1 | P a g e

Health

Grade 3:

2 | P a g e

Course Description

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

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

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

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

decisions regarding nutrition by properly interpreting food labels.

3 | P a g e

Pacing Chart

Activities Timelines (In conjunction with 150

minute mandate, timelines are

flexible based on scheduling,

facilities, testing and weather)

New Jersey Learning

Standards &

Cumulative Progress

Indicators

Cross Discipline

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

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

Individual Growth & Human

Development

November 2.1 ABCDE 2.2 ABCDE Language Arts/Science/ Art

Nutrition December 2.1 ABCDE 2.2 ABCDE Science/Math

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

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

Alcohol, Drugs & Tobacco/Substance

Abuse

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

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

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

Environmental Health June 2.1 ABCDE 2.2 ABCDE Science and Language Arts

4 | P a g e

Educational Technology

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

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

Technology Operations and Concepts

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

processing program

Example: Students will create a pamphlet to compare and contrast over–the-counter drugs and prescription drugs.

Creativity and Innovation

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

Example: Students will compare obesity rates of different ethnic groups with in their community and create a chart of the data.

Digital Citizenship

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

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

Research and Information Literacy

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

problem.

Example: students will collect data on hygiene behavior using a survey and then explain how it affects their peers.

5 | P a g e

21st Century Life & Career Skills

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

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

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

Standards: CRP2.,CRP4,CRP8,CRP12.

CRP2. Apply appropriate academic and technical skills.

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

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

apply the use of academic skill in a workplace situation.

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

applications.

CRP4. Communicate clearly and effectively and with reason.

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

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

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

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

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

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

throughout the health curriculum.

6 | P a g e

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

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

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

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

actions or the actions of others.

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

health education.

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

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

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

plan facilitate effective team meetings.

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

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

7 | P a g e

Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

8 | P a g e

Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Anchor charts to model concepts/skills/life progressions

Chart academic vocabulary with visual representations

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

Translation dictionary

Teacher modeling

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

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

Use interactive technology to improve health fact fluency and accuracy.

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

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

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

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

9 | P a g e

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

ELA Connection:

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

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

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

Science Connection:

Heredity (1-LS3)

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

Social Studies Connection:

Various Tasks (6.1.4.A.15)

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

Math Connection:

Various Tasks (1.OA.C.5)

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

10 | P a g e

Enrichment

Accommodate Based on Students individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self-Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

11 | P a g e

Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

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

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

12 | P a g e

Grade: 3

Unit: A-E Topic: Health & Wellness

New Jersey Learning Standards (NJLS): 2.1ABCDE

NJDOE Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Describe the physical, social, and emotional dimensions of wellness.

What is total wellness and

explain how making healthy

choices contributes to a healthy

lifestyle?

In a small group, list examples of how to keep physically fit, positive social behaviors and emotionally healthy. Oral questioning, list, cooperative group discussion.

Texts Art, Language Arts,

Math and Science

B. Explain the structure and function of human body systems.

Can you name body parts and systems related to physical activity?

Using a diagram, students will label and distinguish between body organs and systems. Art display, role play, oral questioning.

Books Art, Language Arts,

Math and Science

C. Differentiate between healthy and unhealthy eating patterns.

What is the food guide pyramid

and daily servings for healthy

eating behaviors?

On a computer/chart list healthy food choices at fast food restaurants and explain why they are healthy. List, cooperative class discussion, oral questioning.

Charts, Paper

and Writing

Instrument

Art, Language Arts,

Math and Science

D. Discuss the importance of the early detection of diseases and health conditions.

What are some signs and

symptoms of common,

communicable and non-

communicable diseases?

With a partner, list diseases that are spread by germs and situations of illness that are not spread by germs. Role-play, list, oral questioning.

Materials Art, Language Arts,

Math and Science

E. Describe the characteristics of safe and unsafe situations, and develop strategies to reduce the risk of injuries at home, school, and community.

Can you identify safe practices

at home, school, and

community and utilize them in

a daily living life style?

Draw examples of safety hazards found in the home, school, and community. Artwork display (poster), role-play.

Computer-

Internet

Art, Language Arts,

Math and Science

13 | P a g e

Grade: 3

Unit: A-E Topic: Integrated Skills

New Jersey Learning Standards (NJLS): 2.2ABCDE

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Explain how to determine the validity and reliability of a health resource.

Which advertisements, providers, health care facilities, and health services can you name?

Invite the school nurse, a doctor or community agency for presentation on resources. Oral questioning, visual presentation, cooperative discussion.

Texts Art, Language Arts, Math and Science

B. Outline the steps to make an effective decision.

How can the decision making (GREAT) model be used in daily life? Give thought to problem review choices. Review choices. Evaluate consequences. Access best choice. Think it over afterwards.

Generate scenarios to groups and act out roles (positive and negative) depicting an effective and non-effective decision. Role-play, small group discussion and interaction.

Books Art, Language Arts, Math and Science

C. Develop a personal health goal and track its progress.

What is a healthy goal, and describe how to obtain that goal?

Using the computer, track the ways of keeping a personal health goal. Record ways in which you will achieve the health goal. Chart, computers, self-assessment.

Tape Recorder Art, Language Arts, Math and Science

D. Describe character traits and core ethical values such as trust- worthiness, responsibility, respect, caring, justice, fairness, civic virtue, and citizenship.

How can these traits have an effect on life styles and relationships?

Role play various scenes depicting doing the honest, noble thing and how not acting in this way will only cause more harm. Student performance, peer review, and teacher observation.

Materials Art, Language Arts, Math and Science

E. Describe and demonstrate the characteristics of an effective leader.

What are some differences between a leader and a follower?

List the positive/negative effects of character traits (i.e. trustworthiness, respect, responsibility fairness, caring and citizenship). Cooperative discussion, self-assessment, guided questioning.

Art, Language Arts, Math and Science

14 | P a g e

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Distinguish between over-the-counter and prescription medicines.

Which drugs of abuse are used mostly? And what are they are used for?

List the type of drugs found in the home. Distinguish between over-the-counter drugs and prescription drugs. Make a poster, understanding the differences, artwork display.

Textbooks, Handouts and Charts

Art, Language Arts, Math and Science

B. Explain why it is illegal to use or possess certain drugs/substances.

How can you prevent drug misuse and drug abuse?

With prompt assigned regarding illegal drugs, chart differences between misuse, and abused drugs. / Class discussion, oral presentation questions/answers.

Guest Speakers and Tape Recorder

Art, Language Arts, Math and Science

C. Discuss signs that a person might develop a problem with the use of alcohol, tobacco, and other drugs.

What are the different types of drugs and their possible addiction?

Identify drugs such as tobacco, alcohol and their misuse, which may cause addition. Small groups, list and chart, computer.

Computer- Internet Art, Language Arts, Math and Science

Grade: 3

Unit: A-E Topic: Drugs and Medicines

New Jersey Learning Standards (NJLS): 2.3ABC

15 | P a g e

Grade: 3

Unit: A-E Topic: Human Relationships + Sexuality

New Jersey Learning Standards (NJLS): 2.4ABC

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Describe different kinds of families and discuss how families can share love, values, and traditions, provide emotional support, and set boundaries and limits.

What are the different ways that family members can work together?

List activities that family members can do together (i.e. chores, sports, etc.). Role-play, peer review.

Guest Speakers Art, Language Arts, Math and Science

B. Describe the physical, social, and emotional changes that occur during puberty.

How has your body changed in the past year?

Class discussion on the physical and emotional growth which occurs during childhood. Oral questioning, guided questions.

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

Art, Language Arts, Math and Science

C. Explain that after fertilization, cells divide to create a fetus/embryo that grows and develops inside the uterus during pregnancy.

What is the length of a pregnancy and the ongoing changes that occur?

Oral discussion on growth compared to other life cycles (frog, butterfly). Visual illustrations, guided questions.

Computer-Internet Art, Language Arts, Math and Science

16 | P a g e

Grade: 3

Unit: A-E Topic: Motor Skill Development

New Jersey Learning Standards (NJLS): 2.5ABC

NJDOE Student

Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

A. Perform movement skills with

developmentally appropriate

form in both isolated and applied

settings.

Can you identify forms of daily

movements (agility, coordination,

balance, speed, power, reaction

time)?

Record daily activities performed using movement skills (at school, home, play). Chart illustration, poster design.

Gymnasium or large space

conducive to movement

Art, Language Arts, Math and

Science

B. Discuss the importance of

proper body mechanics when

performing movement skills.

What critical elements can you perform by using basic skills? (eye-hand, eye-foot) coordination balance – postural orientation and gross body coordination.

Developmental task testing using skills. Teacher observation, checklist, rubric scoring.

Equipment – balls, jump

ropes, cones, etc.

Art, Language Arts, Math and

Science

C. Explain the use of simple

strategies, including player

positioning, faking, dodging, and

defending space.

How does individual skills effect

the learning task to perform?

Demonstrate the ability to apply

individual skills in learning tasks.

Identify defensive and offensive techniques as a team to provide a vehicle of enhancing a positive self-image. Student participation, observation of progress.

Video recorder, Television,

Charts, Guest Speakers and

Text

Art, Language Arts, Math and

Science

17 | P a g e

Vocabulary

aerobic exercise digestion system pasteurize

alcohol drug abuse peer pressure

allergy drug misuse plaque

anger elbow poison

antibody enamel pollen

arteries environment pollution

asthma exhale poultry

back bone fever prescription

ball & socket joint first-aid pulp

bicuspids fluoride recycle

blood vessel friend reflection

bowel movement goal respect

brain habit respiratory system

bronchiole health root

caffeine heart saliva

carbon dioxide hinge-joint self-esteem

cavity illegal serving

cell immune system skeletal system

cementum immunity small-large intestine

challenges immunization spinal column

characteristic incisors spinal cord

chronic inhale stimulants

circulatory system injury stomach

commitment intestine stress

communicable disease litter stressor

consideration lungs tar

cooperation medicine tissue

crown molars tobacco

18 | P a g e

Vocabulary

cuspids muscular system trachea

decay nervous system understanding

decision nicotine vegetable

dentin nutrient veins

depression organ virus

digest oxygen

19 | P a g e

DBQ (Required)

20 | P a g e

Unit Project (Choose 1)

Unit Project (Suggested) Unit Project (Suggested)

21 | P a g e

Rubric(s)

Insert rubric(s) referenced in course guide.

22 | P a g e

Field Trip Ideas: