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Health

Grade 4:

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Course Description

The unit on Nutrition will provide the students with the knowledge and skills and necessary to select a healthy diet, control

weight; and keep their digestive and excretory systems healthy. Each group of nutrients will be examined, and the four food

groups explained. Students will discuss how to maintain a healthy body by following modified caloric intake and a

recommended level of physical activity. Students will also gain an understanding of nutrition and be able to make healthier

decisions regarding nutrition by properly interpreting food labels.

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Pacing Chart

Activities Timelines New Jersey Learning

Standards &

Cumulative Progress

Indicators

Cross Discipline

Family, Mental and Social Health September 2.1 ABCDE 2.2 ABCDE Language Arts

Violence and Injury Prevention October 2.1 ABCDE 2.2 ABCDE Language Arts & Social studies

Individual Growth & Human

Development

November 2.1 ABCDE 2.2 ABCDE Language Arts/Science/ Art

Nutrition December 2.1 ABCDE 2.2 ABCDE Science/Math

Personal Health January 2.1 ABCDEF 2.2 ABCDEF Language Arts and Social Studies

Physical Fitness February 2.1 ABCDE 2.2 ABCDE 2.6 ABC Science/P.E./Math

Alcohol, Drugs &

Tobacco/Substance Abuse

March 2.2 ABCDE 2.3 ABCDE Math/Language Arts/Science/Art

Communicable and chronic Diseases April 2.1 D 2.2ABCDE Science and Language Arts

Consumer and Community Health May 2.1 ABCDE 2.2 ABCDE 2.4 ABC Language Arts

Environmental Health June 2.1 ABCDE 2.2 ABCDE Science and Language Arts

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Review and Final Exam

*Health Curriculum schedule will vary based on individual school site and schedules.

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Educational Technology

Standards Note: Insert additional educational technology standards that align with the specific CTE standards for this course

8.1.5.A.1, 8.1.5.B.1, 8.1.5.D.4, 8.1.5.E.1

Technology Operations and Concepts

Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a

word processing program

Example: Students will create a pamphlet to demonstrate the comparison of data and statistics in regards to health related issues (obesity)

among the 50 states.

Creativity and Innovation

Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

Example: Students will use a spread sheet that analyzes how a person’s heart rate increases during physical activity vs. the heart rate

Digital Citizenship

Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

Example: Students will create posters that display appropriate responses to social media requests in reference to cyber bullying.

Research and Information Literacy

Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world

problem.

Example: students will collect data using survey monkey to identify behavior patterns and hot spots where germs are most present and

discuss prevention and treatment.

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21st Century Life & Career Skills

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are the practices that

have been linked to increase college, career and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation with

increasingly higher levels of complexity and expectation as a student advances through a program of study.

Standards: CRP2.,CRP4,CRP8,CRP12.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive.

They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to

apply the use of academic skill in a workplace situation.

Example: Career-ready individuals will be able to use their health education to be more productive in the workplace and with using real-world

applications.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal, and/or visual methods.

They communicate in the workplace with clarity and purpose to make maximum use of their own and other’s time. They are excellent

writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate idea. They are

skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the

audience for their communication and prepare accordingly to ensure the desired outcome.

Example: Career-ready individuals will be able to effectively communicate in written and non-written forms by applying techniques acquired

throughout the health curriculum.

CRP8. Utilize critical thinking to make sense of problems and preserve in solving them.

Career-ready individuals readily recognize problems in the workplace; understand the nature of the problem. And devise effective plans to

solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate

the root cause of the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own

actions or the actions of others.

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Example: Career-ready individuals will be able to take action quickly to solve workplace problems based on the strategies they learned through their

health education.

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural differences to

avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They

plan facilitate effective team meetings.

Example: Career-ready individuals will utilize the diversity of their surroundings to productively achieve goals set forth by society. Therefore

increasing our health student’s involvement in society on a global level.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Anchor charts to model concepts/skills/life progressions

Chart academic vocabulary with visual representations

Conceptual word wall that contains definitions, translations, pictures and/or examples.

Translation dictionary

Teacher modeling

Students can utilize health journals to write notes, translate terms and key vocabulary.

Utilize technological programs which provide verbal and visual instruction in native and/or second language ( site specific)

Use interactive technology to improve health fact fluency and accuracy.

Utilize different colors when interpreting data from graphs or to indicate differences/similarities.

Display chart to differentiate between the following: sign/symptoms, cause/effect, and nutritional facts.

Create graphic organizers for different health topics( examples include: decision making, body systems, nutrition)

Display The Health Curriculum for students to reference and assess risk.

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Interdisciplinary Connections Model interdisciplinary thinking to expose students to other disciplines.

ELA Connection:

Various Tasks ( RL. 6.1 & R I. 6.1)

Student will be able to read, analyze, and cite informational text to potentially diagnose diseases, drug dependencies or determine potential

health related issues, and explain their reasoning of how the task was solved.

Science Connection:

Heredity (1-LS3)

Students will be able to explain the variation of different genetic genes and their inheritance.

Social Studies Connection:

Various Tasks (6.1.4.A.15)

Students will look at data about obesity globally and within the 50 states.

Math Connection:

Various Tasks (1.OA.C.5)

Students will use counting to figure out their pulse after doing minimal physical activity in a classroom setting.

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Enrichment

Accommodate Based on Students individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self-Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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Grade: 4

Unit: A-E Topic: Health & Wellness

New Jersey Learning Standards (NJLS): 2.1ABCDE

NJDOE Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinar

y Connections

A. Describe and demonstrate the personal hygiene practices that support wellness.

What is the need for regular

checkups, eye examinations,

dental examinations and the

importance of cleanliness,

grooming and rest?

Share ones experience with examinations and list differences in grooming. Small group interaction.

Texts Art, Language Arts,

Social Studies and

Science

B. Describe each human life stage and the physical changes that occur at each stage.

What are some physical changes that occur between male and female during each stage of puberty?

Compare and contrast the physical childhood that occur. Guided questioning, chart.

Books Art, Language Arts,

Social Studies and

Science

C. Classify foods by food group, food source, nutritional content, and nutritional value.

Can you identify the six (6)

classes of nutrients (i.e.

carbohydrate, fat, protein,

vitamin, mineral and water)?

Create a healthy menu for breakfast, lunch, and dinner. Small group interaction, computers

Charts, Paper and

Writing

Instrument

Art, Language Arts,

Social Studies and

Science

D. Investigate ways to treat common childhood diseases and health conditions.

How would you avoid from

getting heart, and other diseases

and conditions?

Create a chart of communicable and chronic disease. Computer program, small group presentation.

Materials Art, Language Arts,

Social Studies and

Science

E. Describe and demonstrate simple first aid procedures, including the assessment of choking and breathing, the control of bleeding, and the care of minor wounds and burns.

What are ways to assess

choking and breathing

emergency situations and the

care of minor burns and

wounds?

Create a first aid kit and understand when to call 911. Small group, class discussion.

Computer-

Internet

Art, Language Arts,

Social Studies and

Science

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Grade: 4

Unit: A-E Topic: Integrated Skills

New Jersey Learning Standards (NJLS): 2.2ABCDE

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Present health information, orally and in writing to peers.

Who are health helpers and what are their roles does in the community?

Make flash cards listing various locations in the community, such as schools, hospital, downtown, fire stations etc. List, small groups.

Texts Art, Language Arts, Social Studies and Science

B. Discuss how parents, peers, and the media influence health decisions and behaviors.

How do decision making skills effect behavior?

Evaluate how these people/things can affect your health, individual project, and question/answers. Create your own label for a product and advertise for it. Small group and individual project.

Books Art, Language Arts, Social Studies and Science

C. Describe ways to support the achievement of health goals.

What are short and long-term health goals?

Brainstorm a list of risk behavior to them and replace it with a healthy behavior list. Small group, interaction, class discussion.

Tape Recorder Art, Language Arts, Social Studies and Science

D. Discuss how an individual’s character positively impacts individual and group goals and successes.

How does positive character traits vs. – negative character traits effect relationships?

Provide students a prompt (scenario) regarding a non-team player, and act out problems that may occur. Small group, role-play.

Materials Art, Language Arts, Social Studies and Science

E. Acknowledge the contributions of group members, and choose appropriate ways to motivate them and celebrate their accomplishments.

Can you analyze the contributions made by group members, and discuss ways to motivate others to celebrate their contributions?

Create a certificate of achievement and list ways to motivate introverted individuals to participate. Poster design, list, and small group interaction.

Computer-Internet

Art, Language Arts, Social Studies and Science

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NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Identify commonly used medicines, and discuss why they are used.

What is the difference between a drug and (OTC) over –the-counter medicines?

Prepare a skit showing healthy behaviors toward drugs and medicine. Include safety precaution in using drugs. Small group interaction, presentation.

