Health and Physical Education
Curriculum Map
School Indian Island
Time
Line
1st
Trimester
1st
Trimester
Content Standard
Learning Expectations
A. Health Concepts:
Students
comprehend
concepts related to
health promotion
and disease
prevention to
enhance health.
Grade Level Fifth
Skills
Activities/Resources
A1 Healthy Behaviors and Personal Health
Students explain the relationship between healthy
behaviors (personal interaction with others) and
personal health.
MIE
1. Discuss the physical, social, emotional, and
intellectual dimensions of wellness.
2. Describe the appropriate use of health care and
personal hygiene products.
3. Discuss how health knowledge, health choices,
self-control influence wellness.
4. Describe the appropriate selection and use of
healthcare and personal hygiene products
(deodorant and feminine hygiene products).
Scott, Foresman and Company,
Choosing Good Health
Health text, chapter 1, lesson 2
and chapter 3
A2 Dimensions of Health
Students identify examples of physical (active
life style), mental (decisions-making), emotional
(dealing with feelings), and social health
(working and playing with others) during
childhood.
A3 Diseases/Other Health Problems
Students describe ways to detect and treat
common childhood diseases and other health
problems.
Scott, Foresman and Company,
Choosing Good Health
Health text, chapter 1, lesson 3
and Chapter 8, lessons 2 and 3
Classroom discussion
Direct instruction
Modeling
End of Unit
Assessment(s)
Short answer and
constructed response
assessment
http://pbskids.org/itsmylife/body/index
.html
http://www.pbs.org/teachers/healthfitn
ess/inventory/consumerhealth-35.html
http://kidshealth.org/teen/
Classroom discussion
Community resource people
Short answer
assessment
http://kidshealth.org/teen/
http://kidshealth.org/teen/infecti
ons/
1
3/9/2016
Health and Physical Education
Curriculum Map
School Indian Island
Time
Line
1st
Trimester
Content Standard
Learning Expectations
Grade Level Fifth
Skills
MIE
1. Discuss how the use of universal precautions,
sanitation and waste disposal, proper food handling
and storage, and environmental controls help to
prevent sickness, diseases and health conditions (e.g.
hepatitis, foodborne illness, conjunctivitis, lice, etc.)
2. Define and review terms related to sexually
transmitted diseases, (such as contagious virus,
bacteria, transmit, symptoms, incubation, etc.)
3. Identify ways that people get STD’s and HIV
4. List ways that people cannot get STD’s and HIV
5. Explain how HIV and AIDS are different
A4 Environment and Personal Health
st
1
Trimester
Students describe ways a safe and healthy school and
community environment can promote personal health.
Activities/Resources
Classroom discussion
Direct instruction
Demonstration
http://kidshealth.org/teen/infections/
http://kidshealth.org/teen/food_fitness/
http://kidshealth.org/teen/
Classroom discussion
Role plays
Real-world application
http://pbskids.org/itsmylife/emotions/a
nger/index.html
families attempt to meet those needs.
2. Discuss how culture, peers, and the media impact
http://kidshealth.org/teen/
(Mr. Robertson’s website)
the way individuals communicate and express
emotions, and how emotions can affect
communication, choices, and behaviors.
http://www.pbs.org/teachers/healthfitne
ss/inventory/conflictresolution-35.html
2
Short answer
assessment
Promoting Healthy Sexuality 4-6
MIE
1. Describe basic human needs and how individuals and
3. Distinguish among conflict, violence,
vandalism, harassment, and bullying and discuss
the factors that contribute to each.
4. Describe and demonstrate strategies to
prevent, reduce, or mediate conflict.
5. Discuss the causes of stress and demonstrate
ways to deal with stressful situations.
End of Unit
Assessment(s)
http://www.pbs.org/teachers/healthfitne
ss/inventory/mentalemotionalhealth35.html
Scott, Foresman and Company,
Choosing Good Health
Health text, chapter 1, lesson 3
and Chapter 1, lesson 3
Complete outline/
graphic organizer
Performance
assessment
3/9/2016
Health and Physical Education
Curriculum Map
School Indian Island
Time
Line
2nd Trimester
Content Standard
Learning Expectations
Grade Level Fifth
Skills
A5 Growth and Development
Students identify the general characteristics of
human growth and development.
MIE
1. Discuss factors that contribute to healthy
physical, social, emotional, and intellectual
growth and uniqueness
2. Compare the rate of physical, social,
emotional, and intellectual change during various
life stages and discuss ways to foster healthy
growth
3. Identify and describe functions of male and
female reproductive anatomy
4. Explain in basic terms the following
reproductive processes: fertilization, pregnancy,
birth, menstrual cycle, sperm production, and
ejaculation
5. Recognize common myths about reproduction
6. Participate in discussions regarding
reproduction
7. Explain physical, social, and emotional
changes of puberty (e.g. physical changes such as
sexual masturbation, in voice, acne; emotional
and social changes such as sensitivity to peer
influence, family tensions, mood swings;
cognitive and intellectual development)
3
Activities/Resources
Classroom discussion
Direct instruction
Use of models
End of Unit
Assessment(s)
Short answer, multiple
choice, constructed
response assessment
Scott, Foresman and Company,
Choosing Good Health
Health text, Chapter 3, lesson 1
and chapter 2, lesson 1
Promoting Healthy Sexuality 4-6
http://pbskids.org/itsmylife/index.html
http://kidshealth.org/teen/
http://kidshealth.org/teen/sexual_healt
h/
3/9/2016
Health and Physical Education
Curriculum Map
School Indian Island
Time
Line
2nd
Trimester
2nd
Trimester
Content Standard
Learning Expectations
Grade Level Fifth
Skills
8. Recognize the wide range of normal
development
9. Practice using a variety of resources to
gather information about puberty
10. Distinguish between truths and myths
regarding puberty
11. Design strategies for dealing with
physical, emotional, and social changes
12. Accept individual difference in
development
A6 Basic Health Concepts
Students define basic health concepts
related to tobacco, alcohol, and other drug
use prevention.
MIE
1. Predict how decisions about substance
use and abuse have consequences for self
and others
2. Discuss the long and short term effects
of tobacco, alcohol, and drug abuse
3. Explain why the ceremonial use of
tobacco and alcohol is appropriate for
those who are “under age”
Activities/Resources
End of Unit
Assessment(s)
Scott, Foresman and Company,
Choosing Good Health
Health text, chapter 2, lesson 1
http://kidshealth.org/teen/
http://kidshealth.org/teen/sexual
_health/
Rubric for studentgenerated guides
Students create a “How to”
book/computer-based resource
on puberty with external sources
provided
Scott, Foresman and Company,
Choosing Good Health
Health text, chapter 7, lessons 14
Here’s Looking at You 2000
Classroom observation
http://www.pbs.org/teachers/healthfitness/
nventory/substanceabuseprevention-35.html
Lesson plans provided
http://pbskids.org/itsmylife/index.html
http://www.usdoj.gov/dea/pubs/straight
/toc.htm
Classroom discussion- collaborate with
Native Studies teacher
4
3/9/2016
Health and Physical Education
Curriculum Map
School Indian Island
Time
Line
3rd
Trimester
rd
3
Trimester
3rd
Trimester
Content Standard
Learning Expectations
B. Health Information,
Products and Services:
Students demonstrate the
ability to access valid
health information,
services, and products to
enhance health.
C. Health Promotion and
Risk Reduction: Students
demonstrate the ability to
practice healthenhancing behaviors and
avoid or reduce health
risks.
Grade Level Fifth
Skills
Activities/Resources
B1 Validity of Resources
Research/resource hunt
B2 Locating Health Resources
Students locate resources from home,
school, and the community that provide
valid health information.
Students develop a classroom guide to
valid health information
End of Unit
Assessment(s)
Teacher observation
C1 Healthy Practices and Behaviors
Students demonstrate age-appropriate
healthy practices and/or behaviors to
maintain or improve personal health.
b. Demonstrate basic care of the human
body.
C2 Avoiding/Reducing Health Risks
C3 Self-Management
Students demonstrate strategies that can
be used to manage stress, anger, or grief.
D. Influences on Health:
D1 Influences on Health Practices/
Students analyze the
Behaviors
Students describe how a variety of factors
ability of family, peers,
influence personal health behaviors.
culture, media,
c. Explain how media influences thoughts,
technology, and other
factors to enhance health. feelings, and health behaviors.
D2 Technology and Health
Students describe ways technology can
influence personal health.
D3 Compound Effect of Risk Behavior
3-5 No performance indicator.
5
http://kidshealth.org/teen/infecti
ons/
Scott, Foresman and Company,
Choosing Good Health
Health text, chapter 4, lessons 1
and 2
http://www.pbs.org/teachers/healthfitne
ss/inventory/nutrition-35.html
Teacher observation
Short answer
assessment
Direct instruction
www.nlm.nih.gov/medlineplus/tutorial.html
http://pbskids.org/itsmylife/school/time/ind
ex.html
http://www.pbs.org/teachers/healthfitne
ss/inventory/mentalemotionalhealth35.html
Essay assessments
Classroom discussion about
technological advances that have
supported improvements in health care
and the quality of life- also discuss any
negative consequences of technological
advances
3/9/2016
Health and Physical Education
Curriculum Map
School Indian Island
Time
Line
3rd
Trimester
3rd
Trimester
Grade Level Fifth
Content Standard
Learning Expectations
Skills
E. Communication
and Advocacy
Skills: Students
demonstrate the
ability to use
interpersonal
communication and
advocacy skills to
enhance personal,
family, and
community health.
E1 Interpersonal Communication Skills
Students demonstrate effective verbal and nonverbal
interpersonal communication skills to enhance health.
a. Demonstrate appropriate listening skills to enhance
health.
b. Demonstrate effective verbal and non-verbal
communication skills including assertiveness skills to
enhance health.
c. Demonstrate how to ask for assistance to enhance
personal health.
d. Demonstrate refusal skills to avoid or reduce health
risks.
e. Demonstrate non-violent strategies to manage or
resolve conflict.
E2 Advocacy Skills
Students encourage others to make positive health
choices.
a. Express opinions about health issues.
b. Give accurate information about health issues.
F1 Decision-Making
F2 Goal-Setting
Students utilize goal-setting skills to implement a
short-term personal health goal.
a. Set a short-term personal health goal.
b. Identify resources to assist in achieving the health
goal.
c. Track progress toward achieving the goal.
F. Decision-Making
and Goal-Setting
Skills: Students
demonstrate the
ability to make
decisions and set
goals to enhance
health.
Activities/Resources
6
End of Unit
Assessment(s)
Demonstrations
Modeling
Discussions
http://pbskids.org/itsmylife/frien
ds/friendsfight/index.html
http://kidshealth.org/teen/
Role plays
Here’s Looking at You
2000
Mini research projects on
specified health issue
Classroom discussion
Journals
Think alouds
Classroom presentation with
rubric (informational and
persuasive component)
Student reflectionsSelf-assessment
3/9/2016
Health and Physical Education
Curriculum Map
School Indian Island
Time
Line
Grade Level Fifth
Content Standard
Learning Expectations
Skills
Activities/Resources
End of Unit
Assessment(s)
F3 Long-Term Health Plan
3-5 No performance indicator.
Weeks 139
Weeks 720, 22-27,
and 32-39
G. Movement/Motor Skills
and Knowledge: Students
demonstrate the fundamental
and specialized skills and
apply principles of movement
for improved performance.
G1 Stability and Force
Students demonstrate a variety of movements
that apply stability and force.
c. Demonstrate how body position can be
changed to absorb force and decrease risk for
injury.
Children Moving,
Chapters 16, 17, and 18
Teacher observation
www.PEcentral.com
Checklist
G2 Movement Skills
Students demonstrate a variety of locomotor
skills and manipulative skills.
b. Demonstrate manipulative skills in
combination using changes in direction, level,
or pathway.
MIE
1. Perform movement skills with
developmentally appropriate form in both
isolated and applied settings.
Children Moving,
Chapters 16-31
www.PEcentral.com
-lacrosse
-flag football
-soccer
-volleyball
-basketball
-floor hockey
-winter activities
-rec. games
-dance
-games
-softball
-track & field
7
Discussion (visual)
Ongoing w/every skill
used
Teacher observation
Checklist
3/9/2016
Health and Physical Education
Curriculum Map
School Indian Island
Time
Line
Content Standard
Learning Expectations
Skills
G3 Skill-Related Fitness Components
Students describe the following skillrelated fitness components: balance,
coordination, agility, speed, and power.
Weeks 21,
30, and 31
MIE
1. Differentiate among activities that
improve skill fitness vs. health-related
fitness.
2. Describe the relationship between
physical activity, healthy eating, and body
composition.
3. Discuss the relationship between
practice, training, and injury prevention.
G4 Skill Improvement
Students describe why practice is important
to skill improvement.
Ongoing
Weeks 21,
30, and 31
Grade Level Fifth
H. Physical Fitness
Activities and Knowledge:
Students demonstrate and
apply fitness concepts.
H1 Fitness Assessment
Students participate in multiple healthrelated fitness assessments (including a
cardiovascular assessment) and reassess to
observe changes over time.
Activities/Resources
End of Unit
Assessment(s)
Children Moving, Chapter 4
Teacher observation
www.PEcentral.com
Fitness gram
Websites
Fitness gram
Discussions
Bulletin board
Reinforced through
classroom rules and
expectations
Teacher observation
Children Moving, Chapter 4
Fitness gram
www.PEcentral.com
Quiz
Fitness gram
H2 Health-Related Fitness Plan
Students describe and give examples of the
five health-related fitness components
8
3/9/2016
Health and Physical Education
Curriculum Map
School Indian Island
Time
Line
Content Standard
Learning Expectations
Weeks 21,
30, and 31
Ongoing
Ongoing
I. Personal and Social
Skills Knowledge:
Students demonstrate
and explain responsible
personal behavior and
responsible social
behavior in physical
activity settings.
Grade Level Fifth
Skills
H3 Fitness activity
Students participate in physical activities that
address each of the five health-related fitness
components including flexibility,
cardiovascular endurance, muscular
endurance, muscular strength, and body
composition.
H4 Health Activity Benefits
Students identify physical and mental benefits
and bodily responses related to regular
participation in physical activity.
I1 Cooperative Skills
Students demonstrate cooperative skills while
participating in physical activities.
c. Accept responsibility for personal behavior.
I2 Responsible Behavior
Students demonstrate safe behaviors and
appropriate equipment use while participating
in physical activities.
I3 Safety Rules and Rules of Play
Students describe safety rules and rules of play
for games/physical activities.
MIE
1. Compare the roles and responsibilities of
participants and observers and recommended
strategies to improve behavior, participation,
and enjoyment.
9
Activities/Resources
End of Unit
Assessment(s)
Children Moving, Chapter 4
Quiz
www.PEcentral.com
Fitness gram
Fitness gram
Discussions
Reinforced through classroom
rules and expectations
Teacher observation
www.PEcentral.com
Reinforced through classroom
rules and expectations
Teacher observation
3/9/2016