Unit 1 Summary: Emotional Health, which includes a person’s emotional, mental, psychological, and social well-being, consists of the views, feelings, and expressions about oneself. It focuses on how to handle stress and make choices in regard to relating to others. People who are emotionally healthy develop coping mechanisms that are necessary for resolving and attaining positive outcomes, developing strategies for mental health emergencies, and responding positively and appropriately to situations. Those individuals are also capable of connecting with resources and trusted individuals to assist, confidently communicate feelings, and provide accessible support systems.

Enduring Understandings:

• Utilizing self-management skills allows an individual to recognize, cope, and express emotions when dealing with demanding situations.
• It is important to recognize which feelings and thoughts lead to healthy or unhealthy behaviors.
• There are different ways that individuals express their feelings and emotions.
• It is crucial to identify trusted adults who can provide support and assistance in coping with difficult situations.  
• People live a healthier life when they utilize coping strategies in order to reduce outside stressors.

Essential Questions:

• What is self-management, and how can a person utilize self-management strategies to cope with negative situations?
• What are coping strategies that an individual can utilize when facing upsetting situations?
• How do situations elicit a specific feeling/emotion?
• What positive behaviors can be utilized to deal with unpleasant situations in and outside of the home.

New Jersey Student Learning Standards 2.2.2. MSC.1

Core Ideas

Performance Expectations

• Self-management skills impact an individual’s ability to recognize, cope, and express emotions about difficult event.

2.1.5.EH.1: Discuss the impact of one’s feelings and thoughts that lead to healthy and unhealthy behaviors.  

• 2.1.5.EH.2: Explain how to cope with rejection, loss, difficult learning situations and/or separation from family or others.

Core Ideas

Performance Expectations

• Resilience and coping practices influence an individual’s ability to respond positively to everyday challenges and difficult situations.

22.1.5.EH.3: Identify different feelings and emotions that people may experience and how they might express these emotions (e.g., anger, fear, happiness, sadness, hopelessness, anxiety).  

• 2.1.5.EH.4: Identify behaviors that help to deal with difficult situations that can occur at home, in school, and/or in the community and where to go for assistance.  

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL 

ELA:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
• NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Arts / Music / Visual and Performing Arts:

• 1.2.5.Cn11a: Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g., exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).
•  1.5.5.Cr1a: Brainstorm and curate ideas to innovatively problem solve during artmaking and design projects.
•  1.5.5.Cr1b: Individually and collaboratively set goals, investigate, choose, and demonstrate diverse approaches to art-making that is meaningful to the makers.

Mathematics:

• 3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

 Science:

• 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
• 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Social Studies:

• 6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
• 6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
• 6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
• 6.1.5.CivicsCM.2: Use evidence from multiple sources to construct a claim about how self discipline and civility contribute to the common good.
• 6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
• 6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ
• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

21st Century Life and Career Readiness

Technology

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
•  9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

• 8.1.5.CS.1: Model how computing devices connect to other components to form a system.
• 8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal information.
• 8.2.5.ED.2: Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
• 8.2.5.ED.3: Follow step by step directions to assemble a product or solve a problem, using appropriate tools to accomplish the task.
• 8.2.5.ED.6: Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process.
• 8.2.5.ITH.1: Explain how societal needs and wants influence the development and function of a product and a system.
• 8.2.5.EC.1: Analyze how technology has contributed to or reduced inequities in local and global communities and determine its short- and long-term effects.

Unit 1 Student Learning Objectives

Students will know:

• Students will be able to:

• There are healthy ways to express feelings
• There are self-management skills necessary for an individual to possess in order to recognize, cope, and express emotions about a difficult issue or event
• Conflict is a natural part of life and can be managed in a positive way
• How to use strategies for avoiding and responding to conflict
• Resilience and coping practices are essential mechanisms for dealing with everyday challenges and difficult situations

• Explain what it means to be mentally or emotionally healthy.
• Identify characteristics of a mentally and emotionally healthy person.
• List role models who demonstrate positive emotional health qualities.
• Examine elements of respectful communication as well as effective verbal and nonverbal communication skills.
• Discuss various types of emotions (e.g., anger, fear, happiness, sadness, hopelessness, anxiety) and choose a specific emotion/situation to write about
• Apply an emotion/feeling to a scenario and explain why individuals may experience different emotions about the same situation.
• Develop and practice strategies that can be used to positively benefit mental and emotional health, such as managing anger, using self-control and impulse-control, stress- and anxiety- management, etc.
• Create posters/flyers/brochures explaining ways to cope with situations such as rejection, loss, difficult learning situations, and/or separation from family or others.

• Differentiate between simple conflict and serious trouble.
• Identify behaviors and ways to get help if a conflict escalates at home, in school, and/or in the community.
• Create and role-play scenarios that include possible causes of conflict as well as appropriate ways to prevent and resolve conflict.

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

●  BrainPop.com

● KidsHealth.org

● EdPuzzle.com

● NewsELA.com

● CATCH.org

● NJ SEL Standards Google Doc

• Blooket.com
• Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics
• Brainpop.com - Empathy and respect, and Relationships
• Construct a personal health poster
• Classroom.kidshealth.org
• Goal setting and problem solving skill sheet
• Group participation/discussions
• Guest presenters from community members
• Interview community members in varying jobs.
• Kahoot.com
• Positive Messages - students write positive message to each other (anti-bullying)
• Role-playing scenarios
• School Nurse
• School Counselor
• Kahoot

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Unit 2 Summary: Community Health Services provides individuals with the acquisition of informational resources and assistance to communities and individuals with the intention to support disease and injury prevention, disaster relief, and an improved quality of services for all individuals. Through the promotion of public health, health equity, healthy lifestyles and reduced health disparities, available support includes medical/dental health services, nursing, clothing, shelter, hunger relief, and allied health professional care.

Enduring Understandings:

• Accessing and evaluating health information, products and services will improve a person’s ability to make healthy decisions and one's quality of life.
• Recognizing risk factors and applying risk reducing strategies can prevent health consequences.
• Communicating health needs to trusted adults and professionals assists in the prevention, early detection, and treatment of health problems.
• Community helpers and healthcare workers contribute to personal and community wellness.
• Climate change is a global issue that can negatively impact personal health.
• Businesses, non-profit organizations, and individuals can collaborate to develop solutions to combat climate change.   

Essential Questions:

• How do I communicate my personal health care needs?
• What are my personal health care goals?
• What are risk factors, and how can I apply risk reducing strategies to prevent negative health consequences?
• Who can provide assistance and support in achieving my health care concerns and goals?
• How do diverse groups work together to mitigate negative health consequences brought about by climate change?

New Jersey Student Learning Standards

Core Ideas

Performance Expectations

• Community professionals and school personnel are available to assist and address health emergencies as well as provide reliable information.

 2.1.5.CHSS.1: Identify health services and resources available and determine how each assists in addressing needs and emergencies in a school and in the community (e.g., counselors, medical professionals).  

• 2.1.5.CHSS.2: Describe how business, non-profit organizations, and individuals can work cooperatively to address health problems that are affected by global issues, including climate change.

Core Ideas

Performance Expectations

• Individuals will benefit from an awareness of coping strategies that can be used when facing difficult situations.

• 2.1.5.CHSS.3: Describe strategies that are useful for individuals who are feeling sadness, anger, anxiety, or stress.

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL 

ELA:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
• NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Arts / Music / Visual and Performing Arts:

• 1.2.5.Cn11a: Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g., exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).
• 1.5.5.Cr1a: Brainstorm and curate ideas to innovatively problem solve during artmaking and design projects.
• 1.5.5.Cr1b: Individually and collaboratively set goals, investigate, choose, and demonstrate diverse approaches to art-making that is meaningful to the makers.

Mathematics:

• 3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

 Science:

• 3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
• 3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of climate change and/or a weather-related hazard.
• 4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes and climate change have on humans.
• 4-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
• 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources, environment, and address climate change issues.

Social Studies:

• 6.1.5.CivicsPD.3: Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.
• 6.3.5.CivicsPD.1: Develop an action plan that addresses issues related to climate change and share with school and/or community members.
• 6.3.5.GeoGI.1: Use technology to collaborate with others who have different perspectives to examine global issues, including climate change and propose possible solutions.
• 6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
• 6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
• 6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
• 6.1.5.CivicsCM.2: Use evidence from multiple sources to construct a claim about how self discipline and civility contribute to the common good.
• 6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
• 6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ

21st Century Life and Career Readiness

Technology

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
•  9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

• 8.1.5.CS.1: Model how computing devices connect to other components to form a system.
• 8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal information.
• 8.2.5.ED.2: Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
• 8.2.5.ED.3: Follow step by step directions to assemble a product or solve a problem, using appropriate tools to accomplish the task.
• 8.2.5.ED.6: Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process.
• 8.2.5.ITH.1: Explain how societal needs and wants influence the development and function of a product and a system.
• 8.2.5.EC.1: Analyze how technology has contributed to or reduced inequities in local and global communities and determine its short- and long-term effects.

Unit 2 Student Learning Objectives

Students will know:

Students will be able to:

• How to locate health professionals at school and in the community in order to address health emergencies and obtain reliable information
• Climate change is a global issue that individuals and groups are collaborating about in order to mitigate negative health consequences

• How to recognize the necessity of using coping skills when faced with a difficult situation.

• Diagram different types of health concerns and list appropriate resources to aid and support such issues.
• Identify personal health care needs and discuss the proper steps towards achieving proper care.
• Categorize trusted adults and professionals that can help address personal health care needs at home, school, and in the community.
• Differentiate between climate and weather.
• Explain how humans and animals are impacted by climate change.
• Research a contributing factor to climate change and propose solutions.
• Create a slide deck presentation about Climate Change.

• Develop scenarios in which coping skills are necessary and strategies to use
• Role-play scenarios with coping strategies to manage feeling of sadness, anger, anxiety,

or stress.

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

● BrainPop.com

● KidsHealth.org

● EdPuzzle.com

● NewsELA.com

● CATCH.org

● NJ SEL Standards Google Doc

• Blooket.com
• Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics
• Classroom.kidshealth.org
• Construct a personal health poster
• Classroom.kidshealth.org
• Goal setting and problem solving skill sheet
• Group participation/discussions
• Guest presenters from community members
• Kahoot.com
• MyPlate.gov
• Positive Messages - students write positive message to each other (anti-bullying)
• Role-playing scenarios
• School Nurse
• School Counselor

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Unit 3 Summary: Nutrition is based on the knowledge that the foundation of physical wellness consists of an adequate and well-balanced diet, in combination with regular physical activity. It includes the intake of food considered in relation to the body’s dietary needs. In order to cultivate nutritional wellness, it is necessary for individuals to develop good eating habits, including how to choose healthy foods as well as an understanding of the effects that portion size, sugars, fats, and high cholesterol foods have on the body. Moreover, components crucial to nutritional wellness include balancing the amount of food intake with exercise, which is moderated by factors such as age, lifestyle, and hereditary.

Enduring Understandings:

• Understanding the principles of a balanced nutritional plan (e.g., moderation, variety of fruits, vegetables, limiting processed foods) assists in making nutrition related decisions that will contribute to wellness.
• Eating healthy contributes to energy levels, the maintenance of a healthy weight, lowered risk of disease, and effective body functioning.  
• Nutritious lifestyle choices can have a positive or negative effect on body systems.
• Nutritional content, value, calories, and cost are factors to consider when creating a healthy meal plan.
• Family history, cultural values, social systems, and environmental influences impact all areas of health, including nutrition.

Essential Questions:

• What are the short and long term health benefits and risks associated with nutritional choices?
• What are the components of a healthy diet?
• How do I develop a healthy meal plan?
• What healthy goals can I set for myself regarding nutrition?

New Jersey Student Learning Standards

Core Ideas

Performance Expectations

• Understanding the principles of a balanced nutritional plan (e.g. moderation, variety of fruits, vegetables, limiting processed foods) assists in making nutrition-related decisions that will contribute to wellness.  

•2.2.5.N.1: Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively.  

• 2.2.5.N.2: Create a healthy meal based on nutritional content, value, calories, and cost.  

• 2.2.5.N.3: Develop a plan to attain a personal nutrition health goal that addresses strengths, needs, and culture.  

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL 

ELA:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
• NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Arts / Music / Visual and Performing Arts:

• 1.2.5.Cn11a: Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g., exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).
•  1.5.5.Cr1a: Brainstorm and curate ideas to innovatively problem solve during artmaking and design projects.
•  1.5.5.Cr1b: Individually and collaboratively set goals, investigate, choose, and demonstrate diverse approaches to art-making that is meaningful to the makers.

Mathematics:

• 3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

 Science:

• 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
• 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Social Studies:

• 6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
• 6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
• 6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
• 6.1.5.CivicsCM.2: Use evidence from multiple sources to construct a claim about how self discipline and civility contribute to the common good.
• 6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
• 6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ
• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

21st Century Life and Career Readiness

Technology

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
•  9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

• 8.1.5.CS.1: Model how computing devices connect to other components to form a system.
• 8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal information.
• 8.2.5.ED.2: Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
• 8.2.5.ED.3: Follow step by step directions to assemble a product or solve a problem, using appropriate tools to accomplish the task.
• 8.2.5.ED.6: Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process.
• 8.2.5.ITH.1: Explain how societal needs and wants influence the development and function of a product and a system.
• 8.2.5.EC.1: Analyze how technology has contributed to or reduced inequities in local and global communities and determine its short- and long-term effects.

Unit 3 Student Learning Objectives

Students will know:

Students will be able to:

• How food choices and food amounts contribute to wellness throughout life
• How to recognize that a healthy eating plan is necessary for growth and development
• Eating practices are impacted by factors such as budget, culture, family history, social systems, and personal preferences
• How to understand Food Product Labels

• Write to explain why some foods are healthier than others and how personal daily choices can affect future health status
• Examine challenges to healthy eating and eating in moderation and describe ways to limit the consumption of solid fat, added sugar, and sodium,
• Identify the importance of eating a variety of foods from all of the food groups and the amount of food from each group that should be eaten daily
• Create menus of samples of  healthy, well-balanced meals
• Analyze current eating habits
• Create a Healthy Food Plan that incorporates protein, carbohydrates, fruits, vegetables, fats, sugar, portion sizes
• Set a personal health goal related to nutrition and list steps to achieve it
• Cite the importance of water
• Differentiate between nutritious and non-nutritious beverages

       ●   Identify and describe how relevant influences  affect food choices and other eating practices  and behaviors  

○ family history, culture, peers, media, social systems and environment

• Summarize ways to choose and enjoy nutrient-dense foods and beverages when dining or eating at fast-food restaurants
• Interpret sample food labels to draw conclusions about the ingredients and nutritional content of the foods

○ Serving size, calories, etc.

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

 BrainPop.com

● KidsHealth.org

● EdPuzzle.com

● NewsELA.com

● CATCH.org

● NJ SEL Standards Google Doc

• Blooket.com
• Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics
• Construct a personal health poster
• Great Body Shop
• Group participation/discussions
• Guest presenters from community members
• Kahoot.com
• MyPlate.gov
• Role-playing scenarios

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Unit 4 Summary: Personal Safety consists of the recognition and avoidance of potentially harmful situations or persons in your surroundings. An emphasis will be placed on practicing safety measures to utilize in everyday life, with a concentration on essential topics such as Bike, Fire, Water and Internet safety.

Enduring Understandings:

● There are strategies individuals can use to reduce the risk of injuries in and outside of the home.

● It is important to develop a knowledge base of first aid procedures for choking, bleeding, burns, poisoning, and stroke (F.A.S.T.).

● It is necessary that individuals are aware of the rules of the road and the effect of unsafe behaviors for all modes of transportation.

● Internet safety includes communicating respectfully through digital media.

● Creating a fire safety plan for your home using correct safety measures is important to keeping your entire family safe in an emergency.

● Water safety should be practiced in pools, lakes, and the ocean.

● It is essential that an individual respects the personal boundaries established with others.

● Individuals should create their own personal boundaries and be cognizant of situations that might violate these established boundaries.

Essential Questions:

● How can learning basic first aid help yourself and others?

● Why do we need to follow the rules of the road while riding our bikes?

● What safety procedures should be implemented when utilizing the internet

● How can you contribute to the creation of a safety plan for your household?

● What water safety rules should be utilized in order to optimize personal safety?

● Why is it important to respect the personal boundaries of others?

● How can a person establish personal boundaries?

● What steps can a person take if presented with an uncomfortable situation?

New Jersey Student Learning Standards

Core Ideas

Performance Expectations

• Safety includes being aware of the environment and understanding how certain situations could lead to injury or illness.  

• 2.3.5.PS.1: Develop strategies to reduce the risk of injuries at home, school, and in the community.  

• 2.3.5.PS.2: Demonstrate first aid procedures for choking, bleeding, burns, poisoning, and stroke (F.A.S.T.).  

• 2.3.5.PS.3: Examine the impact of unsafe behaviors when traveling in motor vehicles and when using other modes of transportation.  

Core Ideas

Performance Expectations

• There are strategies that individuals can use to communicate safely in an online environment.

• 2.3.5.PS.4: Develop strategies to safely communicate through digital media with respect.

Core Ideas

Performance Expectations

• Children who practice setting healthy boundaries know how to say no and what to do when they feel uncomfortable or find themselves in unsafe situations.

• 2.3.5.PS.5: Communicate personal boundaries and demonstrate ways to respect other people’s personal boundaries.  

• 2.3.5.PS.6: Identify strategies a person could use to call attention to or leave an uncomfortable or dangerous situation, including bullying, teasing, teen dating violence, sexual harassment, sexual assault, and sexual abuse.  

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL

ELA:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
• NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Arts / Music / Visual and Performing Arts:

• 1.2.5.Cn11a: Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g., exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).
•  1.5.5.Cr1a: Brainstorm and curate ideas to innovatively problem solve during artmaking and design projects.
•  1.5.5.Cr1b: Individually and collaboratively set goals, investigate, choose, and demonstrate diverse approaches to art-making that is meaningful to the makers.

Mathematics:

• 3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

 Science:

• 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
• 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Social Studies:

• 6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
• 6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
• 6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
• 6.1.5.CivicsCM.2: Use evidence from multiple sources to construct a claim about how self discipline and civility contribute to the common good.
• 6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
• 6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ
• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

21st Century Life and Career Readiness

Technology

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
•  9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

• 8.1.5.CS.1: Model how computing devices connect to other components to form a system.
• 8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal information.
• 8.2.5.ED.2: Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
• 8.2.5.ED.3: Follow step by step directions to assemble a product or solve a problem, using appropriate tools to accomplish the task.
• 8.2.5.ED.6: Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process.
• 8.2.5.ITH.1: Explain how societal needs and wants influence the development and function of a product and a system.
• 8.2.5.EC.1: Analyze how technology has contributed to or reduced inequities in local and global communities and determine its short- and long-term effects.

Unit 4 Student Learning Objectives

Students will know:

Students will be able to:

• Safety includes an awareness of the environment and understanding of how certain situations can lead to injury or illness
• How to use safety equipment correctly and apply safety rules and procedures to avoid injury and illness
• How to recognize the importance of first aid and when it needs to be used

• During a carousel activity brainstorm different types of risks and injuries that can occur at home, at school, and in the community.
• Develop a flier illustrating simple safety rules to reduce risks and prevent behaviors that lead to injury or illness.
• Explain why an individual would need to use first aid and/or call 911.
• Demonstrate first aid procedures for choking, bleeding, burns, poisoning, and stroke (F.A.S.T.).  
• Identify safety precautions, equipment, and rules associated with outdoor sports and recreational activities, pedestrians, passengers,falls, fires, animal bites, poisoning, water, etc.
• Explain why household products are harmful if ingested or inhaled.
• Assess their personal safety practices at home, at school, and in the community.

• Tips and strategies in order to communicate safely when using digital media

• Generate a list of ways to use digital media safely.
• Discuss ways to access sources of accurate information.

• All individuals can communicate personal boundaries when they feel uncomfortable or find themselves in unsafe situations

• Identify safe places/situations and contrast with situations that can make them feel uncomfortable or unsafe.
• List trusted adults that students can speak to if personal boundaries are being crossed.
• Practice what to say if you are feeling unsafe.
• Examine ways to avoid dangerous surroundings.

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

● BrainPop.com

● KidsHealth.org

● EdPuzzle.com

● NewsELA.com

● CATCH.org

● NJ SEL Standards Google Doc

• Blooket.com
• Classroom.kidshealth.org
• Construct a personal health poster
• Group participation/discussions
• Guest presenters from community members
• Interview community members in varying jobs.
• Kahoot.com
• Role-playing scenarios
• School Officer
• Youtube
• Sparky.org (Fire Safety)
• Bobber.info (Water Safety)

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Unit 5 Summary: Personal Growth and Development will emphasize the importance of self care strategies, including the examination of the social changes as well as the physical and  mental effects that occur before and during puberty. Additionally, Personal Growth and Development will allow for the exploration of the different types of interactions and relationships that adolescents will encounter during this time.

