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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.