Health 10 Pg.
COURSE TITLE
Health 10
LENGTH
One Quarter
Grade 10
DEPARTMENT
Health / Physical Education
SCHOOL
Rutherford High School
Primary Content
Comprehensive Health and Physical Education
Initial BOE Approval Date (Born on): August 23, 2021
Revised: March 13, 2023
Embedded Content
Career Readiness, Life Literacies and Key Skills
Initial BOE Approval Date (Born on): August 23, 2021
Revised March 13, 2023
Our health curriculum is a comprehensive program designed to provide students with the knowledge, life skills and thinking skills they need to achieve good health.
1. Highway Transportation System
a. Understanding the highway transportation system (HTS)
b. Keeping the HTS efficient
c. Responsibilities of drivers
2. Driver Licenses
a. People needing licenses
b. Types
c. Driver Permits
d. Road Tests
e. License Validation
f. Donor Information
3. Motor Vehicle Registration
a. Registration
b. License Plates
c. Inspection
d. Insurance
4. Traffic Laws for Safety
a. Rules of the road
b. Basic diving rules
c. Speed laws
d. Basic and absolute speed limits
e. Traffic control devices
f. Signs (color and meaning)
g. Traffic signals
h. Lights
i. Pavement markings
j. Lane and edge lines
5. Owning a Motor Vehicle
a. Purchasing a vehicle (new and used)
b. Selecting options
c. Classified ads
d. Cost of ownership
e. Loans, leases, and warranties
f. Title and registration
g. Insuring a vehicle
h. Insurance types
i. Deductibles (collision and comprehensive)
j. No-fault
k. Uninsured/underinsured motorist
l. Towing
m. Costs
n. Trip planning
6. Natural Laws and Driving
a. Gravity
b. Center of gravity
c. Friction
d. Energy and inertia
e. Centrifugal force
f. Stopping distance
g. Perception time and distance
h. Reaction time and distance
i. Braking distance
j. Force of impact
k. Energy absorbing features (vehicle and highway)
l. Passenger restraint
m. Seat belts
n. Air bags
7. Driving Strategies
a. Understanding, utilizing, and adapting the I.P.D.E. Process
b. Identifying
c. Predict
d. Decide
e. Execute
f. Handling hazards
g. Managing time, speed, and distance
h. