Content Area: Health
Course: Grade 6 (1a)
Strand: Functions & Interrelationships
of Body Systems
Learner Objectives: Structure and Functions of the Body Student will classify three muscle types and differentiate between voluntary and involuntary muscle
movement.
Student will explain how muscles work in pairs for movement.
Student will differentiate among the types of skeletal joints.
Student will explain how the skeletal system supports and protects other body systems.
Student will illustrate air flow and its relationship to the circulatory system.
Student will measure respiratory rates during inactivity and activity.
Concepts:







B. Muscular System
C Skeletal System
F. Respiratory
Students Should Know
The major components and function of the muscular,
skeletal and respiratory systems; describe their
interrelationships with other body systems
The 3 different types of muscle tissue and differentiate
between voluntary and involuntary muscle movement
Muscles work in pairs for movement
Types of joints in the skeletal system
How the skeletal system supports and protects other
body systems
Air flow through the respiratory system and its relationship
to the circulatory system
The change in respiratory rate during inactivity and
activity







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Students Should Be Able to
Identify the major components and function of the
muscular, skeletal and respiratory systems and describe their
interrelationships with other body systems (FHSD, DOK 2)
Classify the 3 different types of muscle tissue (smooth,
cardiac, skeletal) and differentiate between voluntary and
involuntary muscle movement (FS1B6, NH1, HPE1, DOK2)
Explain how muscles work in pairs for movement & provide
examples (e.g., flexors and extensors, bicep contracts &
triceps extends to flex your elbow bringing hand to shoulder)
(FS1B7, NH1, HPE1, DOK 2)
Differentiate among the types of joints in the skeletal system
(e.g., ball & socket, hinge, gliding, pivot, moveable, &
immovable) (FS1C6, NH1, HPE1, DOK 2)
Explain how the skeletal system supports & protects other
body systems (e.g., circulatory, muscular, nervous) (FS1C7,
NH1, HPE1, DOK 2)
Illustrate air flow through the respiratory system and its
relationship to the circulatory system. (FS1F6, NH1, HPE1,
DOK 2)
Measure respiratory rates during inactivity and activity.
(FS1F7, NH1, HPE1, DOK 1)
Instructional Support
muscle tissue
flexors
hinge
respiratory rate
smooth
extensors
gliding
Student Essential Vocabulary
cardiac
skeletal
bicep
triceps
pivot
moveable joint
voluntary
joints
immovable joint
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
Non Fiction Reading & Writing
SLA/SA
Learning & Innovation Skills
Enrichment Opportunity
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
fhsd.acad.kg
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involuntary
ball & socket
air flow
Sample Learning Activities
Learning Activity #1: Joint Flash Cards
Sample Assessments
Assessment #1: Muscle Pairs
Topic: Skeletal system
Question/Prompt or Description:
Students will be given pictures of common movements (e.g.,
arm flexed/arm straight, leg straight/knee flexed, etc). Students
will recall which muscles work together to move the body.
Description:
Students will create flash cards with the following information:
 Type of joint
 Definition of joint
 Sample location of the joint
 Draw a picture of what the joint looks like
Students will work with partners to review skeletal information
using their flashcards.
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
FS1C6
HPE1 human body systems
1.4 organize information using tools
1 Recall
Nonlinguistic Representation
Homework and Practice
Teacher will assess:
 Knowledge of muscle pairs
Scoring Guide:
 Students will receive 2 points per correct muscle identified
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Assessment’s Alignment
FS1B7
HPE1 human body systems
1.6 discover/evaluate relationships
1 Recall
85% accuracy
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
Non Fiction Reading & Writing
SLA/SA
Learning & Innovation Skills
Enrichment Opportunity
SLA
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
fhsd.acad.kg
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Sample Learning Activities
Learning Activity #2: The Breathing Process
Sample Assessments
Assessment #2: Exit Card: Muscles
Topic: Respiratory System
Question/Prompt or Description:
The teacher will identify 5 muscles. The students will identify what
type of muscle it is (skeletal, cardiac, smooth) and then explain
the difference between voluntary and involuntary muscles.
Description: Using an illustration of the breathing process, have
the students describe each part of the respiratory system
(location/function). Let the students use their finger to trace the
path of an inhalation and an exhalation.
Have students discuss the effect exercise has on the breathing
process.
Grade 6, Appendix A
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
FS1F6
HPE1 human body systems
1.4
organize information using tools
1.6
discover/evaluate relationships
2 Skill/Concept
Summarizing and Note Taking
Teacher will assess:
 Knowledge of the different types of muscles
 Knowledge of the difference between voluntary and
involuntary muscles
Scoring Guide:
 2 points per correct muscle identification
 Total 5 points for explaining that voluntary can be controlled
and involuntary happens automatically
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
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Assessment’s Alignment
FS1B6
HPE1 human body systems
1.6 discover/evaluate relationships
2 Skill/Concept
85%
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review
process.
Student Resources
Teacher Resources
General:
General:
Enrichment:
Enrichment:
Intervention:
Intervention:
fhsd.acad.kg
Page 5
Content Area: Health
Course: Grade 6 (1b)
Strand: Functions & Interrelationships
of Body Systems
Learner Objectives: Structure and Functions of the Body Student will investigate how environment affects learning.
Student will distinguish between Central Nervous and Peripheral Nervous Systems.
Student will describe how healthy lifestyle choices affect the functions of the nervous systems.
Student will identify the function of each organ in the digestive system as it relates to overall health.
Student will describe how the endocrine system affects all other body systems.
Student will describe how hormones affect the reproductive system.
Concepts:







G.
H.
J.
K.
Nervous System
Digestive System
Endocrine System
Reproductive System
Students Should Know
The structure and function of the nervous, digestive,
endocrine and reproductive systems, and their
interrelationships with other body systems
How environment affects learning
The difference between the CNS and the PNS
How healthy lifestyle choices affect the functioning of the
CNS and PNS
The function of each organ in the digestive system as it
relates to overall health
How the endocrine system affects all other body systems
How hormones are responsible for the development of
secondary sex characteristics and for the production and
release of reproductive cells, allowing the opportunity for
fertilization






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Students Should Be Able to
Identify the major components and function of the nervous,
digestive, endocrine and reproductive systems and
describe their interrelationships with other body systems
(FHSD, DOK 2)
Investigate how environment affects learning (FS1G6a, NH1,
3, HPE1, DOK 1)
Distinguish between the CNS (Central Nervous System) and
the PNS(Peripheral Nervous System) (FS1G6b, NH1, 3, HPE1,
DOK 2)
Describe how healthy lifestyle choices (e.g., exercise, diet,
sleep) affect the functioning of the CNS and PNS (e.g.,
exercise increases endorphins, stress relief, mental alertness)
(FS1G7, NH1, HPE1, 2, DOK 2)
Identify the function of each organ in the digestive system
(e.g., stomach, digestive juices, pancreas-insulin, gall
bladder-storage of bile, liver-removes toxins, small intestinesabsorbs nutrients, large intestines-removes solid waste) as it
relates to overall health (FS1H6, NH1, HPE1, DOK2)
Describe how the endocrine system affects all other body
systems (FS1J6, NH1, HPE1, DOK 2)
 Describe how hormones are responsible for the
development of secondary sex characteristics and the
production and release of reproductive cells, allowing the
opportunity for fertilization (FS1K6, NH1, HPE1, DOK 2)
Instructional Support
Student Essential Vocabulary
Note: Vocabulary will vary for each body system
CNS
PNS
endorphins
hormones
secondary sex
characteristics
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
Non Fiction Reading & Writing
SLA & SA
Learning & Innovation Skills
Enrichment Opportunity
SA
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
fhsd.acad.kg
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fertilization
Sample Learning Activities
Learning Activity #1: Learning Styles
Sample Assessments
Assessment #1: Puberty
Description: Most students learn best with one of three learning
styles: visual, auditory, or kinesthetic. Visual learners prefer to see
what they are learning; handouts, demos, and diagrams work
well for these learners. Auditory learners prefer verbal
instructions and discussing ideas in small groups. Kinesthetic
learners learn best by touching and doing.
Question/Prompt or Description:
Create a Venn Diagram describing the physical changes,
hormones, and endocrine system glands associated with
puberty for boys and girls
Ask students where and when they like to do homework and
what is going on in the background. Discuss how different
environments may affect learning.
Ask students how they best learn and what type of learner they
think they are? How can they create an environment that best
supports their type of learning?
GLE
CONTENT
PROCESS
Activity’s Alignment
FS1G6a
HPE 2 physical/mental health
1.6
discover/evaluate relationships
DOK
INSTRUCTIONAL
STRATEGIES
1 Recall
Questions
Class Discussion
Teacher will assess:
 Knowledge of the physical changes associated with
puberty
 Knowledge of the hormones associated with puberty
 Knowledge of the endocrine system glands associated
with puberty
Scoring Guide:
3
Physical change 3 or more
Hormones
3 or more
Endocrine gland 3 or more
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
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Page 8
2
2 changes
2 hormones
2 glands
1
1 change
1 hormone
1 gland
Assessment’s Alignment
FS1J6, FS1K6
HPE 1 human body systems
HPE 2 physical/mental health
1.6
discover/evaluate relationships
1.8
organize data and ideas
2 Skill/Concept
80%
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
Non Fiction Reading & Writing
SLA & SA
Learning & Innovation Skills
Enrichment Opportunity
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
SA
Sample Learning Activities
Learning Activity #2: Digestive/Excretory Flow Chart
Sample Assessments
Assessment #2: Nervous System T Chart
Topic: Digestive and Excretory systems
Question/Prompt or Description:
Create a T chart describing how healthy lifestyle choices affect
the CNS and PNS
Description: Create a flow chart describing the path of food
through the digestive and excretory systems. Describe the
function for each organ.
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
FS1H6
HPE 1 human body systems
1.4 organize information using tools
1.6 discover/evaluate relationships
2 Skill/Concept
Summarizing and Note Taking
Cues, Questions, and Advance Organizers
Teacher will assess:
 Knowledge of healthy lifestyle choices
 How the choices affect the CNS
 How the choices affect the PNS
Scoring Guide:
Students peer evaluate for 5 correct choices for each section of
the nervous system (5 for CNS and 5 for PNS) using the information
given to them during class.
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
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Page 9
Assessment’s Alignment
FS1G7
HPE 1 human body systems
HPE 2 physical/mental health
1.8
organize data and ideas
2 Skill/Concept
85%
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review
process.
Student Resources
Teacher Resources
General:
General:
Enrichment:
Enrichment:
Intervention:
Intervention:
fhsd.acad.kg
Page 10
Content Area: Health
Strand: Functions & Interrelationships
of Body Systems
Course: Grade 6 (2)
Learner Objectives: Social, Emotional and Mental Health Student will differentiate between positive and negative peer pressure and the use of refusal techniques.
Student will evaluate the ideas and perspectives from various sources and the effect they have on health
choices and behaviors.
Student will describe how to constructively manage feelings.
Student will model healthy communication skills while recognizing the perspective of others.
Concepts:
A. Influence of Family and Peers
C. Communication Skills
Students Should Know






Students Should Be Able to
Definition of negative and positive peer pressure
Refusal techniques
The influence that family, friends and culture have on
health choices and behavior during adolescence
How to constructively manage feelings caused by
disappointment, stress, separation or loss
Healthy communication skills
How behaviors (aggressive, manipulative, passive, and
assertive) affect communication/response to these types
of behaviors
 Differentiate between negative and positive peer pressure
and discuss refusal techniques (FS1A6a, NH2, HPE5, DOK 2)
 Evaluate ideas and perspectives regarding the influence
that family, friends and culture have on health choices and
behaviors during adolescence (FS1A6b, NH1, HPE5, DOK 2)
 Describe how to constructively manage feelings caused by
disappointment, stress, separation or loss (FS2C6a, NH4,
HPE2, DOK 2)
 Model healthy communication skills through exchange of
information, questions, and ideas while recognizing the
perspective of others (FS2C6b, NH4, HPE 2, DOK 2)
Instructional Support
Negative peer
pressure
Communication
skills
assertive behavior
Positive peer
pressure
Verbal
communication
aggressive
behavior
Student Essential Vocabulary
Refusal skills
H.E.L.P. - healthful, ethical, legal, parent approved
Nonverbal
communication
manipulative
behavior
Body language
assertive behavior
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Page 11
family
compromise
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
SLA/SA
Non Fiction Reading & Writing
Learning & Innovation Skills
SLA/SA
Enrichment Opportunity
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
SLA
Sample Learning Activities
Learning Activity #1: Applying Good Communication Skits
Sample Assessments
Assessment #1: What would you do?
Description: With a small group, brainstorm family situations that
require good communication skills. Choose one of the situations
you brainstormed and write a script showing behaviors,
dialogue, and body language that demonstrates good
communication skills. When you are finished, exchange scripts
with another group. Read the group’s script and label the
communication skills that are used. Describe how the
communication would contribute to the health of the family.
Question/Prompt or Description:
The teacher will create 2-3 situations dealing with peer pressure.
The student will determine if it is positive or negative pressure, if
you need the assistance of a trusted adult, and your
responsibilities as a friend or family member. Use the H.E.L.P.
criteria (H.E.L.P. - healthful, ethical, legal, parent approved when
deciding what to do). Finish the situation with what you would
do.
Grade 6, Appendix B
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
FS2C6b
HPE2 physical/mental health
CA 4 writing nonfiction
2.1
plan and make presentations
2.6 apply communication techniques
2 Skills/Concept
Homework and Practice
Cooperative Learning
Scoring Guide:
Check list
________ situation deals with peer pressure (7pts)
________ positive or negative pressure (2 pts)
________ do you need the assistance of a trusted adult (2 pts)
________ what are your responsibilities as a friend or family
member (2 pts)
________ proper solution to the situation (7pts)
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
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Page 12
Assessment’s Alignment
FS1A6a
HPE 2 physical/mental health
HPE 5 risk factors
2.4
present perceptions and ideas
3.5
reason logically
3 Strategic Thinking
90%
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
SLA/SA
Non Fiction Reading & Writing
Learning & Innovation Skills
SLA
Enrichment Opportunity
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
SA
Sample Learning Activities
Learning Activity #2: How you manage feelings
Sample Assessments
Assessment #2: Communicating with Parents
Description: Students will think, pair, share on what they do
when they feel a variety of emotions (e.g., happy, sad, lonely,
stressed, etc.). As a class discuss healthy ways to manage
emotions.
Question/Prompt or Description:
Tyler has been dreaming of playing football for a while now.
Tryouts for the local team are in 2 weeks. Tyler needs to talk to
his parents first, but he is worried they will not understand how he
feels about playing sports. They want him to have enough time
to do homework and study, and practices will take up a lot of
time. Tyler is unsure how to talk to his parents.
GLE
CONTENT
PROCESS
Activity’s Alignment
FS2C6a
HPE 2 physical/mental health
2.4
present perceptions and ideas
DOK
INSTRUCTIONAL
STRATEGIES
2 Skill/Concept
Cooperative Learning
Setting Objectives/Providing Feedback
Students will write a script how Tyler talks to his parents about
playing football. Use techniques below to effectively
communicate thoughts, needs, and feelings. Role play for class.
 State clear reason for your request
 Use “I” messages
 Use respectful tone and stay calm
 Use appropriate listening skills
 Be willing to compromise
Teacher will assess: techniques used in script
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
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Page 13
Assessment’s Alignment
FS1A6b, FS2C6b
HPE 2 physical/mental health
2.6
apply communication techniques
3.1
identify and define problem
3 Strategic Thinking
90%
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review
process.
Student Resources
Teacher Resources
General:
General:
Enrichment:
Enrichment:
Intervention:
Intervention:
fhsd.acad.kg
Page 14
Content Area: Health
Strand: Health Maintenance and
Enhancement
Course: Grade 6 (3)
Learner Objectives: Personal and Family Health Student will identify body changes during puberty and proper hygiene practices.
Student will identify various health needs during adolescence.
Student will compare and contrast factors that affect growth and development which one can alter,
enhance or adapt.
Concepts:




A. Personal Health
B. Preventive Care
C. Growth and Development
Students Should Know
Body changes during puberty
Proper hygiene practices
Various health needs during adolescence
Factors that can affect growth and development which
one can or cannot alter, enhance or adapt
Students Should Be Able to
 Identify body changes during puberty and proper hygiene
practices (e.g., acne) (ME1A6, NH1, HPE2, DOK 1)
 Identify various health needs during adolescence (e.g.,
mental, emotional, social, and physical) (ME1B6, NH1, HPE5,
DOK 1)
 Compare and contrast factors that can affect growth and
development which one can or cannot alter, enhance or
adapt (e.g., heredity, family, environment, physical activity,
hormones, diseases) (ME1C6, NH1, HPE2, DOK 3)
Instructional Support
puberty
family environment
hygiene
physical activity
Student Essential Vocabulary
adolescence
hormones
diseases
physical trait
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
Non Fiction Reading & Writing
SLA
Learning & Innovation Skills
Enrichment Opportunity
SA
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
fhsd.acad.kg
Page 15
heredity
SA
Sample Learning Activities
Learning Activity #1: Bell Ringer
Sample Assessments
Assessment #1: Newspaper Columnist
Topic: Heredity
Question/Prompt or Description:
Student will respond to the following letter written by an
adolescent:
Description: Before discussing factors that can affect growth
and development, list all the physical traits you share with
different members of your family. Hold a class discussion on the
effects of heredity in regards to growth and development.
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
ME1C6
HPE 2 physical/Mental Health
1.8
organize Data and Ideas
1 Recall
Identifying Similarities and Differences
Reinforcing Effort
Dear Health Teacher: I am 12 years old and have noticed some
strange things happening to me lately. My mom says I am going
through puberty, what happens during puberty? I want to know
if I am normal and how do I keep the pimples away?
Teacher will assess:
 Response to letter
 Knowledge of changes during puberty
 Knowledge of personal hygiene
Scoring Guide:
 defines puberty
 list some changes to expect
 list some hygienic issues that occur and how to respond
to them
 appropriate tone to letter
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
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Page 16
Assessment’s Alignment
ME1A6
HPE2 physical/mental health
3.1 identify and Define Problems
4.5 develop/Revise Plans of Action
2 Skill/Concept
90%
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
Non Fiction Reading & Writing
SLA
Learning & Innovation Skills
Enrichment Opportunity
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
SA
Sample Learning Activities
Learning Activity #2: What does that Dr. do?
