply effective
goal-setting skills in regards to their
wellness plans evident by their dream
collage.
Student friendly: Remember your dreams.
Student friendly: Visualize and create your
future. Be your own role model.
Concepts:
Concepts:
Concepts:
Drugs alter body chemistry usually
having a negative affect on one’s body.
Drugs can destroy dreams
Personal Wellness Plans can prevent drug
use.
Skills:
Skills:
Skills:
Recognize what drugs can have negative
affects on your body.
Knowing when and what drug may be
appropriate for a positive health benefit.
To be able to maintain your personal plan
with revisions when necessary.
Student friendly: Remember your
motto – Just say “No”!
Agenda:
Agenda:
Agenda:
Pre-test - drug prevention (10 min.)
Do now – read article (5 min.)
Do now – write in their journal (5 min.)
WC – pre-test answers (10min.)
WC – 10% summary (10 min.)
Partner share – their role models (switch
roles) (5 min.)
Partner teamwork- pre-test again (10
min.)
Patner read/answer worksheet (10 min.)
WC- directions (2 min.)
Individual – worksheet (10 min.)
WC – Questions answered (5 min.)
Journal – DOK3 (10 min.)
Individually – Create a vision board (20
min.) (finish at home)
Journal – DOK2-3 (5 min.)
Post-test – drug prevention (10 min.)
Activity:
Activity:
Activity:
Pre-test - drug prevention questions 115 SBAC
Do now – read article - Cigarettes are drugs!
Do now – Write down 3-5 healthy role
models who are drug free in a field/career
you find interesting.
WC – pre-test answers – teacher will
display correct answers on the smart
board and read aloud. Students will
display correct answers on their fingers
when appropriate
1=true 2=false
1=A 2=B 3=C
Partner teamwork- pre-test again, in
effort to improve knowledge.
WC – 10% summary, central idea from
groups assigned
Partner read/answer – worksheet – Drugs
destroy dreams
Individual – worksheet Drugs destroy
dreams – complete 4-7 questions
Journal – DOK3 Analyze and categorize as
many drugs as you can, according to
beneficial and harmful.
Partner share – their role models –
Discourse statements –
A states “I admire___ because
they______.”
B states “I could envision you following
in their footsteps because______ .”
(switch roles)
WC- directions to create a vision board
WC – Questions, answered for students
who express need.
Individually – Create a vision board of
your dreams regarding your healthy
lifestyle.
Journal – DOK2-3 What drugs have
you experienced alter your body? In
what why?
Post-test – drug prevention
Homework – complete vision board at
home with family.
DOK
DOK
DOK
DOK2-3 – What drugs have you
experienced alter your body? In what
why?
DOK3 – Analyze and categorize drugs
according to beneficial and harmful.
DOK4 – Create a personalized wellness
plan that will prevent you from drug use.
Assessment:
Assessment:
Assessment:
Pre-test drug prevention
Journal – DOK3 Analyze and categorize as
many drugs as you can, according to
beneficial and harmful.
Post-test drug prevention
Resources:
Resources:
Resources:
Health Promotion Waves, Drug Abuse
unit www.Brainpop.com, Health
Health Promotion Waves, Drug Abuse unit
Health Promotion Waves, Drug Abuse
unit www.Brainpop.com, Health Teacher
Teacher Gr.4-5, www.ReadWorks.org
article Cigarettes are drugs too!
www.Brainpop.com, Health Teacher Gr.4-5
Gr.4-5
Drug Prevention Gr. 6
1
2
3
Unit:
Unit:
Unit: Drug
Drug Prevention
Drug Prevention
Prevention
Standards:
Standards:
Standards:
#1 Core Concepts M.1.1
#3 Self-Management M.3.3, 3.5
# 7 Goal-Setting Skills M.7.1
#4 Analyzing Internal and External
Influences M.4.1
#6 Decision-Making Skills M.6.1
#8 Advocacy M.8.1
Essential Question:
Essential Question:
Essential Question:
What kinds of drugs do people use
and why?
