microsoft word - plvs - 4th doc 7-21-07.doc · web viewstudents will develop manipulative skills...

Isonville ElementaryCombined Curriculum Document

Practical Living Vocational Studies – Fourth Grade

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Guidance Monthly Schedule (PLVS)

August SeptemberEmpathy SafetyEmotions Emergency proceduresListening Emergency assistanceFeelingsEtiquette/mannersMental Illness (4th/5th Only)October NovemberStress management Recycling

Peer PressureConsumer decisionsSaving Money

December JanuaryNeeds and Wants Alcohol

TobaccoIllegal and prescription drugs

February MarchNutrition Stages of DevelopmentHand washing/teeth brushing ResponsibilityDiet/exerciseApril MayCooperation TechnologyCareers DiversityWork Habits DivorceRespect Child AbuseTeam skills HonestyGoal setting



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Big Ideas Kindergarten – 5th Grade

Quarter 1 Quarter 3Tobacco and Alcohol HygieneDiseases NutritionLocomotor and Nonlocomotor (PE Only)

SafetyExpressing FeelingsConflict ResolutionEmergency AssistancePhysical Education (PE Only)

Quarter 2 Quarter 4Consumer Decisions/Economics Career AwarenessPeer Pressure TechnologyNeeds and Wants Goal SettingRecycling ResponsibilityLocomotor/Nonlocomotor (PE Only) DivorceFITT Principles (PE Only) Diversity

Child AbuseHonesty



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Big Idea: Safety (Health Education) Academic Expectations2.3 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.2.33 Students demonstrate the skills to evaluate and use services and resources available in their community.3.2 Students will demonstrate the ability to maintain a healthy lifestyle.4.3 Students individually demonstrate consistent, responsive, and caring behavior.4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others.5.1 Students use skills such as analyzing, prioritizing, categorizing, evaluating and comparing to solve a variety of problems in real-life situations.5.4 Students use a decision-making process to make informed decisions among-options.

Big Idea: Lifetime Physical Wellness (Physical Education) Academic Expectations2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.2.34 Students perform physical movements skills effectively in a variety of settings.2.35 Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout lives.3.1 Students demonstrate positive growth in self-concept through appropriate tasks or projects.3.2 Students demonstrate the ability to maintain a healthy lifestyle.3.7 Students demonstrate the ability to learn on one’s own.4.2 Students use productive team membership skills.

First Quarter

Program of Studies: Understandings

Program of Studies: Skills and Concepts

Related Core Content for Assessment

Student Target Vocabulary Resources

PL-4-PW-U-3Students will understand that interpersonal skills and strategies can influence social, mental and emotionalwell-being and affect an individual’s relationships.

PL-4-PW-S-SMEH1Students will demonstrate social interaction skills by:

a) using etiquette, politeness, sharing and other social interaction skills

b) working and playing collaboratively in large and small groups

c) using appropriate means to express needs, wants and feelings

d) distinguishing between verbal and nonverbal communication

e) describing characteristics needed to be a responsible friend and family member

f) identifying social interaction skills that enhance individualhealth

PL-04-1.1.1Students will describe effective social interaction skills (e.g., identifying emotions, listening, cooperation, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior.

DOK 2PL-04-1.1.2Students will describe strategies for stress management, problem solving, conflict resolution and communication (e.g., self-esteem, self-control, empathy, asking for help, forgiveness/reconciliation, how to apologize, active listening, anger management, standing up for one's rights).

DOK 2

I can compare and contrast various emotions.

Politeness

Etiquette

Emotions

Empathy

Active listening

Communication

I can explain the steps of conflict resolution. Conflict Resolution

I can describe strategies for stress management.

Reconciling

Forgiveness

Stress Management

Social Interactions

Anger Management

Self Control

PL-4-PW-U-7Students will understand that self-management and coping

PL-4-PW-S-SMEH3Students will identify and describe common social and

PL-04-1.1.9Students will describe symptoms of common social and emotional

I can explain different types of emotional problems and identifywarning signs.

Self Concept

Cooperation



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strategies can enhance mental and emotional health.

emotional problems (aggression, anxiety, depression)

problems (aggression, anxiety, depression).

DOK 2PL-04-1.1.11Students will identify self- management and coping strategies (goal setting, decision making and time management).

DOK 1

Reconciling

Apologize

PL-4-PW-S-SMEH4Students will demonstrate the ability to apply a decision- making process to solve health issues and health problems

PL-4-PW-S-SMEH5Students will identify self- management and coping strategies (goal setting, refusal skills, decision making and time management) that enhance health

I can describe how to apply an effective decision making process to enhance my mental and emotional health, and lead to personal achievement.

Identify

Emotions

Coping Strategies

Mental Health

Emotional Health

Personal Achievement

PL-4-PW-S-SMEH2Students will describe how goal setting can lead to personalachievement

PL-4-S-U-1Students will understand that safety practices and procedures help to prevent injuries and provide a safe environment.

PL-4-S-S-1Students will practice safety rules/procedures for crossing streets/highway, riding in cars and on buses and using playground equipment

PL-4-S-S-2Students will identify and explain ways to prevent injuries at home and at school (e.g., seat belts, helmets, knee pads, falls, poisonings) in a variety of situations

PL-04-1.3.1Students will identify safety practices (e.g., use of seatbelts/helmets/life vests) for dealing with a variety of health hazards (e.g., crossing the street, talking to strangers, dealing with threatening situations) while at home, school and play.

I can describe why safety procedures are important for prevention of injuries at home and at school.

Safety Procedures Seat Belts Helmets Strangers Threatening Weather

PL-4-S-S-3Students will explain and demonstrate school and home safety procedures (e.g., tornado, fire, earthquake drills)

PL-4-S-S-4Students will identify the effects injuries have on the body (e.g., skeletal system, skin, eyes)

PL-4-S-S-6Students will demonstrateawareness of how to avoid danger (e.g., fires, strangers)



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(e.g., through role plays, discussions, drawing)

PL-4-S-U-2Students will understand that community resources are available to assist in hazardous situations.

PL-4-S-S-5Students will identify proper procedures (e.g., calling 911, Heimlich maneuver, stop, drop & roll, apply pressure) for dealing with a variety of emergency situations (e.g., choking, bleeding, burns)

PL-4-S-S-7Students will identify the available health and safety agencies in a community and the services they provide (e.g., health department, firedepartment, police, ambulance services)

PL-04-1.3.2Students will identify proper procedures (calling 911, Heimlich maneuver, stop, drop & roll, apply pressure) for dealing with emergency situations (choking, bleeding, burns).

DOK 1

I can describe what to do in emergency situations.

I can identify a variety of resources and personnel available to assist in emergency situations.

Emergency Assistance

Heimlich Maneuver

Community Agencies

Emergency situations

PL-4-LPW-U-1Students will understand that physical activity provides opportunities for social interaction, challenges and fun.

PL-4-LPW-U-2Students will understand that participation in regular physical activity has physical, mental and social benefits.

PL-4-LPW-S-1Students will identify likes and dislikes connected with participating in sports and physical activities; explain how physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction

PL-4-LPW-S-2Students will identify and engage in physical activities that promote physical fitness and health

PL-04-2.2.1Students will describe physical and social benefits that result from regular and appropriate participation in physical activities:

physical benefits (e.g., weight management, muscular strength, muscular endurance, flexibility, cardio- respiratory/cardiovascular endurance, control of body movements, stress reduction)

social benefits (e.g., positive interaction with others, respect for self and others, enjoyment, self- expression)

DOK 1

I can explain the physical and social benefits from physical activities.

Body Composition

Weight Management

Muscular strength

Physical Activity

PL-4-LPW-S-3Students will describe the potential positive and negative (e.g., injury) effects of regular participation in moderate to vigorous physical activities

PL-4-LPW-S-4Students will participate in daily physical activity during and after school.

I can explain why Skill developmentPL-4-LPW-U-3 PL-4-LPW-S-5 PL-04-2.2.2 repeated practice isStudents will understand that Students will relate the concept Students will explain the importance important for improvingpractice is a basic component of practice to the importance of of practice for improving skill development.



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for improving sport skills. learning new skills; explain why repeated appropriate practicecontributes to increased skill development

performance in games and sports.

PL-4-LPW-U-4Students will understand that rules impact the effective participation in physical activities.

PL-4-LPW-U-5Students will understand that personal and social behavior that shows respect to self and others impacts enjoyment and safety in physical activity settings.

PL-4-LPW-S-6Students will when participating in a variety of physical activities and games:

a) explain basic rules needed to make games fair

b) identify the need for rules in social settings and choose appropriate behaviors

c) demonstrate cooperation with partners and small groups

PL-04-2.2.4Students will explain basic rules for participating in simple games and activities needed to make games fair.

PL-04-2.2.5Students will explain how rules of play and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyable.

I can identify and explain the need for rules in social settings.

I can demonstrate the appropriate behaviors of sportsmanship in physical activity settings.

Rules

Sportsmanship

respect

PL-4-LPW-S-7Students will demonstrate and apply the concept of sportsmanship (e.g., complying with rules, responding appropriately) in games, sports and physical activities

PL-4-LPW-S-8Students will explain how rules of play and sportsmanship for spectators and participants during games or activities canmake them safe and enjoyable

VS-4-ES-U-2Students will understand that attitudes and work habits contribute to success at home, school and work.

VS-4-ES-S-5Students will describe how attitudes and work habits contribute to success at home, school and work by:

a) describing study skills needed in school

b) developing personal responsibilities for their own learning and behaviors

c) explaining how effective communication skills (e.g., reading, writing, speaking, andlistening) impacts

PL-04-4.2.1Students will describe how personal responsibility and good work habits (e.g., attendance, work done on time, follow directions) are important at home, school and work.

DOK 2

I can describe how my attitude, work habit and personal responsibility at home, school and work will help me besuccessful.

Responsibility

Attitude

Work Habit

Study Skills

Success

Consequences



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work-related situations and give examples for success at home, school and work

d) learning how to follow routines (e.g., rules, schedules, directions) with minimal supervision

e) identifying consequences for actions when disobeying rules and routines

f) identifying the importance of developing good work habits

VS-4-ES-S-7Students will identify how employability skills preparethem for obtaining and maintaining employment



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Big Idea: Consumer Decisions Second QuarterAcademic Expectations2.30 Students evaluate consumer products and services and make effective consumer decisions.2.33 Students demonstrate the skills to evaluate and use services and resources available in their community.5.4 Students use a decision-making process to make informed decisions among options.

Big Idea: Financial Literacy Academic Expectations2.30 Students evaluate consumer products and services and make effective consumer decisions.2.33 Students demonstrate the skills to evaluate and use services and resources available in their community.5.4 Students use a decision-making process to make informed decisions among options.

Big Idea: Psychomotor Skills (Physical Education) Academic Expectations2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.2.34 Students perform physical movements skills effectively in a variety of settings.2.35 Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout lives.4.1 Students effectively use interpersonal skills

Program of Studies:Understandings

Program of Studies: Skillsand Concepts

Related Core Content forAssessment


VS-4-CD-U-1Students will understand that fundamental economic concepts are important for consumer decision-making.

VS-4-CD-S-1Students will investigate economic concepts and why they are important for consumer decisions by:

a) examining how individuals and families make choices to satisfy needs and wants as they relate to consumer decisions

b) explain bartering, and how money makes it easier for people to get things they want

c) determining ways in which goods and services used by families impact theenvironment

PL-04-3.1.1Students will explain the difference between wants and needs as it relates to consumer decisions.

I can analyze the difference between needs and wants as it relates to consumer decisions.

Consumer Decision Making

Supply

Demand

Needs

Wants

VS-4-CD-U-2Students will understand that consumer decisions are influenced by economic and social factors.

VS-4-CD-U-3Students will understand that values have a role in makingconsumer decisions.

VS-4-CD-S-2Students will describe how culture, media and technology can influence consumer decisions by:

a) comparing and evaluating products and services based on major factors (e.g.,price, quality, features)

PL-EP-3.1.1Students will identify the difference between wants and needs as it relates to consumer decisions.

PL-04-3.1.2Students will identify major factors (price, quality, features) to consider when makingconsumer decisions and will

I can identify price, quality and features.

Price

Quality

Features



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when making consumer decisions

b) describing how different types of media, technology and advertising impact the family and consumer decision-making

c) identify ways in which consumer decisions (e.g., buying and selling) affect families and friends

compare and evaluate products and services based on these factors.

DOK 2PL-04-3.1.3Students will explain ways consumer’s buying practices are influenced by peer pressure and desire for status.

DOK 2

I can compare products and services.

I can describe an example of how peer pressure affects buying.

Consumers

Peer Pressure

VS-4-CD-S-3Students will identify ways that individuals have rights and responsibilities as a consumer

VS-4-CD-U-4Students will understand that consumer actions (e.g., reusing, reducing, recycling) influence the use of resources and impact the environment.

VS-4-CD-S-4Students will evaluate consumer actions (e.g., reusing, reducing, recycling) and how they influence the use of resources and impact the environment by:

a) describing how consumption, conservation, and waste management practices are related

b) identifying ways the physical environment is related to individual and community health

PL-04-3.1.4Students will identify and describe consumer actions (reusing, reducing, recycling) that impact the environment.

DOK 2PL-04-3.1.5Students will identify and explain the available health and safety agencies in a community that provide services:

Health department Fire department Sanitation Police

Ambulance services

I can identify and describe why consumers should reduce, reuse, recycle.

Reduce

Re-Use

Recycle

Environment

VS-4-CD-S-5Students will examine individual, family, and community roles and responsibilities by:

a) investigating a variety

I can describe how to Productive CitizenVS-4-CD-U-5 be a productive citizenStudents will understand that at home, school, and inan individual has multiple life the community.roles that impactresponsibility to be a valuablefamily and community



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of resources (e.g., current events, surveys, children’s magazines) and explain ways in which consumers are addressing the effects of renewable resources on the environment

b) describing jobs carried

member.



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out by people at school and in the communitythat support success in school

VS-4-Fl-U-1Students will understand that management of financial resources is needed to meet goals of individuals and families.

VS-4-Fl-S-1Students will explain how financial management is needed to meet goals of individuals and families by:

a) identifying goals pertaining to money that might affect individuals and families

b) describing different ways to save and invest money (e.g., piggy bank, local bank, savings bonds)

I can explain how money management is necessary to help me meet an individual goal and/or help my family meet family goals.

Goal Setting

Saving

VS-4-Fl-S-2Students will define credit andhow it can be used to make purchases

VS-4-Fl-U-2Students will understand that budgets are a basic component in making financial decisions.

VS-4-Fl-S-3Students will explain the purpose of a budget and define the basic components (income, expenses, savings)

PL-04-3.2.1Students will explain the purpose of a budget and define the basic components (income, expenses, savings).

DOK 2

I can explain the purpose of a budget.

Income

Expenses

Savings

VS-4-Fl-U-3Students will understand that various services are provided by financial institutions (e.g., banks, credit unions).

VS-4-Fl-S-4Students will investigate basic services (e.g., deposits, check cashing) provided by financial institutions (e.g., banks, creditunions)

I can describe the services that banks and other financial institutions provide for the community.

Banks

Credit Unions

Financial Institutions

PL-4-PS-U-1Students will understand that spatial awareness, motor skills and movement patterns are needed to perform a variety of physical activities.

PL-4-PS-U-2Students will understand that movement concepts, principles and strategies apply to the learning and

PL-4-PS-S-1Students will demonstrate a variety of locomotor and combination skills in a movement pattern

PL-4-PS-S-2Students will use nonlocomotor, locomotor and combination skills to demonstrate movements in creative sequences and in

PL-04-2.1.1Students will apply fundamental motor skills:Locomotor:

Walking Running Skipping Hopping Galloping Sliding Leaping Jumping

I can demonstrate and understanding of locomotor and nonlocomotor movements as they relate to physical activities.

Locomotor Walking Running Skipping Hopping Galloping Sliding Leaping Jumping

Non-Locomotor



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performance of physical activities.

simple patterned dances, games and other activities

PL-4-PS-S-3Students will demonstrate a variety of non-locomotor, locomotor and combination skills while participating in different games and sports

Nonlocomotor: Turning Twisting Bending Stretching Swinging Swaying Balancing

Fundamental manipulative skills: Hitting Kicking Throwing Catching Striking Dribbling

PL-04-2.1.2Students will explain the fundamental movement concepts:

Body awareness - what the body is doing

Space awareness - where the body moves

Time - how quickly the body moves

Effort - how the body moves

Relationship - relationships that occurwhile the body moves

Turning Twisting Bending Stretching Swinging Swaying Balancing

PL-4-PS-S-4Students will develop manipulative skills of throwing, catching, kicking and striking while developing motor skills (e.g., sliding, running, jumping) for use in games and other activities that lead to more complex games and sports (e.g., basketball, volleyball, soccer, softball)

PL-4-PS-S-5Students will demonstrate and explain how movement patterns are influenced by space, force and time

PL-4-PS-S-6Students will willingly try new movement and skills

PL-4-LPW-U-6Students will understand that regular participation in health- related, physical activity supports the goals of fitness and a healthier lifestyle throughout life.

PL-4-LPW-U-7Students will understand that principles and techniques are used to improve physical fitness.

PL-4-LPW-S-9Students will identify and participate in activities to enhance the health related fitness components (e.g., aerobic capacity/cardio- respiratory endurance, muscular endurance, muscular strength and flexibility)

PL-4-LPW-S-10Students will identify the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance); describe the meaning ofF.I.T.T. Principle (Frequency, Intensity, Type, Time)

PL-04-2.2.3Students will describe the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and the FITT Principle (Frequency, Intensity, Type, Time).

DOK 1

I can explain the FITT principles.

FITT Principles

Frequency Intensity Type Time



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Big Idea: Nutrition (Health Education) Third QuarterAcademic Expectations2.30 Students evaluate consumer products and services and make effective consumer decisions.2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.3.2 Students will demonstrate the ability to maintain a healthy lifestyle.3.5 Students will demonstrate self-control and self-discipline.5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.5.4 Students use decision-making process to make informed decisions among options.

Big Idea: Personal Wellness (Health Education) Grade 4 Academic Expectations2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.3.2 Students demonstrate the ability to maintain a healthy lifestyle.4.1 Students effectively use interpersonal skills.4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others.5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.5.4 Students use a decision-making process to make informed decisions among options.

Program of Studies: Understandings

Program of Studies: Skills and Concepts

Related Core Content for Assessment


PL-4-N-U-1Students will understand that proper nutrition is essential to growth and development.

PL-4-N-S-1Students will explain the role of the digestive system in nutrition

PL-4-N-S-4Students will identify nutrients which are important to growth and development of healthybodies

PL-04-1.2.1Students will identify foods containing nutrients (protein, carbohydrates, fats), which are important in the growth and development of healthy bodies.

I can describe why nutrients and foods are important to growth and development.

Nutrients

PL-4-N-U-2Students will understand that nutrients provide energy for daily living.

PL-4-N-S-4Students will identify nutrients which are important to growth and development of healthy bodies

PL-04-1.2.1Students will identify foods containing nutrients (protein, carbohydrates, fats), which areimportant in the growth and development of healthy bodies.

I can explain why food sources are important for the growth and development of healthy bodies.

Proteins

Fats

Carbohydrates

PL-4-N-U-3Students will understand that resources are available to assist in making nutritional choices.

PL-4-N-S-3Students will explain how to use resources (e.g., Food Guide Pyramid (FGP), Dietary Guidelines for Americans) in making healthful food choices

PL-4-N-S-5Students will identify and explain the nutritionalinformation provided on food

PL-04-1.2.2Students will describe key recommendations made in the Dietary Guidelines for Americans (weight management, physical activity, food groups to encourage) and the overall purpose of these guidelines

DOK 2

I can explain what the Dietary Guidelines are and their purpose.

Dietary Guidelines

Food Groups

Healthy choices



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labels

PL-4-PW-U-5Students will understand that behavioral choices affect physical, mental, emotional and social well-being and can have positive or negative consequences on one’shealth.

PL-4-PW-S-ATOD1Students will demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs:

a) distinguish between the use and misuse of drugs, alcohol and tobacco and identify the effects each use might have on the body

b) describe their effects on physical, mental, emotional and social health (e.g., effects on family life)

I can describe the effects and negative consequences that alcohol, tobacco and other drugs can haveon my personal health.

Negative Consequences

Personal Health

Alcohol

Tobacco

Drugs

PL-4-PW-U-6Students will understand that positive health habits prevent the spreading of diseases and injuries to self and others.

PL-4-PW-S-DP1Students will describe symptoms and treatments of:

a) communicable diseases (cold, strep throat and chicken pox)

b) non-communicable diseases (asthma,heart disease, diabetes, skin cancer)

PL-04-1.1.7Students will explain how strategies (e.g., diet, exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate protection from ultraviolet rays) promote good health and prevent communicable (cold, flu/influenza, measles, strep throat, lice) and non-communicable (heart disease, diabetes, obesity, cancer, asthma) diseases.

DOK 2

I can explain ways to promote good health habits.

Diet

Exercise

Non Communicable

Communicable

Diabetes

Heart DiseasePL-4-PW-S-DP2Students will demonstrate an understanding of how to maintain a healthy body by:

a) explaining how body systems work together (e.g., digestive, circulatory and respiratory systems)

b) listing body defenses that fight pathogens

c) describing ways pathogens from the environment enter the body

d) identifying and explaining behaviors that promote personal

Cancer

Asthma

Immunizations

Hygiene

Diseases



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hygiene (e.g., the use of grooming products) or can affect self and others in the prevention and spread of disease (e.g., hand washing, care of teeth and eyes, covering coughs and sneezes, sun protection)

e) describing reasons for regular visits to health care providers

PL-4-PW-U-1Students will understand that responsibility to oneselfpromotes health enhancing behaviors.

PL-4-PW-S-PPH1Students will describe the relationship between personalhealth behaviors and individual well-being

PL-04-1.1.6Students will describe how an individual’s behavior and choices relating to diet, exercise and rest affect body systems (e.g., circulatory, respiratory, digestive).

DOK 2PL-04-1.1.8Students will identify behavior choices (tobacco, alcohol, illegal drug use) that result in negative consequences.

DOK 1

I can explain how being responsible for my diet, rest and exercise can affect my body systems.

Respiratory

Digestive

Circulatory

Peer PressurePL-4-PW-S-PPH2Students will explain the characteristics of mental/emotional, social and physical health

I can explain the negative consequencesof tobacco and alcohol.

Negative Consequences

TobaccoPL-4-PW-S-PPH3Students will explain and exhibit responsibility to oneself and others

Alcohol

Illegal Drug Use

PL-4-PW-S-PPH4Students will describe how individual behaviors and choices of diet, exercise and rest affectthe body

PL-4-PW-U-2Students will understand that physical, emotional and social changes are normal and each individual is unique in the growth and development process.

PL-4-PW-S-GD1Students will explain why growth and development are unique to each individual

PL-4-PW-S-GD2Students will develop an awareness of the interrelatedness of body functions and the impact lifestyle choices has on body systems

PL-04-1.1.3Students will describe how physical, social and emotional changes occur during preadolescence.

I can explain why growth and development are special for each individual.

Physical Changes

Social Changes

Emotional Changes

Preadolescence

PL-4-PW-S-GD3Students will describe physical,



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social and emotional changes that occur during preadolescence

PL-4-PW-U-5Students will understand that behavioral choices affect physical, mental, emotional and social well being and can have positive or negative consequences on one’s health.

PL-4-PW-S-ATOD1Students will demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs:

a) distinguish between the use and misuse of drugs, alcohol and tobacco and identify the effects each use might have on the body.

b) Describe their effects on physical, mental, emotional and social health (e.g., effects onfamily life).

I can explain how poor choices can affect my physical, mental, emotional and social well being.

Choices

Personal Health

I can explain the negative consequences that tobacco and alcohol will have on my physical, mental and social health.



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Big Idea: Career Awareness, Exploration, Planning Fourth QuarterAcademic Expectations2.36 Students use strategies for choosing and preparing for a career.2.37 Students demonstrate skills and work habits that lead to success in future schooling and work.5.4 Students use a decision-making process to make informed decision among options.

Big Idea: Employability Skills Academic Expectations4.2 Students use strategies for choosing and preparing for a career.2.37 Students demonstrate skills and work habits that lead to success in future schooling and work.3.6 Students demonstrate the ability to make decisions based on ethical values.4.1 Students effectively use interpersonal skills.4.2 Students use productive team membership skills.

Big Idea: Communication/Technology Academic Expectations1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.2.37 Students demonstrate skills and work habits that lead to success in future schooling and work.

Program of Studies:Understandings

Program of Studies: Skillsand Concepts

Related Core Content forAssessment


VS-4-CAEP-U-1Students will understand that people need to work to meet basic needs.

VS-4-CAEP-S-1Students will explain why people need to work (e.g., chores, jobs, employment) to meet basic needs (e.g., food, clothing,shelter)

PL-04-4.1.1Students will explain why people need to work (e.g., chores, jobs, employment) to meet basic needs (food, clothing, shelter).

I can identify and explain why it is necessary for people to work.

Basic Needs

Self Satisfaction

Enjoyment

VS-4-CAEP-U-2Students will understand that a variety of career choices are available in planning for job/careers.

VS-4-CAEP-U-3Students will understand that the connection between work and academics can influence one’s future job/career.

VS-4-CAEP-S-3Students will investigate the connection between work and learning and how it can influence one’s future job/career by:

a) explaining different jobs/careers that use what they learn in school (mathematics, reading/writing, science, social studies) impacts future jobs/careers

b) describing work done by school personneland other individuals in the community

PL-04-4.1.2Students will identify jobs (e.g., farmer, nurse, truck driver) relating to Kentucky’s Career Clusters and describe these jobs/careers.

PL-04-4.1.3Students will describe how academic classes (e.g., reading and writing) relate to various jobs/careers.

DOK 1

I can explain why academic classes relate to various careers.

Academic Classes Math Reading Writing Science Social Studies Art Music Computer Lab

VS-4-CAEP-U-4Students will understand that individual and societal needs can impact futurejobs/careers.

VS-4-CAEP-S-2Students will recognize that the roles of individuals at home, in the workplace, and in thecommunity are constantly

I can evaluate how individual and societal needs can impact future jobs/careers.

Societal Needs



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changing

VS-4-CAEP-S-4Students will evaluate how individual and societal needs can impact future jobs/careers by:

a) recognizing how career choices may change as a person matures

b) examining andgrouping careers in clusters

VS-4-CAEP-U-5Students will understand that self-knowledge is an important part of the career planning process.

VS-4-CAEP-S-5Students will recognize self- knowledge (e.g., interests, abilities) is helpful when selecting and preparing for a career path and that unique interests may lead to careerchoices

VS-4-ES-U-1Students will understand that interpersonal skills are needed to be a responsible friend, family and teammember.

VS-4-ES-S-4Students will explain how interpersonal skills are needed to be a responsible friend, family and team member by:

a) identifying ways to cooperate at both home and school

b) learning theimportance of developing good team skills (e.g., cooperation, communication) and explain how these skills are used to complete tasks

c) demonstrating how to work cooperatively bycontributing ideas, suggestions and efforts

PL PL-04-4.2.2Students will describe team skills (e.g., cooperation, communication) and explain how these skills are used to complete tasks more efficiently at home, school and work.

DOK 2

I can explain how team skills are needed to be a responsible individual at home, school and work.

Team Skills

Responsible

Communication

Home

School

Work

school and workd) learning how to follow

routines (e.g., rules, schedules, directions) with minimal supervision

e) identifying consequences



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foractions when



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disobeying rules and routines

f) identifying the importance of developing good work habits

VS-4-ES-S-7Students will identify how employability skills prepare them for obtaining andmaintaining employment

VS-4-ES-U-3Students will understand that academics contribute to obtaining and succeeding in employment.

VS-4-ES-S-6Students will examine potential job/careers in the community

VS-4-ES-S-8Students will identify ways academics can impact successin employment

I can explain how academic classes relate to various careers.

I can identify various careers that are available for me in the future.

Academic Classes

Careers

VS-4-CTS-U-1Students will understand that technology skills can enhance learning and impact productivity at home, school and the workplace.

VS-4-CTS-S-1Students will explore how technology is used in different jobs/careers

VS-4-CTS-S-2Students will investigate how technology in school and at work enhances learning and provide access to information and resources by:

a) explain how technology tools (e.g., computer programs, Internet, email, cell phones) are used inhomes, schools and jobs

PL-EP-4.3.1Students will identify technology tools (e.g., electronic games, phones, computers) that are used in homes and schools.

DOK 1

I can explain the use of various types of technology at home and school.

Technology

VS-4-CTS-U-2Students will understand that communication skills is essential for jobs/careers.

VS-4-CTS-S-3Students will identify ways written communication skills areused at school and in the workplace

I can explain why communication skills are necessary in a variety of ways at home, school, and at work.

Communication Skills

microsoft word - plvs - 4th doc 7-21-07.doc · web viewstudents will develop manipulative skills...

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