Sample Assessments
Assessment #2: Promoting Your Health
Description: The teacher will lead a discussion about different
kinds of doctors and health care services that will address the
various health needs of adolescence. Students will select one
type of physician that deals with adolescent issues, research
that specific field and write a short paragraph describing the
doctor’s role in health. Papers will be shared with class.
Question/Prompt or Description: Imagine the mental health
triangle. It shows three sides of your health: physical health,
mental/emotional health, and social health. Complete the
chart by filling in examples of ways you can promote each side
of your total health. Include 3 examples for each type of health.
Types of doctors: allergist, dentist, ophthalmologist, cardiologist,
dermatologist, pediatrician, dental hygienist, ear/nose/throat,
gynecologist, psychiatrist, etc.
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
ME1B6
HPE6 consumer health issues
1.5
comprehend/Evaluate Resources
4.7
apply Safety/Health Practices
2 Skill/Concept
Identifying Similarities and Differences
Type of Health
Physical
Mental/Emotional
Physical
Ways to Promote Your Health (3 per each)
Scoring Guide:
3 points – 3 appropriate ways to promote physical health
3 points – 3 appropriate ways to promote emotional/mental health
3 points – 3 appropriate ways to promote social health
1 point – completion of chart
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
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Page 17
Assessment’s Alignment
ME1C6
HPE 2 physical/mental health
1.4
organize Information Using Tools
2 Skill/Concept
90%
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review
process.
Student Resources
Teacher Resources
General:
General:
Enrichment:
Enrichment:
Intervention:
Intervention:
fhsd.acad.kg
Page 18
Content Area: Health
Strand: Health Maintenance and
Enhancement
Course: Grade 6 (4)
Learner Objectives: Nutrition Student will describe and differentiate the contributions specific nutrients make towards growth, repair and
cellular needs of the body.
Student will compare the nutrient contribution of a food to its energy contribution.
Students will justify food sources that supply essential nutrients.
Student will create a meal plan according to requirements represented in “My Pyramid”.
Student will analyze and critique food labeling information to determine value of food choice.
Students will identify allergy information on food labels.
Concepts:






A.
B.
C.
D.
Essential Nutrients and Food Groupings
Balance, Variety and Moderation
Food Labels
Food Handling and Safety
Students Should Know
The contributions specific nutrients make towards growth,
repair, and cellular needs of the body
The energy contributions of a food
Food sources that supply essential nutrients
The requirements represented in “My Pyramid”
How to read a food label
Where to find allergy information on a food label





fhsd.acad.kg
Page 19
Students Should Be Able to
Describe & differentiate the contribution specific nutrients
make towards growth, repair and cellular needs of the body
(e.g., fats provide body with stored energy source, warmth
& insulation for body organs; carbohydrates provide body
with immediate source of energy; proteins help body grow,
make muscles strong & repair body tissues; vitamins &
minerals help release energy &help body to fight infections
making strong bones & teeth) (ME2A6, NH1, HPE2, DOK 2)
Apply nutrition knowledge to compare the nutrient
contributions of a food to its energy contribution (ME2A7,
NH5, HPE2, DOK 3)
Justify food sources that supply each of the essential
nutrients (ME2A8, NH1, HPE2, DOK 2)
Create a meal plan(s) through the selection of appropriate
foods based on energy needs, food preferences and
nutritional requirements as represented in “My Pyramid”
(ME2B8, NH1, 2, HPE 2, DOK 3)
Identify allergy information on food labels (ME2C6, NH1,
HPE2, DOK 1)
 Analyze & critique food labeling information to determine
calories, nutrients, serving size, types of ingredients and
nutritional value in a product (ME2C7, NH1, 2, HPE 2, DOK 2)
 Apply the four basic rules of food handling (e.g., clean, chill,
cook, separate) to different food preparation situations
(ME2D7, NH7, HPE2, DOK 2)
Instructional Support
nutrients
unsaturated fats
calorie intake
energy
carbohydrates
cholesterol
calorie output
water
student essential vocabulary
fiber
proteins
trans fatty acids
vitamins
food label
serving size
fats
minerals
nutritional value
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
Non Fiction Reading & Writing
SLA/SA
Learning & Innovation Skills
Enrichment Opportunity
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
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saturated fats
calorie
My Pyramid
SLA/SA
Sample Learning Activities
Learning Activity #1: Nutrient Chart
Sample Assessments
Assessment #1: Food Label
Description: Have students create a foldable to record what
he/she learns about the types of nutrients. Give nutrient
definition, how supports body systems, examples of food
sources.
Question/Prompt or Description: Give the students 2 food labels.
They will answer questions relating to serving size, calories,
nutrients, etc. The students will compare the nutritional value of
the two labels, and select the healthiest choice.
Step 1: Begin with 4 plain sheets of 8 ½” X 11” paper. Place
sheets ½” apart.
Step 2: Roll up the bottom edges, stopping them ½” from the
top edges. This makes all tabs the same size.
Step 3: Crease the paper to hold the tabs in place and staple
along the fold.
Step 4: Label the tabs as shown.
Grade 6, Appendix C
Six Major Nutrients
Carbohydrates
Proteins
Fats
Vitamins
Minerals
Water
Vocabulary
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Teacher will assess:
 Knowledge of reading and interpreting a food label
Scoring Guide:
2 points per question answered correctly
10 points if the student demonstrates a proficient knowledge of
comparing food labels
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Activity’s Alignment
ME2A6
HPE 2 physical/mental health
1.4
organize information using tools
1.8
organize data and ideas
2 Skill/Concept
Nonlinguistic Representation
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Assessment’s Alignment
ME2C7
HPE 2 physical/mental health
1.3
design/conduct research
1.7
evaluate information
1.10 apply information, ideas and skills
2 Skill/Concept
85%
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
SLA/SA
Non Fiction Reading & Writing
Learning & Innovation Skills
SLA
Enrichment Opportunity
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
SLA/SA
Sample Learning Activities
Learning Activity #2: Balanced Meal
Sample Assessments
Assessment #2: Meal Plan
Description: Analyze the ingredients in a recipe. Explain which
of the six nutrients are included in the recipe and which are
missing. Have students suggest other foods that could be served
at the same meal to provide balance.
Question/Prompt or Description:
Students will track their meals and physical activity for a 24 hour
period. They will compare their calorie intake to their calorie
expenditure. The students will also tell which nutrients were
supplied by the foods they ate.
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
ME2A8
HPE2 Physical/Mental Health
1.2 Conduct Research
1.6 Discover and Evaluate Relationships
1.7 Evaluate Information
3 Strategic Thinking
Identifying Similarities and Differences
Encourage students to use Web resources to find their daily
physical activities to determine calorie usage.
Challenge students to consider whether they are balancing
their physical activity with appropriate food choices. Defend
this challenge.
Teacher will assess:
 Knowledge of calorie intake
 Knowledge of calorie expenditure
 Knowledge of nutrients in food
 Knowledge of balance between intake and output
Scoring Guide:
10 points for tracking diet and exercise for 24 hours
10 points for a proficient explanation of calorie intake compared to
calorie expenditure
10 points for accurately listing nutrients in the food
10 points for explanation of balance between intake & output
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GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Assessment’s Alignment
ME2A7
HPE2 Physical/Mental Health
1.8 Organize Data and Ideas
4.7 Apply Safety/Health Practices
3 Strategic Thinking
85%
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review
process.
Student Resources
Teacher Resources
General:
General:
Enrichment:
Enrichment:
Intervention:
Intervention:
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Content Area: Health
Strand: Health Maintenance and
Enhancement
Course: Grade 6 (5)
Learner Objectives: Consumer Health and Safety Student will identify and describe roles of consumer protection agencies.
Concepts:
B.
Consumer Rights and Issues
Students Should Know

Students Should Be Able to
Different consumer protection agencies and what each
addresses
 Identify and select appropriate consumer protection
agencies that address various specific consumer issues
(ME3B8a, NH8, HPE6, DOK 2)
 Identify and analyze consumer health issues and products
to make wise decisions (ME3B8b, NH8, HPE6, DOK 3)
Instructional Support
consumer
advertisement
generic products
warranty
Student Essential Vocabulary
fraud
endorsement
consumer
protection
agencies
consumer rights
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infomercials
comparison
shopping
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
SLA/SA
Non Fiction Reading & Writing
Learning & Innovation Skills
SA
Enrichment Opportunity
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
SA
Sample Learning Activities
Learning Activity #1 : Bell Ringer
Sample Assessments
Assessment #1: Advertising
Description: Discuss products that family members have
purchased that did not perform as advertised. List possible
agencies to contact for help.
Question/Prompt or Description:
Write a letter to a company identifying problems with a product
and/or a misleading advertisement, or praising the company for
how well the product works.
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
ME3B8a
HPE 6 consumer health issues
1.7
evaluate information
1.10 apply information
1 Recall
Summarizing, Providing Feedback
Teacher will assess:
 Logical sequence to the letter
 Clear ideas
 Proper letter format
Scoring Guide: (point value determined by teacher)
_________proper letter format
_________logical sequence to the letter
_________clear ideas
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
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Assessment’s Alignment
ME3B8a
HPE 6 consumer health issues
CA 4 writing nonfiction
1.5
comprehend/evaluate resources
2.6
apply communication techniques
3.4
evaluate problem solving process
3 Strategic Thinking
85%
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
SLA/SA
Non Fiction Reading & Writing
Learning & Innovation Skills
SA
Enrichment Opportunity
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
SLA
Sample Learning Activities
Learning Activity #2 : Consumer Rights
Sample Assessments
Assessment #2: Consumer Guide
Description: Students will fill out a chart describing their rights as
a consumer and how they can be active in protecting their
rights.
Question/Prompt or Description:
Compare and contrast two like products. Use the Consumer
Guide to make a decision on a product and justify that choice.
If the purchased product does not perform as advertised and
not up to consumer rating what can you as a consumer do?
Who would you contact? What would you report ?
Grade 6, Appendix D
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
ME3B8a
HPE 6 consumer health issues
1.7
evaluate information
4.2
understand/apply citizens rights
2 Skill/Concept
Nonlinguistic representation
Teacher will assess:
 Student ability to compare and contrast 2 like products
 Justification of the choice
 Reaction to dissatisfaction to product
Scoring Guide: (point value determined by teacher)
__________student used Consumer Guide
__________student was able to justify choice
__________ student justification came from the information in
The Consumer Guide
__________students reaction to dissatisfaction
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
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Assessment’s Alignment
ME3B8a
HPE 6 consumer health issues
1.7
evaluate information
2.7
apply communication techniques
3 Strategic Thinking
90%
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review
process.
Student Resources
Teacher Resources
General:
General:
Enrichment:
Enrichment:
Intervention:
Intervention:
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Content Area: Health
Strand: Health Maintenance and
Enhancement
Course: Grade 6 (6)
Learner Objectives: Life Management Skills Student will identify life management skills that can apply to adolescent situations.
Students will assess conflict situations and apply resolution skills to solve.
Student will establish short and long term goals for health issues.
Student will analyze various techniques designed to enhance coping abilities and manage stress.
Student will formulate a personal and school-wide plan to address and reduce bullying.
Concepts:








A.
B.
C.
D.
E.
Decision Making and Problem Solving
Refusal/Assertive Skills and Conflict Resolution
Goal Setting and Asset Development
Stress Management and Coping Skills
Harassment/Bullying and Violence Prevention
Students Should Know
Various life management skills (e.g., stress management,
decision making, resisting peer pressure, conflict
resolution)
Goal setting process
How to establish short and long term goals
Positive influences in one’s life and ways to enhance
those qualities
Positive stress management skills
Techniques designed to enhance coping abilities and
manage stress (e.g., stay healthy, relax, positive outlook,
physically active, talk it out)
The impact peer pressure has on refusal skills, selfperception and the perception of others
Plans to address and reduce bullying






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Students Should Be Able to
Identify and explain life management skills (e.g., stress
management, decision making, resisting peer pressure,
conflict resolution) that can be applied to personal
situations that adolescents encounter (ME4A6, NH5, HPE2,
DOK 2)
Apply and assess conflict/mediation strategies to a variety
of conflict situations (ME4B6, NH4, HPE2, 5, DOK 2)
Establish short & long term goals for a specific health issue
(ME4C5, NH6, HPE2, DOK 2)
Evaluate current assets (positive influences in one’s life) &
determine ways to enhance those qualities (ME4C6, NH6,
HPE2, DOK 2)
Describe positive stress management skills to reduce stress
related problems (ME4D6, NH1, HPE2, DOK 2)
Analyze various techniques designed to enhance coping
abilities & manage stress (e.g., stay healthy, relax, positive
outlook, physically active, talk it out) (ME4D7, NH1, HPE2,
DOK 2)
 Formulate a personal & school-wide plan(s) to address and
reduce bullying (ME4E6, NH5, HPE2, 5, DOK 3)
Instructional Support
stress management
coping abilities
decision making
bullying
decision making
process
personal assets
Student Essential Vocabulary
peer pressure
conflict resolution
positive stress
negative stress
stress
short term goal
realistic/attainable
goals
long term goal
smart goals
mediation
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
SLA/SA
Non Fiction Reading & Writing
Learning & Innovation Skills
SLA/SA
Enrichment Opportunity
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
SLA/SA
Gender, Ethnic, & Disability Equity
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SA
Sample Learning Activities
Learning Activity #: Bully Poster
Sample Assessments
Assessment #1: Health Goal Setting
Description: In pairs, create posters/PSA to promote ways to
reduce bullying in the school. Select some of these posters to
take to the elementary school. Middle school students can
volunteer to go to elementary school to talk to lower grades
about bullying at school, do’s and don’ts to bullying.
Question/Prompt or Description:
After determining health situations (overweight, poor nutrition,
poor hygiene, stress, etc.), the student will establish short and
long term goals addressing a personal health situation.
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
ME4E6
HPE 2 physical/mental health
HPE 5 risk factors
2.3
exchange ideas & take others’
perspectives
2.5
produce works in the arts
3.2
apply others’ strategies
3.3
apply one’s own strategies
2 Skill/Concept
Nonlinguistic Representations
Cooperative Learning
Teacher will assess:
Student correlation between their health situation and goals.
Scoring Guide: (point value determined by teacher)
___________Student follows the steps to set SMART goals
___________Student chooses appropriate health situation
___________There is a direct correlation between the goal and the
health situation
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Assessment’s Alignment
ME4D7
HPE 2 physical/mental health
3.1
identify and define problems
3.3
apply one’s own strategies
4.5
develop/revise plans of action
2 Skill/Concept
85%
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
SLASA
Non Fiction Reading & Writing
Learning & Innovation Skills
SA
Enrichment Opportunity
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
SLA
Gender, Ethnic, & Disability Equity
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Sample Learning Activities
Learning Activity #2: Scheduling
Sample Assessments
Assessment #2: Stress Management
Topic: Life Management Skills
Question/Prompt or Description: Student will list seven strategies
for managing stress and answer the questions that follow.
Description: Make a chart that shows how you spend your time
during a typical week of school and home activities. Analyze
activities and create a schedule/routine that may help you with
stress reduction.
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
ME4D6
HPE 2 physical/mental health
HPE 5 risk factors
1.4
organize information using tools
3.5
reason logically
4.5 develop/revise plans of action
2 Skill/Concept
Setting Objectives
Ways to
Manage
Stress
What I learned
1. Vocabulary Define stress.
2. Describe What kind is the fight-or-flight response?
3. Give Examples Give two examples of positive stress.
4. Explain What are three ways to avoid stress?
Thinking Critically
5. Analyze Do you think life today is more stressful than it was for
your parents? Why or why not?
6. Hypothesize Why might adrenaline have been more
important to human survival in the past than it is today?
(Teen Health Course2, Glencoe McGraw Hill, 2009)
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GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
Assessment’s Alignment
ME4D6, ME4D7
HPE 2 physical/mental health
CA 4 writing nonfiction
1.6
discover and evaluate relationships
3.3
apply one’s own strategies
4.7
apply safety/health practices
2 Skill/Concept
90%
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review
process.
Student Resources
Teacher Resources
General:
General:
Enrichment:
Enrichment:
Intervention:
Intervention:
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Content Area: Health
Strand: Risk Assessment
and Enhancement
Course: Grade 6 (7)
Learner Objectives: Disease Prevention and ControlStudent will explain the relationship between HIV and AIDS.
Concepts:
E.
HIV/AIDS Prevention Education
Students Should Know



definition of HIV
definition of AIDS
relationship between HIV and AIDS
Students Should Be Able to
 Explain and discuss the relationship between HIV and AIDS
(RA1E6, NH1, HPE3, DOK 2)
Instructional Support
acquired
immunodeficiency
syndrome
sexual abstinence
syndrome
opportunistic
infection
Student Essential Vocabulary
human
virus
immunodeficiency
virus
immune system
T cells
carrier
B cells
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
21st Century Themes
SLA/SA
Non Fiction Reading & Writing
Learning & Innovation Skills
Enrichment Opportunity
Information, Media, & Technology Skills
Intervention Opportunity
Life & Career Skills
Gender, Ethnic, & Disability Equity
fhsd.acad.kg
Page 33
sexual activity w/
infected person
SA
Sample Learning Activities
Learning Activity #1: Definitions
Sample Assessments
Assessment #1: What HIV does to the body?
Topic: HIV and AIDS
Question/Prompt or Description:
Create a flow chart describing the progression of HIV to AIDS.
Description: Write the following vocabulary on the board:
 Acquired immunodeficiency syndrome (AIDS)
 Human immunodeficiency virus (HIV)
 Opportunistic infection
Ask students to use a dictionary to find the meanings of these
words and word parts: acquired, immune-, deficiency,
syndrome, opportunistic, infection. Have a student write the
meanings on the board. Have each student write a sentence
about each term that demonstrates its meaning.
GLE
CONTENT
PROCESS
DOK
INSTRUCTIONAL
STRATEGIES
Activity’s Alignment
RA1E6
HPE 3 diseases
1.6
discover/evaluate relationships
1 Recall
Note Taking
Teacher will assess:
 knowledge of the progression of HIV to AIDS
 HIV attacks the immune system
 T cells role
 B cells
 damaged immune system
 symptoms of infection
 AIDS
 Diagnosis by doctor
 presence of an opportunistic infection
Scoring Guide:
The student clearly describes the progression of HIV to AIDS including
the above mentioned steps.
GLE
CONTENT
PROCESS
DOK
LEVEL OF
EXPECTATION
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Assessment’s Alignment
RA1E6
HPE 3 diseases
1.4
organize Information Using Tools
2 Skill/Concept
85%
NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review
process.
Student Resources
Teacher Resources
General:
General:
Enrichment:
Enrichment:
Intervention:
Intervention:
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