Why do people use non- beneficial drugs?
Have you ever considered yourself as your
role model?
Objective:
Objective:
Objective:
Students will be able to assess their
baseline knowledge and attitudes
related to tobacco, and other drugs,
evident by their, class discussion, and
journal entries.
Students will be able to analyze drug use and
relate to their personal needs focusing on
prevention, as evident by your personal
opinions, goals, and worksheet answers.
Students will develop and apply effective
goal-setting skills in regards to their
wellness plans evident by their dream
collage.
Student friendly: What is the reason why I
would use a drug?
Student friendly: Visualize and create your
future. Be your own role model.
Concepts: Their may be another alternative
method to improve health other than a drug.
Concepts:
Student friendly: Recognize what drugs
are and which may be used beneficially,
or which may be used for other
reasons.
Concepts:
Drugs alter body chemistry usually
having a negative affect on one’s body.
Skills:
Drugs may be an easy way to “feel better”.
Skills: Know when a drug is necessary or is
their another health alternative?
Recognize what drugs can have negative
affects on your body.
Personal Wellness Plans can prevent drug
use.
Skills:
To be able to maintain your personal plan
with revisions when necessary.
Agenda:
Agenda:
Agenda:
Pre-test- drug prevention (10 min.)
Do now – read article (5 min.)
Do now – write in their journal (5 min.)
WC – answers (10min.)
WC – 10% summary (10 min.)
Partner share – their role models (switch
roles) (5 min.)
Partner teamwork- (10 min.)
Partner read/answer worksheet (10 min.)
WC – Questions answered (5 min.)
Individual – worksheet (10 min.)
WC- directions (2 min.)
Individually – Create a vision board (20
Journal – DOK2-3 (5 min.)
Journal – DOK3 (10 min.)
min.) (finish at home)
Post-test – drug prevention (10 min.)
Activity:
Activity:
Activity:
Pre-test – drug education
Do now – read article - Why do people use
drugs?
Do now – Write down 3-5 healthy role
models who are drug free in a field/career
you find interesting.
WC – pre-test answers – teacher will
display correct answers on the smart
board and read aloud. Students will
display correct answers on their fingers
when appropriate
WC – 10% summary, central idea from
groups assigned
Partner read/answer – worksheet –
Individual – worksheet – complete 5 of 7
questions
1=true 2=false
1=A 2=B 3=C
Partner teamworkimprove knowledge.
, in effort to
Partner share – their role models –
Discourse statements –
Journal – DOK3 Analyze and categorize as
many drugs as you can, according to
beneficial and harmful.
WC – Questions, answered for students
who express need.
A states “I admire___ because
they______.”
B states “I could envision you following
in their footsteps because______ .”
(switch roles)
WC- directions to create a vision board
Individually – Create a vision board of
your dreams regarding your healthy
lifestyle.
Journal – DOK2-3 What drugs have
you experienced alter your body? In
what why?
Homework – complete vision board at
home with family.
DOK
DOK
DOK
DOK2-3 – What drugs have you
experienced alter your body? In what
why?
DOK3 – Analyze and categorize drugs
according to beneficial and harmful.
DOK4 – Create a personalized wellness
plan that will prevent you from drug use.
Assessment:
Assessment:
Assessment:
Pre-test Drug Education
Journal – DOK3 Analyze and categorize as
many drugs as you can, according to
beneficial and harmful.
Post-test Drug Education
Resources:
Resources:
Resources:
Health Promotion Waves, Drug Abuse
unit www.Brainpop.com, Health
Teacher Gr.4-5,
Health Promotion Waves, Drug Abuse unit
www.Brainpop.com, Health Teacher Gr.4-5,
Why do people do drugs?
www.wisegeek.com
Health Promotion Waves, Drug Abuse
unit www.Brainpop.com, Health Teacher
Gr.4-5