Enduring Understandings:

• The systems of the body interact in a way that can impact one’s health and well being.
• It is crucial to learn how to use self-care strategies on a daily basis to promote proper growth and development.
• Apply self-care strategies to encourage physical, mental, and emotional strength as changes are taking place.
• As an adolescent you will undergo puberty.
• There are a plethora of trusted adults who can be consulted regarding personal health matters.
• You will experience different types of relationships throughout your lifetime.

Essential Questions:

• What impact does the interaction of body systems have on a person’s health and well being?
• What self-care strategies can be used to promote good personal growth?
• How does self-care affect my mental and emotional health?
• What is puberty?
• What are some physical, social, and emotional changes that can occur in adolescent children?
• How do you identify a trusted adult to converse with regarding personal health matters?
• What are the different types of relationships that will be made in life?

New Jersey Student Learning Standards

Core Ideas

Performance Expectations

• Health is influenced by the interaction of body systems.  
• Understand how to identify effective personal health strategies and behaviors that reduce illness, prevent injuries, and maintain or enhance one’s wellness.
• Identify trusted adults, including family members, caregivers, school staff, and health care professionals, whom students can talk to about relationships and ask questions about puberty and adolescent health.

• 2.1.5.PGD.1: Identify effective personal health strategies and behaviors that reduce illness, prevent injuries, and maintain or enhance one’s wellness (e.g., adequate sleep, balanced nutrition, ergonomics, regular physical activity).  

Core Ideas

Performance Expectations

• Puberty is a time of physical, social, and emotional changes.
• Personal growth and development pertains to keeping your body healthy and understanding hormonal changes and their impact on sexuality.

•2.1.5.PGD.2: Examine how the body changes during puberty and how these changes influence personal self-care.

•2.1.5.PGD.3: Explain the physical, social, and emotional changes that occur during puberty and adolescence and why the onset and progression of puberty can vary.

•2.1.5.PGD.4: Explain common human sexual development and the role of hormones

•2.1.5.PGD.5: Identify trusted adults, including family members, caregivers, school staff, and health care professionals, whom students can talk to about relationships and ask questions about puberty and adolescent health.

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL 

ELA:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
• NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Arts / Music / Visual and Performing Arts:

• 1.2.5.Cn11a: Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g., exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).
•  1.5.5.Cr1a: Brainstorm and curate ideas to innovatively problem solve during artmaking and design projects.
•  1.5.5.Cr1b: Individually and collaboratively set goals, investigate, choose, and demonstrate diverse approaches to art-making that is meaningful to the makers.

Mathematics:

• 3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

 Science:

• 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
• 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Social Studies:

• 6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
• 6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
• 6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
• 6.1.5.CivicsCM.2: Use evidence from multiple sources to construct a claim about how self discipline and civility contribute to the common good.
• 6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
• 6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ
• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

21st Century Life and Career Readiness

Technology

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
•  9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

• 8.1.5.CS.1: Model how computing devices connect to other components to form a system.
• 8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal information.
• 8.2.5.ED.2: Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
• 8.2.5.ED.3: Follow step by step directions to assemble a product or solve a problem, using appropriate tools to accomplish the task.
• 8.2.5.ED.6: Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process.
• 8.2.5.ITH.1: Explain how societal needs and wants influence the development and function of a product and a system.
• 8.2.5.EC.1: Analyze how technology has contributed to or reduced inequities in local and global communities and determine its short- and long-term effects.

Unit 5 Student Learning Objectives

Students will know:

• Students will be able to:

• How the effects of lifestyle choices impact the body systems
• Personal health strategies and behaviors reduce illness, prevent injuries, and maintain or enhance one’s wellness
• The importance of choosing a variety of ways to be physically active and the positive outcomes of being physically active
• The importance of setting and monitoring goals
• That students can talk to trusted adults, including family members, caregivers, school staff, and health care professionals, when they have questions about relationships, puberty, and adolescent health

• Categorize the different types of hygiene and describe the benefits of personal health practices such as bathing regularly, washing hair, brushing teeth, flossing, etc.

• Role-play healthy choices/decision-making skills that contribute to maintaining wellness.

• Compare and contrast physical, mental,

and social health.

• Identify why sleep and rest are important for proper growth and good health.
• Explain how eating a healthy balanced diet in conjunction with regular exercise contributes to maintaining physical and mental health and well-being.
• Create a list of barriers to being physically active every day and problem solve how to overcome those barriers.
• Evaluate their own physical activity patterns and set a realistic physical activity goal that includes monitoring the goal by self-assessing what is going well and what can be improved.

• The developmental changes associated with puberty that are experienced by oneself and others during childhood and adolescence
• The physical, social, and emotional changes that occur during puberty and adolescence

• Explain how puberty and development can vary within individuals, which is completely normal.
• Brainstorm a list of feelings that an individual may experience during puberty
• Summarize characteristics of a trustworthy family member, adult, staff member, and/or health care professional.
• Assess the importance of identifying a trustworthy individual who can provide accurate information and support in regard to the puberty and adolescent health.

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

● BrainPop.com

● KidsHealth.org

● EdPuzzle.com

● NewsELA.com

● CATCH.org

● NJ SEL Standards Google Doc

● Always Changing Puberty Education Program Girls 

●Always Changing and Growing Up- Boys Puberty Education

• Blooket.com
• Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics
• Construct a personal health poster
• DVD:  Let’s Talk Puberty for Girls and Let’s Talk Puberty for Boys, Just Around the Corner, and Always Changing
• Classroom.kidshealth.org
• Great Body Shop
• Group participation/discussions
• Guest presenters from community members
• Heart.org  
• Interview community members in varying jobs.
• Kahoot.com
• Role-playing scenarios

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Unit 6 Summary: Pregnancy and Parenting ensures the understanding that there are stages that impact all areas of one’s overall wellness and contribute to changes to an individual’s emotional, financial, physical, mental, and social well-being. Like the acquisition of any new skill, knowledge contributes to success as a parent.

Enduring Understandings:

• There is a correlation between sexual intercourse and human reproduction.
• Pregnancy can occur in a variety of ways.

Essential Questions:

• What are the various ways in which pregnancy can occur?

New Jersey Student Learning Standards

Core Ideas

Performance Expectations

• Pregnancy can be achieved through a variety of methods

•  2.1.5.PGD.1: Explain the relationship between sexual intercourse and human reproduction.  

• 2.1.5.PGD.2: Explain the range of ways pregnancy can occur (e.g., IVF, surrogacy).  

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL

ELA:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
• NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Arts / Music / Visual and Performing Arts:

• 1.2.5.Cn11a: Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g., exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).
•  1.5.5.Cr1a: Brainstorm and curate ideas to innovatively problem solve during artmaking and design projects.
•  1.5.5.Cr1b: Individually and collaboratively set goals, investigate, choose, and demonstrate diverse approaches to art-making that is meaningful to the makers.

Mathematics:

• 3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

 Science:

• 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
• 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Social Studies:

• 6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
• 6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
• 6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
• 6.1.5.CivicsCM.2: Use evidence from multiple sources to construct a claim about how self discipline and civility contribute to the common good.
• 6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
• 6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ
• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

21st Century Life and Career Readiness

Technology

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
•  9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

• 8.1.5.CS.1: Model how computing devices connect to other components to form a system.
• 8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal information.
• 8.2.5.ED.2: Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
• 8.2.5.ED.3: Follow step by step directions to assemble a product or solve a problem, using appropriate tools to accomplish the task.
• 8.2.5.ED.6: Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process.
• 8.2.5.ITH.1: Explain how societal needs and wants influence the development and function of a product and a system.
• 8.2.5.EC.1: Analyze how technology has contributed to or reduced inequities in local and global communities and determine its short- and long-term effects.

Unit 6 Student Learning Objectives

Students will know:

Students will be able to:

• The stages of fertilization
• Pregnancy can be achieved through a variety of methods

.

• Recall the stages of fertilization.
• Identify ways in which an individual may become pregnant (e.g., IVF, surrogacy)

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

● BrainPop.com

● KidsHealth.org

● EdPuzzle.com

● NewsELA.com

● CATCH.org

● NJ SEL Standards Google Doc

● Always Changing Puberty Education Program Girls 

●Always Changing and Growing Up- Boys Puberty Education

• Blooket.com
• Brainpop.com - Empathy and respect, and Relationships
• Construct a personal health poster
• Group participation/discussions
• Guest presenters from community members
• Kahoot.com
• Role-playing scenarios
•  BrainPopJr
•  School Nurse
•  Kahoot (Kahoot.it.)
•  discoveryeducation

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Unit 7 Summary: Social and Sexual Health emphasizes a person’s ability to effectively communicate and interact with others. Individuals possess the ability to forge meaningful relationships and interact in healthy, appropriate ways. Social and Sexual Health is based upon respect and the acceptance of differences.  Additionally, it encompasses the degree to which connections are formed with others in different environments, adaptations are made to social and sexual situations, support is evident by individuals, institutions, and experiences which lead to a sense of belonging.

Enduring Understandings:

• Everybody is different, and it is important to express acceptance toward the differences of others.
• Healthy relationships with family members and peers should be established and maintained.
• All individuals should strive to make others feel welcomed and included.
• It is important to focus on relationships with family members since they impact the development of their children physically, socially and emotionally.
• People in healthy relationships share thoughts and feelings, as well as mutual respect.

Essential Questions:

• How are people similar and different?
• What are the characteristics that make people unique or special?
• What are the characteristics of someone who has self-respect?
• How can we contribute to and create a safe and respectful environment for people of all identities and backgrounds?
• How can we show our friends and family that we respect and appreciate them?
• What are some ways you can show dignity and respect toward others?

New Jersey Student Learning Standards

Core Ideas

Performance Expectations

• All individuals should feel welcome and included regardless of their gender, gender expression, or sexual orientation.

• 2.1.5.SSH.1: Describe gender-role stereotypes and their potential impact on self and others.  

• 2.1.5.SSH.2: Differentiate between sexual orientation and gender identity.  

• 2.1.5.SSH.3: Demonstrate ways to promote dignity and respect for all people (e.g. sexual orientation, gender identity and expression, race, ethnicity, socio-economic status, differing ability, immigration status, family configuration).  

Core Ideas

Performance Expectations

• Family members impact the development of their children physically, socially and emotionally

• 2.1.5.SSH.4: Describe how families can share common values, offer emotional support, and set boundaries and limits.  

• 2.1.5.SSH.5: Explain the importance of communication with family members, caregivers and other trusted adults about a variety of topics.

Core Ideas

Performance Expectations

• People in healthy relationships share thoughts and feelings, as well as mutual respect.

 • 2.1.5.SSH.6: Describe the characteristics of healthy versus unhealthy relationships among friends and with family members.  

• 2.1.5.SSH.7: Define teasing, harassment and bullying and provide examples of inappropriate behaviors that are harmful to others.

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL 

ELA:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
• NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Arts / Music / Visual and Performing Arts:

• 1.2.5.Cn11a: Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g., exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).
•  1.5.5.Cr1a: Brainstorm and curate ideas to innovatively problem solve during artmaking and design projects.
•  1.5.5.Cr1b: Individually and collaboratively set goals, investigate, choose, and demonstrate diverse approaches to art-making that is meaningful to the makers.

Mathematics:

• 3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

 Science:

• 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
• 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Social Studies:

• 6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
• 6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
• 6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
• 6.1.5.CivicsCM.2: Use evidence from multiple sources to construct a claim about how self discipline and civility contribute to the common good.
• 6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
• 6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ
• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

21st Century Life and Career Readiness

Technology

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
•  9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

• 8.1.5.CS.1: Model how computing devices connect to other components to form a system.
• 8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal information.
• 8.2.5.ED.2: Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
• 8.2.5.ED.3: Follow step by step directions to assemble a product or solve a problem, using appropriate tools to accomplish the task.
• 8.2.5.ED.6: Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process.
• 8.2.5.ITH.1: Explain how societal needs and wants influence the development and function of a product and a system.
• 8.2.5.EC.1: Analyze how technology has contributed to or reduced inequities in local and global communities and determine its short- and long-term effects.

Unit 7 Student Learning Objectives

Students will know:

Students will be able to:

• It is essential to show acceptance of the differences in others and treat all people with dignity and respect
• How to demonstrate respect for the self-expression in oneself and others
• How to develop an awareness of one’s own feelings and be sensitive to the feelings of others

• Compare and contrast similarities and differences among group members.
• Explain what diversity means and the importance of embracing an individual’s uniqueness.
• Work as a group to list ways to ensure everyone is treated with dignity and respect.
• Create a message to encourage peers to accept and respect diversity.

• All individuals should feel good about the fact that their families are diverse and unique
• Everyone has a right to feel good about themselves, their families, and their beliefs

• Discuss something different and special about each family.
• Assess and identify how family members can impact one's life physically, socially, and emotionally.
• Design a family crest.

• The qualities of a positive/healthy relationship that are necessary in order to establish and maintain healthy relationships with family, peers, and/or community members  

• List the characteristics of healthy relationships/friendships.
• Compare and contrast healthy vs. unhealthy relationships.
• Discuss the benefits of healthy family and peer relationships.
• Cite examples of inappropriate behaviors that are harmful to others.
• Differentiate between teasing, harassment, and bullying.
• Write about their own thoughts and feelings about bullying.
• Categorize perpetrators, victims, and bystanders in scenarios.
• Identify consequences of bullying in regard to perpetrators, victims, and bystanders.
• Identify reasons people bully others.
• Summarize why it is wrong to tease or bully others based on personal characteristics.
• Create a poster to advocate for actions to reduce or prevent bullying.

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

● BrainPop.com

● KidsHealth.org

● EdPuzzle.com

● NewsELA.com

● CATCH.org

● NJ SEL Standards Google Doc

• Blooket.com
• Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics
• Brainpop.com - Empathy and respect, and Relationships
• Construct a personal health poster
• Classroom.kidshealth.org
• Great Body Shop
• Group participation/discussions
• Guest presenters from community members
• Heart.org  
• Kahoot.com
• Positive Messages - students write positive message to each other (anti bullying)
• Role-playing scenarios
• School Nurse
• School Counselor

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Unit 8 Summary: Health Conditions, which are either controlled or life threatening, are characterized as acute or chronic illnesses and diseases. Since access to care and facilities affect health conditions, it is important to possess the knowledge of health-enhancing behaviors that help a person avoid and reduce health risks and diseases.

Enduring Understandings:

● The use of disease prevention strategies in home, school, and community promotes personal health to ensure the human body functions properly.

● The early detection and treatment of diseases and health conditions impact one’s health.

● There are various ways an individual can prevent the spread of communicable and infectious diseases and conditions.  

● Mental health is a contributing factor in maintaining your general well-being.

● Mental illness is a medical problem.

Essential Questions:

● What is a communicable and infectious disease?

● What is a pathogen?

● What are some common communicable and infectious diseases?

            ● How can you recognize the signs and symptoms of common communicable diseases?

● What are some best practices and preventive strategies you can take to better ensure the health and  

             safety of yourself and those around you?

            ● Why is it important to maintain your mental health, and what are strategies that you can utilize to

             promote positive mental health?

New Jersey Student Learning Standards

Core Ideas

Performance Expectations

• There are actions that individuals can take to help prevent diseases and stay healthy.  

• 2.3.5.HCDM.1: Identify conditions that may keep the human body from working properly, and the ways in which the body responds.  

• 2.3.5.HCDM.2: Describe how to prevent the spread of communicable and infectious diseases and conditions (e.g., Lyme Disease, influenza)  

• 2.3.5.HCDM.3: Examine how mental health can impact one’s wellness (e.g., depression, anxiety, stress, phobias).  

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL 

ELA:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
• NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Arts / Music / Visual and Performing Arts:

• 1.2.5.Cn11a: Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g., exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).
•  1.5.5.Cr1a: Brainstorm and curate ideas to innovatively problem solve during artmaking and design projects.
•  1.5.5.Cr1b: Individually and collaboratively set goals, investigate, choose, and demonstrate diverse approaches to art-making that is meaningful to the makers.

Mathematics:

• 3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

 Science:

• 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
• 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Social Studies:

• 6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
• 6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
• 6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
• 6.1.5.CivicsCM.2: Use evidence from multiple sources to construct a claim about how self discipline and civility contribute to the common good.
• 6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
• 6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ
• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

21st Century Life and Career Readiness

Technology

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
•  9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

• 8.1.5.CS.1: Model how computing devices connect to other components to form a system.
• 8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal information.
• 8.2.5.ED.2: Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
• 8.2.5.ED.3: Follow step by step directions to assemble a product or solve a problem, using appropriate tools to accomplish the task.
• 8.2.5.ED.6: Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process.
• 8.2.5.ITH.1: Explain how societal needs and wants influence the development and function of a product and a system.
• 8.2.5.EC.1: Analyze how technology has contributed to or reduced inequities in local and global communities and determine its short- and long-term effects.

Unit 8 Student Learning Objectives

Students will know:

Students will be able to:

• The specific actions that help individuals prevent diseases and stay healthy
• Using health care services helps to address common infectious diseases and manage chronic diseases and conditions
• Mental health impacts wellness  

• Discuss healthy habits that can promote healthy living and help prevent

disease as well as the spread of disease.

• Differentiate between communicable and non-communicable diseases.

• Create a graphic organizer listing different types of infectious diseases, the symptoms associated, recommended strategies for recovery, and how to cope with if obtained.
• Summarize and write how common infectious illnesses are transmitted and the behavioral factors that can influence the development of chronic disease.
• Explain why it is important to seek out health care professionals for appropriate screenings and examinations.
• Identify health problems associated with common chronic diseases or conditions.
• Research common preventable chronic diseases and choose one to create a slide deck about.
• Assess personal health and wellness-related practices.
• Examine how mental health can impact one’s wellness (e.g., depression, anxiety, stress, phobias).  

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

● BrainPop.com

● KidsHealth.org

● EdPuzzle.com

● NewsELA.com

● CATCH.org

● NJ SEL Standards Google Doc

●New Jersey Tick-borne Disease Education Toolkit

• Blooket.com
• Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics
• Construct a personal health poster
• Goal setting and problem solving skill sheet
• Great Body Shop
• Group participation/discussions
• Guest presenters from community members
• Heart.org  
• Kahoot.com
• School Nurse

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Unit 9 Summary: There are a multitude of alcohol, drugs, and tobacco. Using alcohol and other drugs can lead to both short-term and long-term effects. Alcohol and other drugs used refer to all types of legal and illicit drugs. There are various types of tobacco products, such as cigarettes, e-cigarettes, and marijuana, that can cause damage physically and mentally. Additionally, tobacco, alcohol, and other illicit drug products can adversely affect the user, family members, and individuals in the community. On the contrary, over the counter medicines and prescription medications, which have both benefits and risks, are drugs used that can be successful in treating pain and illness when taken correctly. Medicines prescribed and supplied by a health physician play a significant role in relieving and aiding in one's recovery.

Enduring Understandings:

● Healthy decisions affect how we feel physically as well as emotionally.

● Medicines come in a variety of forms (prescription medicines, over-the-counter medicines, medicinal supplements), are used for numerous reasons, and should be taken as directed in order to be safe and effective.

● Alcohol, tobacco, and other drugs can have a negative effect on a person physically, emotionally, & socially.

● Individuals who are abusing alcohol or drugs exhibit specific behavior traits.

● Assistance is available for individuals who abuse drugs or alcohol.  

Essential Questions:

● What is the difference between a prescription drug, an over the counter drug, and an illegal drug?

● Why is it important not to take anyone else’s medication?

● How can an individual recognize products that contain dangerous substances, and what are the  

             unhealthy effects associated with those substances?

● What are warning signs that someone is abusing alcohol or drugs, and what resources are available to assist the individual?

New Jersey Student Learning Standards

Core Ideas

Performance Expectations

• The use of alcohol, tobacco, and drugs may affect the user, family, and community members in negative ways and have unintended consequences.  

• 2.3.5.ATD.1: Identify products that contain alcohol, tobacco, and drugs and explain potential unhealthy effects (e.g., substance disorder, cancer).  

• 2.3.5.ATD.2: Describe health concerns associated with e-cigarettes, vaping products, inhalants, alcohol, opioids and other drugs, and non-prescribed cannabis products.

Core Ideas

Performance Expectations

• Drug misuse and abuse can affect one’s relationship with friends, family, and community members in unhealthy ways.  

•2.3.5.ATD.3: Describe the behaviors of people who struggle with the use of alcohol and drugs and identify the type of assistance that is available.  

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL 

ELA:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
• NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Arts / Music / Visual and Performing Arts:

• 1.2.5.Cn11a: Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g., exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).
•  1.5.5.Cr1a: Brainstorm and curate ideas to innovatively problem solve during artmaking and design projects.
•  1.5.5.Cr1b: Individually and collaboratively set goals, investigate, choose, and demonstrate diverse approaches to art-making that is meaningful to the makers.

Mathematics:

• 3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

 Science:

• 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
• 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Social Studies:

• 6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
• 6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
• 6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
• 6.1.5.CivicsCM.2: Use evidence from multiple sources to construct a claim about how self discipline and civility contribute to the common good.
• 6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
• 6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ
• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

21st Century Life and Career Readiness

Technology

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
•  9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

• 8.1.5.CS.1: Model how computing devices connect to other components to form a system.
• 8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal information.
• 8.2.5.ED.2: Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
• 8.2.5.ED.3: Follow step by step directions to assemble a product or solve a problem, using appropriate tools to accomplish the task.
• 8.2.5.ED.6: Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process.
• 8.2.5.ITH.1: Explain how societal needs and wants influence the development and function of a product and a system.
• 8.2.5.EC.1: Analyze how technology has contributed to or reduced inequities in local and global communities and determine its short- and long-term effects.

Unit 9 Student Learning Objectives

Students will know:

Students will be able to:

• Medicine is taken to help aid in recovery and should only be given by a trained medical physician, parent, or trusted adult

• Create a list of commonly used medicines and discuss if they are acquired over- the- counter or by doctor’s prescription.
• Discuss when medicine should be

administered and the importance of following the recommended dosage.

• The use of alcohol, tobacco, and drugs negatively impacts the user, family, and community members and has unintended consequences

• Brainstorm things to do and behaviors to avoid in order to keep their bodies healthy.
• Explain how to identify products that contain alcohol, tobacco, and drugs as well as their potentially unhealthy effects.
• Identify and discuss potentially harmful household items.
• Create Google drawings/charts  to identify products containing alcohol, tobacco,vaping, and other drugs.
• Brainstorm family and school rules pertaining to alcohol use.
• Analyze the short- and long- term harmful effects of alcohol, tobacco, e-cigarettes, vaping products, inhalants, opioids and other drugs, and non-prescribed cannabis products on the functions of the body systems and mental and social health.  

• Individuals who misuse and abuse drugs negatively affect their relationships with friends, family, and community members in unhealthy ways

• Summarize behaviors associated with individuals who struggle with the use of alcohol and drugs.
• List resources and assistance available to individuals who use and abuse alcohol and drugs.  

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

● BrainPop.com

● KidsHealth.org

● EdPuzzle.com

● NewsELA.com

● CATCH.org

● NJ SEL Standards Google Doc

• Blooket.com
• Construct a personal health poster
• DVD:  Let’s Talk Puberty for Girls and Let’s Talk Puberty for Boys, Just Around the Corner, and Always Changing
• Goal setting and problem solving skill sheet
• Group participation/discussions
• Guest presenters from community members
• Heart.org  
• Kahoot.com
• Role-playing scenarios
• School Nurse
• School Officer
• Flipgrid

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Unit 10 Summary: Dependency is when a person develops a tolerance and an increased need for a drug or substance. The types of dependency include physical and psychological addictions. Disorder or a substance use disorder is when casual or experimental use of alcohol or other substances (including illegal drugs, medications prescribed or not) escalates. Individuals may seek assistance for recovery by enrolling in a program or facility for treatment. There are a plethora of resources available for students in the school and the community, including a teacher, coach, school counselor, SAC, school nurse, resource officer, peer leadership individual, mental health specialist, social worker, and parents.

Enduring Understandings:

● Individuals can use, misuse, or abuse prescription and illicit drugs.

● Individuals who use and abuse alcohol or drugs are at risk of forming a dependency on those drugs. If dependent, they lose self control in abstaining from abusing drugs even when they wish to no longer use them.

● There is a difference between addiction and dependency.

● Individuals who have an alcohol, tobacco, or or drug use problem exhibit specific signs.

● Individuals who abuse alcohol or drugs have multiple methods for seeking and receiving help.

● Individuals who abuse alcohol or drugs have multiple methods for seeking and receiving help.

● It is imperative to be cognizant of effective dangerous substance refusal strategies in order to ensure positive overall health and wellness.

Essential Questions:

● What are the differences between drug use, misuse, and abuse?

● What is the impact of developing a dependency on dangerous substances?

● How can one differentiate between addiction and dependency?

● Are there signs that tell us if a person is having difficulty controlling their substance abuse?

● What are some options for individuals who recognize that they have a dependency issue?

● What are effective refusal skills that will help me to avoid dangerous substances?

● Why should I practice refusal skills?

New Jersey Student Learning Standards

Core Ideas

Performance Expectations

• The short- and long-term effects of substance abuse are dangerous and harmful to one's health.  

• 2.3.5.DSDT.1: Differentiate between drug use, misuse, abuse, prescription and illicit drugs.  

• 2.3.5.DSDT.2: Identify signs and evaluate evidence that a person might have an alcohol, tobacco, and/or drug use problem.  

• 2.3.5.DSDT.3: Demonstrate effective refusal skills of alcohol, e-cigarettes, vaping products, cannabis products, opioids, and other substances that can negatively impact health.

Core Ideas

Performance Expectations

• The use/abuse of alcohol, tobacco, and drugs can have unintended consequences but there are resources available for individuals and others affected by these situations.

• 2.3.5.DSDT.4: Demonstrate strategies for seeking assistance for someone impacted by an individual who is struggling with the use/abuse of alcohol or drugs.  

• 2.3.5.DSDT.5: Identify the various types of resources that are available in the community and online to assist individuals who struggle with alcohol, tobacco, and drug use/abuse (e.g., school nurse, counselor, peer leadership group).  

Interdisciplinary Connections

Other Cross-Curricular Opportunities

Opportunities for SEL

ELA:

• NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
• NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
• NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
• NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Arts / Music / Visual and Performing Arts:

• 1.2.5.Cn11a: Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g., exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).
•  1.5.5.Cr1a: Brainstorm and curate ideas to innovatively problem solve during artmaking and design projects.
•  1.5.5.Cr1b: Individually and collaboratively set goals, investigate, choose, and demonstrate diverse approaches to art-making that is meaningful to the makers.

Mathematics:

• 3.MD.B.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

 Science:

• 3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
• 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Social Studies:

• 6.1.5.CivicsPR.1: Compare procedures for making decisions in a variety of settings including classroom, school, government, and /or society.
• 6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
• 6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
• 6.1.5.CivicsCM.2: Use evidence from multiple sources to construct a claim about how self discipline and civility contribute to the common good.
• 6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
• 6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

SEL:

• Self Awareness: Recognize one’s feelings and thoughts; Recognize the impact of one’s feelings and thoughts on one’s own behavior
• Self Management: Understand and practice strategies for managing one’s own emotions, thoughts, and behaviors
• Relationship Skills: Establish and maintain healthy relationships; Utilize positive communication and social skills to interact effectively with others
• Social Awareness: Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds; Demonstrate an understanding of the need for mutual respect when viewpoints differ
• Responsible Decision Making: Develop, implement, and model effective problem-solving and critical thinking skills

21st Century Life and Career Readiness

Technology

• 9.1.5.CR.1: Compare various ways to give back and relate them to your strengths, interests, and other personal factors.
• 9.2.5.CAP.1: Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.
• 9.2.5.CAP.2: Identify how you might like to earn an income
•  9.2.5.CAP.8: Identify risks that individuals and households face
• 9.4.5.CT.1: Identify and gather relevant data that will aid in the problem-solving process

• 8.1.5.CS.1: Model how computing devices connect to other components to form a system.
• 8.1.5.NI.2: Describe physical and digital security measures for protecting sensitive personal information.
• 8.2.5.ED.2: Collaborate with peers to collect information, brainstorm to solve a problem, and evaluate all possible solutions to provide the best results with supporting sketches or models.
• 8.2.5.ED.3: Follow step by step directions to assemble a product or solve a problem, using appropriate tools to accomplish the task.
• 8.2.5.ED.6: Evaluate and test alternative solutions to a problem using the constraints and trade-offs identified in the design process.
• 8.2.5.ITH.1: Explain how societal needs and wants influence the development and function of a product and a system.
• 8.2.5.EC.1: Analyze how technology has contributed to or reduced inequities in local and global communities and determine its short- and long-term effects.

Unit 10 Student Learning Objectives

Students will know:

Students will be able to:

• People who are unable to control their substance abuse experience short- and long-term effects that are dangerous and harmful to one's health

• Define substance abuse.
• Differentiate between dependency and addiction.

• Discuss the differences in behaviors that could lead to the early detection of substance abuse.

• While unintended consequences are the result of the use/abuse of alcohol, tobacco, and drugs, there are available resources for individuals and others affected by these situations
• How to use refusal skills to remain alcohol-, tobacco-, and drug- free

• Describe the behaviors of people who

struggle with the use of alcohol and

drugs and identify the type of assistance

that is available.

• Identify the signs of poisoning or overdose and identify how to respond, including who to contact for help.  

• Explain how individuals who abuse

alcohol, tobacco, and other drugs can

get help.

• Analyze the influence of peers on alcohol, drug, or vape use.
• Role-play and practice refusal skills to demonstrate effective verbal and nonverbal communication.
• Create an alcohol- or drug- free advertisement.

Student Learning

Core Instructional Materials and Resources

Supplemental Instructional Materials

and Resources

● BrainPop.com

● KidsHealth.org

● EdPuzzle.com

● NewsELA.com

● CATCH.org

● NJ SEL Standards Google Doc

• Blooket.com
• Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics
• Construct a personal health poster
• Goal setting and problem solving skill sheet
• Great Body Shop
• Group participation/discussions
• Guest presenters from community members
• Interview community members in varying jobs.
• Kahoot.com
• Role-playing scenarios

Accommodations and Modifications for Various Student Populations

Assessment Evidence

Click for specific Formative Assessments, Benchmark Assessments, Alternative Assessments, and Summative Assessments.

Assessment Evidence

Formative Assessments

Benchmark Assessments

Exit ticket

Conferring

Informal observation of students

Whiteboards

Turn and talk

Q&A

Pre-assessment

Temperature checks

Performance Based Task

Fall and Spring IXL

NJSLA

*Benchmarks will be administered at a minimum of two times per year

Alternative Assessments

Summative Assessments

Dynamic Learning Map (DLM)

Performance Based Assessments

Student drawing or labeling of parts of a book and/or story elements.

Students will draw visualizations of poems they read or hear

Students will verbally describe idea/solution or target goal

Parts of a book assessment.

Completed Research Graphic Organizer.

Circulation records will indicate accurate self checkout operation.

Successful location and retrieval of Media Center materials.

Completed individualized computer program.

Artistic Output (Creating, Performing/Presenting/Producing in the Arts)

Traditional tests

Performance Tasks

Accommodations and Modifications for Various Student Populations

Special Education

504/ADA

Multilingual Learners

Gifted and Talented

Use an alternative instructional method to address individual learning style

Provide study guide for assessments

Provide additional time to complete assignments

Organize an activity to reinforce and review lesson content

Break instruction into smaller manageable units

Break task down and provide guidance through steps needed for task

Provide small group instruction

Provide written cues during lecture/discussion

Provide manipulative materials to reinforce concepts presented

Encourage student to highlight notes

Allow use of assistive technology

Allow use of word processor

Read test to student

Assist student with organization

Encourage participation and provide positive feedback

Prompt student to stay on task

Provide one-one instruction

Modify seating arrangement

Provide test with modifications

Provide written directions to reinforce oral directions

Clarify vocabulary or directions on a test

Provide a word bank for test

Allow use of mnemonic techniques during testing

Provide student with an alternate setting for test administration

Utilize an alternative assessment

Modify assignment; Modify length of assignment

Provide advance notice of upcoming test

Encourage student to utilize color cues

Check organization of notebook

Provide a copy of class notes

Provide extra time for test

Check for understanding of directions and/or concepts

Provide study guide for assessments

Provide additional time to complete assignments

Organize an activity to reinforce and review lesson content

Break instruction into smaller manageable units

Break task down and provide guidance through steps needed for task

Provide small group instruction

Provide written cues during lecture/discussion

Provide verbal embellishments during lecture to enhance understanding

Provide manipulative materials to reinforce concepts presented

Encourage student to highlight notes

Allow use of assistive technology

Allow use of word processor

Check content of notes for accuracy

Read test to student

Assist student with organization

Provide student with an alternate setting for test administration

Utilize an alternative assessment

Modify assignment; Modify length of assignment

Provide advance notice of upcoming test

Encourage student to utilize color cues

Check organization of notebook

Provide a copy of class notes

Provide extra time for test

Check for understanding of directions and/or concepts

Connections to prior knowledge/background

Connecting content to multilingual learners’ background knowledge

Teacher will model how to complete a task or assignment

Use of think-alouds to show progress thought the steps of the task

Use of adapted texts

Highlighting key vocabulary, main ideas, important explanations

Differentiated or simplified notes with main ideas highlighted

Illustrated word/phrase wall

Word banks

Native language support via translation tools

Modify vocabulary instruction using cognates, prefixes, suffixes, root words, context clues with imbedded definitions, visuals, vocabulary charts

Essay templates/scaffolded format

Checklists /guided reading questions for tasks

Close reading with word banks

Illustrations/visuals

Graphic organizers/story map

Cooperative learning groups/strategies

Use of sentence frames

Bilingual students as peer helpers

Modified quizzes, tests, assignments

Acceleration or compacting of content

Flexible pacing

Use of advanced or complex concepts and examples

Connections to other content areas

Provide higher-level thinking questions, open- ended questions

Encourage inquiry, active exploration, discovery

Activity, reading, and assessment selection based on student interest

Group interaction and simulations

Guided self-management

Demonstration of knowledge and skills in a wide variety of forms

Students at Risk of School Failure

Directions and/or instructions given in limited numbers; given verbally and in simple written format

Assign a peer buddy

Simply tasks

Reduce length of assignments

Allow for different modes of assessment

Repeated check-ins during class sessions

Prioritize tasks in checklist, note completion

Provide hands-on tasks and/or manipulatives

Use of kinesthetic learning

Break assessments into smaller chunks/sessions

Preferential seating

Unit

Instructional Days

Emotional Health

200 minutes (5 Instructional Days)

Community Health Services and Support

40 minutes (1 Instructional Days)

Nutrition

240 minutes (6 Instructional Days)

Personal Safety

80 minutes (2 Instructional Days)

Personal Growth and Development

(Opt-out)

280 minutes (7 Instructional Days)

Pregnancy and Parenting

(Opt-out)

80 minutes (2 Instructional Days)

Social and Sexual Health

80 minutes (2 Instructional Days)

Health Conditions, Diseases, and Medicines

120 minutes (3 Instructional Days)

Alcohol, Tobacco, and Other Drugs

200 minutes (5 Instructional Days)

Dependency, Substances Disorder, and Treatment

200 minutes (5 Instructional Days)