Download Social Studies – Grade 8

Health Education – Grade 5
CURRICULUM OVERVIEW
Third Grading Period – Week 1
Big Idea
Unit Rationale
In Health Education, students recognize ways to enhance and maintain health
throughout the life span.
Students will be informed and recognize family health information.
Skills
Concepts
TEKS
TEKS Specificity - Intended Outcome
I Can
Including, but not limited to:

describe daily and weekly activities that promote
the health of a family. (5.8B)
5.8 B Describe daily and weekly activities that promote the health of a family.
5.8 B Describe daily and weekly activities that promote the health of a family.
Evidence of Learning
1. Students will successfully know activities that promote the health of the family 80% of the time.
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 1 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 What procedures would you recommend for activities that promote the health
of the family?
 How might taking time to talk benefit the health of family members?
 How does praise and encouragement from family members affect a person’s
emotional health?
 Need to know appropriate health information in order to stay healthy.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Have students
 participate in Life Skills Critical Thinking Activity. (A67)
 work in groups brainstorming the importance of communication skills.
 list some activities that they and their family enjoy doing together and visit the
Physical Education Connection.(5.8B)
Vocabulary: (Pertinent to the learning – specific)
 communication
 family
 lifestyle
Assessment for Learning
So students can….
 demonstrate understanding of concepts and
skills through classroom discussion, and
completion of activities. (5.8B)
 know how various factors influence individual
and the family. (5.8B)
 describe activities that promote the health of
the family.(5.8B)
Vocabulary: (Spanish)
 comunicación
 familia
 forma de vida
Resources
Bienestar Coordinated School Health
Program
The Great Body Shop
Macmillan/McGraw-Hill Health &
Wellness
Teacher Edition
Chapter 2
Family and Social Health
Lesson 4
Health in the Family
Transparency 43
Graphic Organizer: Four-Column Chart
Health Masters, page 19
Health and Physical Education
Website
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who are having difficulty?


Have students pair up with a partner
Provide frequent feedback
What procedures would you recommend for activities
that promote the health of the family?
What do you do for students who master the learning
quickly?
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Will all students who learn and practice healthy lifestyle
habits be prepared for college life physical challenges,
good study habits, nutritional and healthy choices?
Page 2 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Health Education – Grade 5
CURRICULUM OVERVIEW
Third Grading Period – Week 2
Big Idea
Unit Rationale
In Health Education, students recognize ways to enhance and maintain health
throughout the life span.
Students need to know and understand the benefits of managing stress.
Skills
Concepts
TEKS
TEKS Specificity - Intended Outcome
I Can
Including, but not limited to:
5.6 G Describe strategies for stress management.

manage stress.(5.6G)
5.6 G Describe strategies for stress management.
Evidence of Learning
1. Students will successfully know the benefits of stress management 80% of the time.
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 3 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions





Essential Pre-requisite Skills

What ways would you recommend for managing stress?
Do emotions have a powerful affect on our health?
How are eustress and distress alike?
Why should you avoid foods that contain caffeine?
How does getting enough sleep help a person to manage stress?
Need to know the benefits of stress management.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Assessment for Learning
So students can….
Have students
 review the definition of stress management


name some situations that cause stress.

review “Stress In The Body” handout, (page 18)


use a cause and effect chart to list stressors someone might experience
every day and the kinds of stress that results from those stressors.


apply the four tips for managing stress.

create a list of things you can do to reduce stress.(5.6G)
Vocabulary: (Pertinent to the learning – specific)

strategies

stress

distress

stressor

relationships

eustress

sufrimiento

relajación

endorphins
Resources
demonstrate understanding of concepts
through classroom discussion, and
completion of activities . (5.6G)
recognizes the strategies for stress
management. (5.6G)
understand what stress is and how it
affects your body. (5.6G)
Vocabulary: (Spanish)

estrategia

estrés

senal de socorro

stressor

relación

eustress

distress

relaxation

endorphins
The Great Body Shop
Exercise!
Lesson 3
The Benefits of Exercise
Macmillan/McGraw-Hill Health &
Wellness
Teacher Edition
Chapter 5
Personal Health and Physical Activity
Lesson 4
Be Physically Active
Health Masters, page 77
Lesson 7
Personal Health and Physical Activity
page C39
Bienestar Coordinated School Health
Program
http://itls.saisd.net/dvds
Life Skills 101:Dealing with Stress
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who are having difficulty?



What ways would you recommend for managing stress?
Have students pair up with a partner
Provide frequent feedback
Use Leveled Activities
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Will all students who learn and practice healthy lifestyle
habits be prepared for college life physical challenges,
good study habits, nutritional and healthy choices?
What do you do for students who master the learning
quickly?
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 4 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Health Education – Grade 5
CURRICULUM OVERVIEW
Third Grading Period – Week 3
Big Idea
Unit Rationale
In Health Education, students understand the basic structures and functions of the
human body and how they relate to personal health throughout the life span.
Students need to identify the major components of the respiratory system.
Skills
Concepts
TEKS
TEKS Specificity - Intended Outcome
5.2 A Describe the structure, functions and interdependence of major body systems.
I Can
Including, but not limited to:

identify the major components of the respiratory
system. (5.2A)
5.2 A Describe the structure, functions and interdependence of major body systems.
Evidence of Learning
1 .Students will successfully identify the major systems of the body 80% of the time.
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 5 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions




Essential Pre-requisite Skills
What is the importance of the respiratory system?
What would you recommend to protect the respiratory system?
What are some body parts that make up this system?
Why is it important to examine the label of household products before using
them?
 Need to know the major body systems.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Assessment for Learning
So students can….
Have students
 predict the main function of the respiratory system.
 (helps the body use the air you breathe.)
 brainstorm some of the body parts that make up this system.
 complete Lesson 1: The Respiratory System.
 in small cooperative groups draw a life-size model and label parts of the respiratory system.
 read the front page of the student issue.
 discuss the functions of the trachea, esophagus, and epiglottis.
 discuss that caring for the respiratory system helps care for all body systems.(5.2A)
Vocabulary: (Pertinent to the learning – specific)
 respiratory
 oxygen
 cilia
 trachea
 bronchi
 bronchiole
 alveoli
 diaphragm
 vocal cords
 nasal
Resources
 recognize the basis structures and
functions of the human body.
(5.2A)
 understand how basic structures
and functions relate to personal
health throughout the life span.
(5.2A)
 know the functions of the
respiratory system.(5.2A)
Vocabulary: (Spanish)
 respiratory
 oxígeno
 cilium
 traqurea
 bronchus
 bronchiole
 alveolo
 diafragma
 vocales
 nasal
The Great Body Shop
Love Your Lungs
Lesson 1
The Respiratory System
Macmillan/McGraw-Hill Health &
Wellness
Teacher Edition
Chapter 3
Growth and Development
Lesson 2
Your Heart and Lungs
Transparency 11
Cause and Effect Table
Health Masters, pages 37,38 & 29
Bienestar Health Program
Health and Physical Education
Website
http://www.powermediaplus.com/
player.asp?mediaID=1337
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who are having difficulty?
What is the importance of the respiratory system?
 Have students pair up with a partner
 Provide frequent feedback
What do you do for students who master the learning
quickly?
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Will all students who learn and practice healthy lifestyle
habits be prepared for college life physical challenges,
good study habits, nutritional and healthy choices?
Page 6 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Health Education – Grade 5
CURRICULUM OVERVIEW
Third Grading Period – Week 4
Big Idea
Unit Rationale
In Health Education, students understand how to recognize health information.
Students need to identify the major systems of the body.
TEKS
TEKS Specificity - Intended Outcome
Concepts
5 .4A Explain how to maintain the healthy status of body systems such as avoiding smoking to protect the lungs.
Skills
I Can
Including, but not limited to:
5 .4A Explain how to maintain the healthy status of body systems such as avoiding smoking to protect the lungs.

maintain my respiratory system.
(5.4A)
Evidence of Learning
Students will successfully explain hot to maintain the healthy status of the body system 80% of the time.
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 7 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 What is the importance of avoiding smoking?
 What would you recommend as alternatives to the use of tobacco?
 What conclusions can you make about maintaining the healthy status of our
body systems?
 Need to identify the major systems of the body when seeking health information.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Assessment for Learning
So students can….
Have students
 list ways to keep the respiratory system healthy.
 complete Lesson 3, Model lesson.
 discover through simulation the effects of smoking on the lungs by
participating in the straw experiment.
 read page 5 of student issue and add to the Lung Diagram any additional
information they learned from reading.
 list 3 short and long term consequences of smoking.(5.4A)
Vocabulary: (Pertinent to the learning – specific)
 maintain
 smoking
 healthy
Resources
 demonstrate understanding of concepts
through classroom discussion, and completion
of activities. (5.4A)
 recognizes behaviors that prevent disease.
(5.4A)
 understand how to maintain the healthy status
of body systems. (5.4A)
Vocabulary: (Spanish)
 mantener
 fumar
 sano
Coordinated School Health Program
The Great Body Shop
Love Your Lungs
Lesson 3
Smoking and Your Lungs
Macmillan/McGraw-Hill Health &
Wellness
Teacher Edition
Chapter 3
Growth and Development
Lesson 2
Your Heart and Lungs
Transparency 11
Cause and Effect Table
Health Masters, pages 37,38 & 29
Bienestar Health Program
http://itls.saisd.net/dvds
Lorne's Big Decision
Health and Physical Education
Website
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who are having difficulty?
 Have students pair up with a partner
 Provide frequent feedback
What do you do for students who master the learning
quickly?
SAISD © 2008-09 – Third Grading Period
What is the importance of avoiding smoking?
Health Education Grade 5
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Will all students who learn and practice healthy lifestyle
habits be prepared for college life physical challenges,
good study habits, nutritional and healthy choices?
Page 8 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Health Education – Grade 5
CURRICULUM OVERVIEW
Third Grading Period – Week 5
Big Idea
Unit Rationale
In Health Education, students recognize behaviors that prevent disease and speed
recovery from illness.
Students need to know that health information is essential in maintaining their health.
Skills
Concepts
TEKS
TEKS Specificity - Intended Outcome
I Can
Including, but not limited to:
5.4 B Relate the importance of immunizations in disease prevention.

This is a pre-lesson for the HIV Unit.
understand the importance of
immunizations (5.4B)
5.4 B Relate the importance of immunizations in disease prevention.
Evidence of Learning
1. Students will successfully explain the importance of immunizations in disease prevention 80% of the time.
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 9 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions





Essential Pre-requisite Skills
 Need to understand immunizations.
Why is it important to be immunized?
What makes up blood?
What do you think the immune system does?
How does the word immune relate to immunization?
Why is it necessary to get more than one flu shot in your lifetime?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Assessment for Learning
So students can….
Have students
 discuss prior knowledge of blood and the immune system.
 review what they learned in the 4th grade about the Circulatory system.
 complete Model Lesson starting with” What Do We Need To Learn?”
 read “Your Immune System”, page 4 of student issue and review the Army in
Your Body activity from the 4th grade.(5.4B)
Vocabulary: (Pertinent to the learning – specific)
 immunization
 disease
 prevention
 plasma
 platelets
 clotting
 hemoglobin
 scab
 pus
Resources
 demonstrate understanding of concepts
through classroom discussion, and completion
of activities.(5.4B)
 recognize the behaviors that prevent
disease.(5.4B)
 analyze the importance of immunization in
disease prevention.(5.4B)
Vocabulary: (Spanish)
 inmunización
 enfermedad
 prevencion
 plasma
 plaquetas
 coagulacion
 hemoglobina
 tapajunta
 pus
Bienestar Coordinated School Health
The Great Body Shop
About Blood and HIV
Lesson 2
Your Blood and Your Immune System
Macmillan/McGraw-Hill Health &
Wellness
Teacher Edition
Chapter 8
Communicable and Chronic Diseases
Lesson 2
How Your Body Fights Infection
Health Masters, pages 123-124
Health and Physical Education
Website
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who are having difficulty?
 Have students pair up with a partner
 Provide frequent feedback
Why is it important to be immunized?
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Will all students who learn and practice healthy lifestyle
habits be prepared for college life physical challenges,
good study habits, nutritional and healthy choices?
What do you do for students who master the learning
quickly?
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 10 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Health Education – Grade 5
CURRICULUM OVERVIEW
Third Grading Period – Week 6
Big Idea
Unit Rationale
In Health Education, students recognize behaviors that prevent disease and speed
recovery from illness.
Students need to identify how the body systems fight disease.
Skills
Concepts
TEKS
TEKS Specificity - Intended Outcome
5.4 D List the effects of harmful viruses on the body such as polio, Human Immunodeficiency Virus (HIV), and the
common cold.
This is a two week HIV unit that requires a team approach with the school nurse, guidance counselor
and Health teacher. The nurse or guidance counselor will distribute/ collect the permission slips. (E-17). Only
students that return the permission slips may participate in this unit. Be sure to send home the Parents’
Bulletin before starting the lessons.
I Can
Including, but not limited to:
 understand the harmful effects of viruses on the
body.(5.4D)
5.4 D List the effects of harmful viruses on the body such as polio, Human Immunodeficiency Virus (HIV), and the
common cold.
Evidence of Learning
1. Students will successfully identify the effects of harmful viruses on the body 80% of the time.
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 11 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 What is the significance of harmful viruses on the body?
 How HIV does affect the immune system?
 What type of pathogens causes AIDS?
 Need to know about the effects of harmful viruses on the body. (previous lessons)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Assessment for Learning
So students can….
Have students
 review what they learned about the immune system from previous lessons.
 complete the Model Lesson in Lesson 3.
 as a class participate together in Science Activity 14: HIV in the Body, page 45
to understand how HIV multiplies in the body.(5.4D)
Vocabulary: (Pertinent to the learning – specific)
 viruses
 circulatory system
 blood
 AIDS
 acquired
 Polio
 immunization
 deficiency
 syndrome
Resources
 demonstrate understanding of concepts
through classroom discussion, and
completion of activities. (5.4D)
 recognizes behaviors that prevent disease
and speeds recovery from illness.(5.4D)
 discovers the effects of harmful viruses on
the body.(5.4D)
Vocabulary: (Spanish)
 virus
 sistema de la sangre
 sangre
 sida
 adquirido
 Polio
 immunization
 deficiencia
 sindrome
Bienestar Coordinated School Health
The Great Body Shop
About Blood and HIV
Lesson 3
HIV, Enemy Of The Immune System
Coordinated School Health Program
Macmillan/McGraw-Hill Health &
Wellness
Teacher Edition
Chapter 8
Communicable and Chronic Diseases
Lesson 1
Communicable Diseases
Transparency
Cause and Effect Table
Health Masters, pages 123-124
Health and Physical Education
Website
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who are having difficulty?
 Have students pair up with a partner
 Provide frequent feedback
What is the significance of harmful viruses on the body?
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Will all students who learn and practice healthy lifestyle
habits be prepared for college life physical challenges,
good study habits, nutritional and healthy choices?
What do you do for students who master the learning
quickly?
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 12 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Health Education – Grade5
CURRICULUM OVERVIEW
Third Grading Period – Week 7
Big Idea
Unit Rationale
In Health Education, students recognize behaviors that prevent disease and speed
recovery from illness.
Students need to identify how the body systems fight disease.
Skills
Concepts
TEKS
TEKS Specificity - Intended Outcome
5.4 D List the effects of harmful viruses on the body such as polio, Human Immunodeficiency Virus (HIV), and the
common cold.
I Can
Including, but not limited to:

understand the harmful effects of viruses on the
body.(5.4D)
5.4 D List the effects of harmful viruses on the body such as polio, Human Immunodeficiency Virus (HIV), and the
common cold.
Evidence of Learning
1.
Students will successfully identify the effects of harmful viruses on the body 80% of the time.
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 13 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 What is the significance of harmful viruses on the body?
 How HIV does affect the immune system?
 What type of pathogens causes AIDS?
 Need to know about the effects of harmful viruses on the body. (previous lessons)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Assessment for Learning
So students can….
Have students
 review the circulatory system.
 explain the meaning of a virus.
 follow up on previous lessons.(5.4D)
 demonstrate understanding of concepts
through classroom discussion, and
completion of activities. (5.4D)
 recognizes behaviors that prevent disease
and speeds recovery from illness.(5.4D)
 discovers the effects of harmful viruses on
the body.(5.4D)
Vocabulary: (Pertinent to the learning – specific)
 viruses
 circulatory system
 blood
 AIDS
 acquired
 Polio
 immunization
 deficiency
 syndrome
Vocabulary: (Spanish)
 virus
 sistema de la sangre
 sida
 adquirido
 Polio
 immunization
 deficiencia
 sindrome
Resources
Bienestar Coordinated School Health
The Great Body Shop
About Blood and HIV
Lesson 3
HIV, Enemy Of The Immune System
Coordinated School Health Program
Macmillan/McGraw-Hill Health &
Wellness
Teacher Edition
Chapter 8
Communicable and Chronic Diseases
Lesson 1
Communicable Diseases
Transparency
Cause and Effect Table
Health Masters, pages 123-124
Health and Physical Education
Website
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who are having difficulty?
How HIV does affect the immune system?
 Have students pair up with a partner
 Provide frequent feedback
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
Will all students who learn and practice healthy lifestyle
habits be prepared for college life physical challenges,
good study habits, nutritional and healthy choices?
What do you do for students who master the learning
quickly?
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 14 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Health Education – Grade 5
CURRICULUM OVERVIEW
Third Grading Period – Week 8
Big Idea
Unit Rationale
In Health Education, students recognize behaviors that prevent disease and speed
recovery from illness.
Students need to use and understand the difference between myth and fact.
Concepts
TEKS
TEKS Specificity - Intended Outcome
I Can
Including, but not limited to:

distinguish between myth and fact (3.9D)
5. 4 C Distinguish between myth and fact related to disease and disease prevention.
Skills
5. 4 C Distinguish between myth and fact related to disease and disease prevention.
Evidence of Learning
1.
Students will successfully distinguish between myth and fact 80% of the time.
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 15 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 How would you decide if something is a myth or a fact?
 What is the difference between a myth and a fact?
 Need to know the difference between myth and fact.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Assessment for Learning
So students can….
Have students
 predict what a myth is and what a fact is.
 analyze how HIV can and cannot be transmitted.
 create a list of any myths they have heard either from their family or friends
and how they can dispel them.
 using teacher generated statements, such as, “You can get a wart from
touching a frog,” or “Washing your hands is a good way to prevent the
spread of germs,” have students decide which is a myth or a fact.
 Complete Activity 8: Myth Or Fact, page 33.(5.4C)
Vocabulary: (Pertinent to the learning – specific)
 myth
 fact
 family
 dispel
 assistance
Resources
Bienestar Coordinated School Health
 demonstrate understanding of concepts
through classroom discussion, and completion
of activities (5.4C))
 describe the difference between myth and fact
related to disease and disease
prevention.(5.4C)
 The Great Body Shop
Danger Ahead: the Truth About Drugs
About Blood and AIDS
Lesson 3:HIV, Enemy of the Immune
System
(TS)
Vocabulary: (Spanish)
 mito
 hecho
 familia
 dispel
 asistencia
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who are having difficulty?
 Have students pair up with a partner
 Provide frequent feedback
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
How would you decide if something is a myth or a fact?
Will all students who learn and practice healthy lifestyle
habits be prepared for college life physical challenges,
good study habits, nutritional and healthy choices?
What do you do for students who master the learning
quickly?
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 16 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Health Education – Grade5
CURRICULUM OVERVIEW
Third Grading Period – Week 9
Big Idea
Unit Rationale
In Health Education, student s know how to utilize health information.
Students need to have the ability to analyze health information.
Skills
Concepts
TEKS
TEKS Specificity - Intended Outcome
5.3A Describe methods of accessing health information.
5.3 B Demonstrating ways to communicate health information such as posters, videos, and brochures.
I Can
Including, but not limited to:

find health information.(5.3A)

communicate health information.(5.3B)
5.3A Describe methods of accessing health information.
5.3 B Demonstrating ways to communicate health information such as posters, videos, and brochures.
Evidence of Learning
1.
2.
Students will successfully access health information80% of the time.
Students will successfully demonstrate ways to communicate health information 80% of the time.
SAISD © 2008-09 – Third Grading Period
Health Education Grade 5
Page 17 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions




Essential Pre-requisite Skills
 Need to know basic components of accessing health information.
How can you improve your health?
What is the importance of accessing health information?
What ways would you recommend to communicate health information?
What is reliable information?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Assessment for Learning
So students can….
Have students
 predict how they obtain health information.
 tell where they go to get information on health topics.
 create a list of web sites on health information.
 using the telephone directory locate different resources for health information.
 using the United Way as a resource, count how many resources can be
found.
 create different posters on health topics.
 complete “Plan for a Healthy Life” study guide.(5.3AB)
 demonstrate understanding of concepts
through classroom discussion, and completion
of activities. (5.3AB)
 describe methods of accessing health
information. . (5.3AB)
 demonstrate ways to communicate health
information. (5.3AB)
Vocabulary: (Pertinent to the learning – specific)
 methods
 communicate
 directory
 resource
 posters
 videos
 brochures
Vocabulary: (Spanish)
 método
 comunicar
 directorio
 recurso
 póster
 vídeo
 folleto
Resources
Bienestar Coordinated School Health
The Great Body Shop
Macmillan/McGraw-Hill
Health & Wellness
Lesson 2
Plan for a Healthy Life
Page A11
Study Guide, Page 4
Plan for a Healthy Life
Chapter 9
Lesson 1
What Smart Consumers Know
Bienestar Health Program
Health and Physical Education
Website
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who are having difficulty?
 Have students pair up with a partner
 Provide frequent feedback
What do you do for students who master the learning
quickly?
SAISD © 2008-09 – Third Grading Period
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Career/Life
What is the importance of accessing health information?
Health Education Grade 5
Will all students who learn and practice healthy lifestyle
habits be prepared for college life physical challenges,
good study habits, nutritional and healthy choices?
Page 18 of 18
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.