Text, Books, and Materials

Art, Language Arts, Social Studies and Science

B. Describe the short- and long-term physical effects of tobacco use.

What are the hazards of tobacco use and other possible addictions?

Discuss the reasons people start smoking and brainstorm alternate ways to satisfy desires. Small group, list, and present to class, other resources.

Guest Speakers and Tape Recorder

Art, Language Arts, Social Studies and Science

C. Identify where individuals with a substance abuse problem can get help.

Where would you find assistance in the community and local agencies?

Use the computer phone book to list community agencies that assist in substance abuse. Create a pamphlet with agencies and numbers listed. Computer, class discussion, artwork display.

Computer- Internet Art, Language Arts, Social Studies and Science

Grade: 4

Unit: A-E Topic: Drugs and Medicine

New Jersey Learning Standards (NJLS): 2.3ABC

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Grade: 4

Unit: A-E Topic: Human Relationships + Sexuality

New Jersey Learning Standards (NJLS): 2.4ABC

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Compare the roles, rights, and responsibilities of various family members.

What are the different roles of various members in a family and how its members affect one’s life?

Create a skit displaying different roles that family members play. Create a comic strip demonstrating the affect, the family members play. Role-playing creative writing.

Tape Recorder Art, Language Arts, Social Studies and Science

B. Discuss why puberty begins and ends at different ages for different people.

What various influences affect puberty (i.e. culture, diet, heredity, etc.)?

List five (5) columns labeled physical, mental, emotional, family and social and how puberty is affected. Give an example of each type of growth. List, class discussion, and small group interaction.

Materials- Charts, Text, Paper, Pencils, Arts and Craft Supplies

Art, Language Arts, Social Studies and Science

C. Discuss how the health of the birth mother impacts the development of the fetus.

Why is prenatal care important (i.e. diet, exercise, checkups, etc.)?

Create a list of health and unhealthy behaviors for an expecting woman. Small group, list, class discussion, guided questions and answers.

Computer-Internet Art, Language Arts, Social Studies and Science

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Grade: 4

Unit: A-E Topic: Motor Skill Development

New Jersey Learning Standards (NJLS): 2.5ABC

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Demonstrate smooth transitions between sequential movement skills used in applied settings (e.g., creative dance, gymnastics routine, and trap-dribble-shoot).

Can you demonstrate and execute selected rhythmic movement skills patterns and activities? (i.e. dance, aerobics)?

Create individual routines for assessment and creativity in a rhythmic pattern. Demonstration, skill assessment holistic scoring.

Gymnasium or large space conducive to movement

Art, Language Arts, Social Studies and Science

B. Explain the fundamental principles of force, motion, base of support, and center of gravity as applied to physical activity.

How would you execute the ability to change direction and position without loss of balance?

List the fundamental principles used in everyday activities. List and compare with class, class discussion.

Equipment – balls, jump ropes, cones, etc.

Art, Language Arts, Social Studies and Science

C. Explain the use of simple strategies, including player positioning, faking and dodging, and defending space.

What is the importance of identify offensive and defensive strategies and techniques?

Participation in game situations and demonstration of strategies. Observation, written and practical assessment

Video recorder and Television

Art, Language Arts, Social Studies and Science

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Grade: 4

Unit: A-E Topic: Motor Skill Development

New Jersey Learning Standards (NJLS): 2.6A

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Explain each component of

health-related and skill-related

fitness and explain how specific

activities develop each

component.

Why should you value continuing

physical fitness activities

throughout life?

Discuss the personal and social benefits of a physically active way of life. Charts, class discussion.

I. Gymnasium or large

space conducive to

movement

II. PE Equipment-

ropes, balls,

scooters, cones, etc.

III. Video recorder and

television

Art, Language Arts, Social

Studies and Science

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Vocabulary

addictive environment pathogen adolescence epidermis poison adulthood family guidelines pollution antibody first-aid posture body image food groups preservative body system friend puberty bone marrow healthful behavior recycle cancer healthful weight reproduction cell heart attack skill character heredity respect childhood hormone risk behavior choking illness seat belt circulation infancy separation clique joint smog conflict lactose snacks consume life cycle stressor death life skill symptom dermis natural resource tissue diabetes noise unsafe touch

emergency nutrient emotions

organ

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DBQ (Required)

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Unit Project (Choose 1)

Unit Project (Suggested) Unit Project (Suggested)

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Rubric(s)

Insert rubric(s) referenced in course guide.

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Field Trip Ideas: