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.
Self-Management/Bullying 5
1
2
3
Unit: Stress-Management Bullying.
Unit: Stress-Management Bullying.
Unit: Stress-Management Bullying.
Standards:
Standards:
Standards:
#1 Core Concepts M.1.1
#8 Advocacy M.8.1.
#1 Core concepts M.1.3
#5 Communication Skills M.5.1
#3 Self Management M.3.5
#8 Advocacy M.8.1
Essential Question: How does stress
and bullying effect school climate?
Essential Question: How can I recognize
causes of conflict?
Essential Question: What is the
appropriate way to respond to conflict?
Objective: The student will develop
strategies for identifying potential
conflicts/stressors and preventing
situations that escalate. To be evident
by feelings created and noted on the
tree bully diagram.
Objective: The student will recognize
common causes of conflict between
adolescents. Understand how empathy can
change a conflict. Evident by the article
“Cool to be kind”, and personal experiences.
Objective: The student will demonstrate
skills to resolve conflict in peaceful and
productive ways. Understanding empathy
as a possible solution. Evident by changes
created and experienced in personal
situations stated.
Student friendly: Learn to remain
balanced in all situations
Student friendly: Demonstrate empathy
whenever possible.
Student friendly: Gain insight in situations
that turn positive with balanced
empathetic actions.
Concepts
Concepts
Concepts
Analyze your stress patterns and
influences. Learn how to diminish each
stressor.
Empathy is a possible solution to social
stressors.
Healthy relationships involve emotional
intelligence.
Skills
Skills
Skills
Know your stressors! Apply skills to
diminish.
Put yourself in someone else’s shoes.
Developing empathy. Recognizing its
potential.
Agenda
Agenda
Agenda
Do now- worksheet (3 min.)
Journal – successes (5 min.)
Journal review (5 min.)
Individually – Bullying survey
Partner share (5 min.)
Partner share (5 min.)
Videos – Stress and Bullies (7 min.)
10 % summary preview/vocab (5 min.)
WC share (5 min.)
Bully tree diagram worksheet (5min.)
Paragraph one (5min.)
Central Idea paragraph 2 solo, partnered,
WC (10 min.)
Partner share – diagram situations (5
min.)
Central Idea- solo, partner, WC (10min.)
Journal question (7-10)
Closure – WC – application in journal
(10min.)
Central Idea paragraph 3 solo, partnered,
WC (10 min.)
Closure – Journal
Activity:
Activity:
Activity:
Do now - (Assessing stress in my life
worksheet)
Journal – list successes since last class
Ex. I was stressed with …so I …
Journal review – ways to show empathy
from last class. List 1-2 situations you
applied this to and what change occurred?
(always, sometimes, never )
Partner share – Discourse question: “ How
did it work out?” “Did you consider …?”
Partner share – Discourse Question: How
did the success make you feel?”
WC Videos – Stress and Bullies
Cool to be kind article
WC share – choose 2-3 volunteers.
Bully tree diagram worksheet
10 % summary preview/vocab (bully,
empathy, emotional intelligence)
Cool to be kind article 10% summary
continued
Paragraph one – read
Central Idea paragraph 2 solo, partnered,
WC
Partner share pre-test answers
Partner share – diagram situations
Discourse guided questions:
A-
“I felt bullied when…., I
handled it by…”
B-
“Did you consider?...”
Journal question to be handed in
Central Idea- solo, partner, WC (Put your
self in someone else’s shoes)
Closure – WC – show of hands – “heads
downs and eyes closed, raise hands if your
are thinking of someone to have empathy
for.” Repeat
Central Idea paragraph 3 solo, partnered,
WC
Closure – Journal – Choose 1-2 situations
you are thinking of and how will you
creatively express empathy in it. When
will you make these changes?
List 3-5 daily stressors and possible
solutions. If communication skills are
needed, state the start of a balanced
response. Ex. “ I don’t like it when…”
application in journal – Ways to show
empathy.
DOK 2
DOK 3
DOK 4
What stressors are in your life?
What steps would you take to minimize each
daily stressor?
How can you show empathy to a bully in
order to make a positive change in a
negative relationship?
DOK 4
Do you feel safe at school and why?
Who is available to talk with about your
stressful feelings? Why do you trust them?
When will you make this effort? In what
situation?
Assessment: Stress Management
Assessment 12.
Assessment: Exit Slip. (5 ways to prevent
bullying)
Assessment: Stress Management
Assessment 12.
Resources: Health Promotion Waves
Resources: Health Promotion Waves
Resources: Health Promotion Waves
www.brainpop.com Stress/Bully units,
Bullying survey, www.surveymonkey
www.Readworks.org Cool to be kind article.
www.Readworks.org Cool to be kind
article.
Self-Management/Bullying Gr. 6
1
2
3
Unit: Stress-Management Bullying.
Unit: Stress-Management Bullying.
Unit: Stress-Management Bullying.
Standards:
Standards:
Standards:
#1 Core Concepts M.1.1
#8 Advocacy M.8.1
#1 Core concepts M.1.1
#5 Communication Skills M.5.1
#3 Self Management M.3.5
#8 Advocacy M.8.1
Essential Question: How does stress
and bullying effect school climate?
Essential Question: How can I recognize
causes of conflict?
Essential Question: What is the
appropriate way to respond to conflict?
Objective: The student will develop
strategies for identifying potential
conflicts/stressors and preventing
situations that escalate. To be evident
by feelings created and noted on the
tree bully diagram.
Objective: The student will recognize
common causes of conflict between
adolescents. Understand how empathy can
change a conflict. Evident by the article
“Cool to be kind”, and personal experiences.
Objective: The student will demonstrate
skills to resolve conflict in peaceful and
productive ways. Understanding empathy
as a possible solution. Evident by changes
created and experienced in personal
situations stated.
Student friendly: Learn to remain
balanced in all situations
Student friendly: Demonstrate empathy
whenever possible.
Student friendly: Gain insight in situations
that turn positive with balanced
empathetic actions.
Concepts
Concepts
Concepts
Analyze your stress patterns and
influences. Learn how to diminish each
stressor.
Empathy is a possible solution to social
stressors.
Healthy relationships involve emotional
intelligence.
Skills
Skills
Skills
Avoid stressors!. Apply skills to
diminish their effects.
Get to know yourself. What are your
stressors, and possible solutions?
Developing empathy. Recognizing its
potential.
Agenda
Agenda
Agenda
Pre-test (Assessing stress) (5min.)
Journal – List stressors (5 min.)
Do now - Preview article (2 min.)
Partner share pre-test (2 min.)
Partner share (5 min.)
Partner share (2 min.)
Videos – Stress and Bullies (7 min.)
10 % summary preview/vocab (5 min.)
WC share (2 min.)
Bully tree diagram worksheet (5min.)
Paragraph one (5min.)
Individually – Read and complete a 10%
Partner share – diagram situations (5
min.)
Journal question (7-10)
Central Idea- solo, partner, WC (10min.)
summary. (10 min.)
Closure – WC – application in journal
(10min.)
WC - Central Idea (10 min.)
Post-test – Stress/Bully
Closure – Journal (10 min.)
Activity:
Activity:
Activity:
Pre-test (Assessing stress in my life
worksheet)
Journal – list stressors at school and home.
Do now – Preview article – Cool to be
kind
Ex. I get stressed with ___ at school.
Partner share pre-test answers
(always, sometimes, never )
WC Videos – Stress and Bullies
Partner share – Discourse question: “ How
does it affect you?” “Did you consider …?”
In depth article: Boys and Girls Bully
differently.
Bully tree diagram worksheet
Individually - Cool to be kind article 10%
summary to be completed.
Paragraph one – read
WC – Central idea.
Central Idea- solo, partner, WC (Boys and
girls bully differently)
Post-test – Stress/Bullying
Discourse guided questions:
“I felt bullied when…., I
handled it by…”
D- “Did you consider?...”
Journal question to be handed in
WC share – Hear partner suggestions for
central idea.
10 % summary preview/vocab
Partner share – diagram situations
C-
Partner share – Discourse Question:
“What do you think the article is about?”
Closure – WC – show of hands – “heads
downs and eyes closed, raise hands if your
are thinking of someone to have empathy
for.” Repeat
Closure – Journal – Choose 1-2 situations
you are thinking of and how will you
creatively express empathy in it. When
will you make these changes?
List 3-5 daily stressors and possible
solutions. If communication skills are
needed, state the start of a balanced
response. Ex. “ I don’t like it when…”
application in journal – Ways to show
empathy.
DOK 2
DOK 3
DOK 4
What stressors are in your life?
What steps would you take to minimize each
daily stressor?
How can you show empathy to a bully in
order to make a positive change in a
negative relationship?
DOK 4
Do you feel safe at school and why?
Who is available to talk with about your
stressful feelings? Why do you trust them?
Assessment: Stress Management
Assessment 12.
Assessment: Exit Slip. (5 ways to prevent
bullying)
Assessment: Stress Management
Assessment 12.
Resources: Health Promotion Waves
Resources: Health Promotion Waves
Resources: Health Promotion Waves
www.brainpop.com Stress/Bully units
In depth article, Did you know boys and girls
bully differently.www.brainpop.com
www.Readworks.org Cool to be kind
article.
When will you make this effort? In what
situation?