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Health 6
Consensus Curriculum Map 2013-2014
Monday, October 28, 2013, 11:10AM
Power Standards (key
concepts)
Introductio Health, Phys Ed, FCS,
n to
Intermediate , Personal
Wellness Health and Fitness
Health Education
(Week 1, 4 1. Students will understand
Weeks)
human growth and
development and recognize
the relationship between
behaviors and healthy
development. They will
understand ways to promote
health and prevent disease
and will demonstrate and
practice positive health
behaviors.


demonstrate the
necessary
knowledge and
skills to promote
healthy
adolescent
development
analyze the
multiple
influences which
affect health
decisions and
behaviors.
Health, Phys Ed, FCS,
Intermediate , A Safe and
Healthy Environment
Health Education
1. Students will demonstrate
personally and socially
responsible behaviors. They
will care for and respect
themselves and others. They
will recognize threats to the
environment and offer
appropriate strategies to
minimize them.

assess
potentially
dangerous
situations and
demonstrate the
skills to avoid or
reduce their risks
Big
Essential
Attitudes/Habit
Ideas/Understandin Questions/Knowled
Skills
s of Mind
gs
ge
Assessment Evidence
Individuals are
What health knowledge
responsible for personal do I need to know and
health behaviors.
be able to use to be
safe, healthy and
achieve the New York
Choosing health
State and National
products and services
Standards?
based on valid
Does classroom
information is a
environment effect
challenge for all
learning?
consumers.
Do personal choices and
behaviors affect your
longevity?
Making healthy choices
now will affect future
health and longevity.
Self Assessment
Self Assessment
Personal Wellness Profile
Wellness Self Assessment
Longevity
Introduction - Just Self Management (SMI1, SMI2, SMI3, SMI4, SMI6, SMI7)
Thought You
Planning and Goal Setting (PGI1, PGI4, PGI6, PGI7)
Would Like to
Know, Tools You
Need for the Task
of Growing Up,
Classroom
Ground Rules,
Put Downs vs,
Boosters, Getting
to Know Each
Other, Personal
Interests
Personal
Assessments Wellness SelfAssessment,
Longevity, What's
Your Health IQ?
Vocabulary;
academic and
content domain
specific
ATM (Assignment,
Time, and Materials),
Boosters, Putdowns, Wellness,
Self-Assessment,
Longevity, IQ,
Personal, Profile
Resources/Less
on Plans
Power Standards (key
concepts)
Big
Essential
Attitudes/Habit
Ideas/Understandin Questions/Knowled
Skills
s of Mind
gs
ge
Assessment Evidence
Relationship
management skills are
essential in today's
complex society.
A safe and healthy
environment promotes
care and respect for self
and others.
Other written assessments
Journal Writing
3-Legged Stool
What Do I Like About Being
Me?
Taking the First Step
Values
Speaking/Listening
Vocabulary;
academic and
content domain
specific
Health, Phys Ed, FCS,
Intermediate , Resource
Management
Health Education
1. Students will understand
the influence of culture,
media, and technology in
making decisions about
personal and community
health issues. They will know
about and use valid health
information, products, and
services. Students will
advocate for healthy families
and communities.


analyze how
media and
technology
influence the
selection of
health
information,
products and
services
recognize how
cultural beliefs
influence health
behaviors and
the use of health
services
Life Skills
Health, Phys Ed, FCS,
Intermediate , Personal
Health and Fitness
(Week 5, 5 Health Education
Weeks)
1. Students will understand
human growth and
development and recognize
the relationship between
behaviors and healthy
development. They will
understand ways to promote
health and prevent disease
and will demonstrate and
practice positive health
behaviors.


demonstrate the
necessary
knowledge and
skills to promote
healthy
adolescent
development
analyze the
multiple
influences which
affect health
What skills do
adolescents need to be
successful learners and
citizens?
Does responsible
behavior lead to
healthier living?
What is the impact of
enhanced
communication skills on
relationships and
academic achievement?
Life-Skills - Selfconfidence,
Responsibility,
Responsible
Situations, SRO Common Crimes,
Feeling
Appreciated,
Values,
Nonverbal
Nonlistening,
Verbal
Nonlistening,
Effective
Listening, Video:
Between You and
Me - Learning to
Communicate,
Communication
Self-Evaluation
Self Management (SMI1,SMI2,SMI3,SMI4)
Relationship Management
(RMI1,RMI2,RMI3,RMI4,RMI5,RMI6,RMI7,RMI8,RMI9,R
MI10)
Communication (CMI1,CMI2,CMI3,CMI4,CMI5,CMI6)
self-confidence,
Skills, Appreciation,
Being Responsible,
Values - Respect for
Others, Kindness, A
Healthy Lifestyle,
Responsibility,
Honesty, Courage,
Self-discipline,
Service, Commiment
to Family - nonverbal, verbal, body
language, FAT,
effective listening,
active listening, 3C's,
negotiation,
Resources/Less
on Plans
Power Standards (key
concepts)
Big
Essential
Attitudes/Habit
Ideas/Understandin Questions/Knowled
Skills
s of Mind
gs
ge
Assessment Evidence
Vocabulary;
academic and
content domain
specific
decisions and
behaviors.
Health, Phys Ed, FCS,
Intermediate , A Safe and
Healthy Environment
Health Education
1. Students will demonstrate
personally and socially
responsible behaviors. They
will care for and respect
themselves and others. They
will recognize threats to the
environment and offer
appropriate strategies to
minimize them.

Dealing
with
Emotions
demonstrate
personal and
social skills
which enhance
personal health
and safety
Health, Phys Ed, FCS,
Intermediate , Personal
Health and Fitness
Health Education
(Week 10, 1. Students will understand
7 Weeks) human growth and
development and recognize
the relationship between
behaviors and healthy
development. They will
understand ways to promote
health and prevent disease
and will demonstrate and
practice positive health
behaviors.



apply prevention
and risk
reduction
strategies to
adolescent
health problems
demonstrate the
necessary
knowledge and
skills to promote
healthy
adolescent
development
analyze the
multiple
influences which
affect health
decisions and
Emotional development
is a continuing process
and affects all aspects of
life.
An individual's emotional
needs, feelings and
outlook influence overall
health and well-being.
A safe and healthy
enviroment promotes
care and respect for self
and others.
How can personal,
social, or environmental
stressors affect social
development?
What is the impact of
stress on personal,
emotional and social
health?
How can individuals
develop strategies for
reducing stress and
improving quality of life?
Emotions, Pits to
Peaks, Video:
Cooling A Hot
Situation, Stress
Management,
Stereotypes,
Labeling,
Friendships,
What, Why and
How Messages
Relationship Management (RMI1, RMI2, RMI3, RMI4,
RMI5, RMI7)
Stress Management (STI1, STI2, STI3, STI4, STI5, STI6,
STI7,STI8, STI9)
Communication (CMI2, CMI 3, CMI4, CMI5, CMI6, CMI7,
CMI8)
Decision Making (DMI4, DMI5)
FAT, effective
listening, active
listening, 3C's,
negotiation,
paraphrasing, mixed
message, feedback,
emotion, TEA,
stereotypes, labeling,
cliques, including,
excluding,
Resources/Less
on Plans
Power Standards (key
concepts)
Big
Essential
Attitudes/Habit
Ideas/Understandin Questions/Knowled
Skills
s of Mind
gs
ge
Assessment Evidence
Vocabulary;
academic and
content domain
specific
behaviors.
Health, Phys Ed, FCS,
Intermediate , A Safe and
Healthy Environment
Health Education
1. Students will demonstrate
personally and socially
responsible behaviors. They
will care for and respect
themselves and others. They
will recognize threats to the
environment and offer
appropriate strategies to
minimize them.

demonstrate
personal and
social skills
which enhance
personal health
and safety
Health, Phys Ed, FCS,
Intermediate , Resource
Management
Health Education
1. Students will understand
the influence of culture,
media, and technology in
making decisions about
personal and community
health issues. They will know
about and use valid health
information, products, and
services. Students will
advocate for healthy families
and communities.

demonstrate the
ability to access
community
health services
for prevention,
illness, and
emergency care.
Drug
Health, Phys Ed, FCS,
Resistanc Intermediate , Personal
e
Health and Fitness
Health Education
(Week 17, 1. Students will understand
9 Weeks) human growth and
development and recognize
the relationship between
behaviors and healthy
development. They will
Drug use can be harmful
or helpful to all people.
Drug abuse changes the
health and well-being of
the user; mentally,
physically and socially.
Most people choose
NOT to abuse drugs,
alcohol, or tobacco.
Is drug use necessary in Drug Resistance modern society?
Quest and Project
Do most individuals
Alert lessons
engage in high risk
health behaviors?
Can individuals learn to
develop and enhance
healthy behaviors and to
avoid, reduce and cope
with unhealthy, risky or
potentially unsafe
Schema - connecting drug resistance curriculum to
Goals, Roadblocks,
current knowledge/making predictions about
Cigarettes, Smoking,
consquences of actions
Marijuana, Myths vs.
Sensory and Mental Images - empowerment through role
Facts,
project_alert_assesment_tools. THC, nucleus,
play
Self Management (SMI1, SMI2, SMI3, SMI4, SMI5, SMI6, pdf
chromosomes, cell
SMI7, SMI8, SMI9)
membrane, immune
Communication (CMI2, CMI3, CMI7)
system, drug,
Decision Making (DMI1, DMI4, DMI5, DMI7, DMI8)
medicines, illegal,
Advocacy (ADI4, ADI5, ADI6)
chemical substance,
misuse, coroner,
Resources/Less
on Plans
Power Standards (key
concepts)
Big
Essential
Attitudes/Habit
Ideas/Understandin Questions/Knowled
Skills
s of Mind
gs
ge
understand ways to promote
health and prevent disease
and will demonstrate and
practice positive health
behaviors.



situations?
apply prevention
and risk
reduction
strategies to
adolescent
health problems
demonstrate the
necessary
knowledge and
skills to promote
healthy
adolescent
development
analyze the
multiple
influences which
affect health
decisions and
behaviors.
1. Students will demonstrate
personally and socially
responsible behaviors. They
will care for and respect
themselves and others. They
will recognize threats to the
environment and offer
appropriate strategies to
minimize them.
demonstrate
personal and
social skills
which enhance
personal health
and safety
project_alert_nys_standards.
pdf
Systems
Review
Health, Phys Ed, FCS,
Intermediate , Personal
Health and Fitness
Health Education
(Week 26,
6 Weeks) 1. Students will understand
human growth and
development and recognize
Human body systems
function in coordination
with healthy nutrition and
fitness practices.
What is the impact of
Systems Review
diet and fitness on
human body systems?
How do systems, organs
and tissues work
together to achieve
optimal health.
Vocabulary;
academic and
content domain
specific
Resources/Less
on Plans
pathologist, autopsy,
fungus,
inflammation,
disfiguring, sworn
statement, vigorous,
nitrosamine, induce,
keeping tabs on,
wares, import,
municipal, drug ring,
derailed, blood
alcohol level,
sheared, settlement,
affluent, epidemic,
triggering, cardiac
arrest, immoral,
overutilize,
productivity, passive
smoking, replenish,
consuming, testified,
smoldering, boarding
house, smoke
inhalation,
suspended, indicted,
Amish, mph, lethal,
methanol alcohol,
moonshine,
involuntary
manslaughter,
misdemeanor,
intoxicant,
hazardous, drug use,
oxygen, carbon
dioxide, bile,
accumulate,
impulses, brain stem,
cerebrum,
derebellum,
depressant,
fermented,
esophagus, alcohol
poisoning, cirrhosis,
fetal alcohol
syndrome,
consequences,
alternatives, potent,
dependent, alcohol,
pressure,
advertising, ASK,
external pressure,
internal pressure,
inhalants, benefits,
cocaine crash,
cessation,
stimulants,
depressants,
narcotics,
hallucinogens
Health, Phys Ed, FCS,
Intermediate , A Safe and
Healthy Environment
Health Education

Assessment Evidence
Self Management (SMI2, SMI4)
Physical Activity and Nutrition (PANI1,PANI3,PANI4)
Tobacco (TBI4,TBI6,TBI7)
Dr. McSneerli,
digestive - (mouth,
esophagus,
stomach, small
intestine, pancreas,
liver, large intestine,
rectum and
appendix),
Video - Introduction
to the Human Body
(12:19)
Video - Human
Digestion (14:55)
Video - Human
Repiration (13:11)
Video - Skeletal and
Power Standards (key
concepts)
the relationship between
behaviors and healthy
development. They will
understand ways to promote
health and prevent disease
and will demonstrate and
practice positive health
behaviors.


integrate
knowledge of
basic body
systems with an
understanding of
the changes that
accompany
puberty
demonstrate the
necessary
knowledge and
skills to promote
healthy
adolescent
development
Health, Phys Ed, FCS,
Intermediate , Resource
Management
Health Education
1. Students will understand
the influence of culture,
media, and technology in
making decisions about
personal and community
health issues. They will know
about and use valid health
information, products, and
services. Students will
advocate for healthy families
and communities.

distinguish
between valid
and invalid
health
information,
products and
services
Big
Essential
Attitudes/Habit
Ideas/Understandin Questions/Knowled
Skills
s of Mind
gs
ge
You are what you eat.
Knowledge of healthy
human development
during puberty reduces
anxiety.
Assessment Evidence
Vocabulary;
academic and
content domain
specific
respiratory - (nose,
mouth, larnyx,
trachea, bronchioles,
alveoli and
diaphragm),
muscular (voluntary,
involuntary,
cardiac/heart,
masseter, sternomastoid, latissimus
dorsi, trapezius,
pectoral, seratus
magnus, deltoid,
biceps, triceps,
external oblique,
rectus abdominus,
gluteus medius,
gluteus maximus,
rectus femoris,
sartorius,hamstrings,
quadriceps),
circulatory - (Heart,
blood vessels,
atrium, ventricle,
arteries, veins,
capillaries, blood
types, plasma,
platelets, white cells,
red cells), skeletal (bones, cartilage,
joint, ligament,
tendon, skull,
mandible, vertebrae,
sternum, ribs, pelvis,
scapula, clavicle,
humerous, radius
and ulna, carpal
bones, phalanges,
femur, patella, tibia
and fibula, tarsals),
nervous - (brain,
spinal cord, CNS,
cerebrum,
cerebellum, medulla,
thalamus,
hypothalamus),
endocrine - (pituitary,
thyroid, thymus,
adrenals, pancreas,
ovaries, testes),
excretory - (lungs,
skin, rectum,
urethra),
reproductive (vagina, uterus,
fallopian tubes,
ovaries, testes,
epididymis, vas
deferens, seminal
vesicles, prostate,
urethra, cowper's
glands, penis,
conception/fertilizatio
n, twins), lymph (lymph vessels,
Resources/Less
on Plans
Muscular Systems
(13:00)
Video - Circulatory
and Urinary Systems
(14:25)
Video - Nervous
System and Our
Senses (15:30)
Video - Human
Endocrine System
(13:20)
Video - Human
Reproduction: Life to
Life (15:35)
Video - Human
Machine (35:00)
Power Standards (key
concepts)
Big
Essential
Attitudes/Habit
Ideas/Understandin Questions/Knowled
Skills
s of Mind
gs
ge
Assessment Evidence
Vocabulary;
academic and
content domain
specific
lymph nodes, white
cells), immune (antigen, T-4 cells,
B-cells, antibodies,
Big Eater cells, Killer
T-cells, T-8 cells),
acronym,
Fitness
and
Nutrition
Health, Phys Ed, FCS,
Intermediate , Personal
Health and Fitness
Health Education
(Week 32, 1. Students will understand
7 Weeks) human growth and
development and recognize
the relationship between
behaviors and healthy
development. They will
understand ways to promote
health and prevent disease
and will demonstrate and
practice positive health
behaviors.



apply prevention
and risk
reduction
strategies to
adolescent
health problems
demonstrate the
necessary
knowledge and
skills to promote
healthy
adolescent
development
analyze the
multiple
influences which
affect health
decisions and
behaviors.
Health, Phys Ed, FCS,
Intermediate , Resource
Management
Health Education
1. Students will understand
the influence of culture,
media, and technology in
making decisions about
personal and community
health issues. They will know
about and use valid health
information, products, and
services. Students will
advocate for healthy families
and communities.
Regularly engaging in
healthy behaviors
promotes overall health
and well-being and
reduces the risk of
health-related problems,
disorders and disease.
Personal strategies can
be learned to develop
and enhance healthy
behaviors and to avoid,
reduce and cope with
unhealthy, risky or
potentially unsafe
situations.
Does heredity or
environment play a
greater role in the
development of disease?
Can individual diet and
fitness habits enhance
health and well-being,
and reduce the risk of
health-related problems,
disorders and disease.
Nutrition &
Fitness - Fitness
and Nutrition
Expert Jigsaw,
Move and Groove
As You Eat to
Win, Aerobic
Benefit Hunt, Eat
to Win, My
Pyramid, Create
a Pyramid,
Fitness in Action,
Liquid Lookout,
Walk This Way,
Snack Attack,
Pump It Up and
How Much to Eat,
Chill Out, Cut the
Fat,
Breakfast...Don't
Skip It, Putting It
All Together,
Body Comp.
Survivor
Self Management (SMI1, SMI2, SMI3, SMI4, SMI5, SMI6,
SMI7, SMI8)
Physical Activity and Nutrition (PANI1, PANI2, PANI3,
PANI4, PANI5, PANI6, PANI7)
exercise - any
activity that requires
physical movement
aerobic fitness ability to perform
large muscle,
dynamic, moderate
to high intensity
exercise for
prolonged periods
benefits - good
things that result
nutrients - any
substance that
provides
nourishment for the
maintainance of life
and health
high nutritional value
- any substance
having high levels of
nourishment for the
maintainance of life
and health
low nutritional value any substance
having low levels of
nourishment for the
maintainance of life
and health
consumption - the
act of eating and
drinking
calorie - a unit of
energy
discretionary calories
- extra calories you
can eat that are over
and above the
"essentials" required
by your body each
day
circulatory system the system by which
blood, oxygen, and
nutrients are
delivered to, and
returned from the
body via arteries and
veins
heart - your body's
pump, responsible
for pumping blood,
oxygen, and
nutrients to your
body
oxygenated - full of
oxygen
Resources/Less
on Plans
Power Standards (key
concepts)



distinguish
between valid
and invalid
health
information,
products and
services
recognize the
need to be an
advocate for
family and
community
health
analyze how
media and
technology
influence the
selection of
health
information,
products and
services
Big
Essential
Attitudes/Habit
Ideas/Understandin Questions/Knowled
Skills
s of Mind
gs
ge
Assessment Evidence
Vocabulary;
academic and
content domain
specific
unoxygenated without oxygen
lungs - the basic
respiratory organ for
breathing
veins - blood vessels
that carry blood,
usually
unoxygenated, from
the tissues to the
heart
pulse - a number that
represents how
many times your
heart beats in a
minute
ratings of perceived
exertion - a scale
used to measure
how easy or hard
(intensity) you're
exercising
frequency - how
often you're
exercising
intensity - how easy
or hard you're
exercising
time - the length of
your workout
type - what type of
workout you are
doing
aerobic exercise exercise that
requires oxygen at
the cellular level and
is of a low-tomoderate intensity
level that can be
done for an extended
period of time
anaerobic exercise exercise that does
not require oxygen at
the cellular level and
is of a high intensity
level that can be
done for short
amounts of time
cardiovascular
system - the
circulatory system
including the heart
and blood vessels
respiratory system the group of organs
responsible for
carrying oxygen from
the air to the
bloodstream and for
expelling carbon
dioxide
arteries - blood
vessels that carry
oxygenated blood
Resources/Less
on Plans
Power Standards (key
concepts)
Big
Essential
Attitudes/Habit
Ideas/Understandin Questions/Knowled
Skills
s of Mind
gs
ge
Assessment Evidence
Vocabulary;
academic and
content domain
specific
from the heart to the
tissues
dehydration excessive loss of
water from the body,
an abnormal
depletion of body
fluids
nutrients - any
substance that
provides
nourishment for the
maintainance of life
and health
technique procedure by which
a task is performed
pedometer - a device
that measures the
number of steps
taken while wearing
it
physical - involving
activity using the
body
active - being in
physical motion
inactive - not being in
physical motion
epidemic - affecting
many individuals in
an area or a
population at the
same time
obese - extremely
overweight
phytochemicals chemicals in fruits
and vegetables that
give them their bright
colors and help the
body fight off illness
and disease
bones - the hard,
living tissue that
makes up the
skeleton of the body,
our muscles are
connected to our
bones
continuous activities performed
without frequent
stopping
contract - to tighten
or tense a muscle
tendons - connect
muscle to bone
muscle - expandable
body tissue that
enables body parts
to move
repetition - activities
performed
repeatedly, a certain
number of times
Resources/Less
on Plans
Power Standards (key
concepts)
Big
Essential
Attitudes/Habit
Ideas/Understandin Questions/Knowled
Skills
s of Mind
gs
ge
Assessment Evidence
Vocabulary;
academic and
content domain
specific
Resources/Less
on Plans
strength - the state of
being strong
serving size - the
amount of food used
to determine the
caloric value of food,
as listed on a food
label
reps - an
abbreviation for
repetition, meaning
how many times an
exercise is done
sets - a grouping of
exercises done at
one time
fat - the body's major
form of energy
storage, a
macronutrient and is
needed in small
amounts daily
flexibility - the range
of motion possible
around a joint
range of motion how much a joint will
allow its bones,
ligaments, and
tendons to move
joint - where two
bones meet
active stretch - a
stretch that takes the
body through fluid
movements
static stretch - a
stretch that is held
for a specific amount
of time
ballistic stretch - a
bouncing stretch that
increases the risk for
muscle injuries,
unless associated
with a specific spport
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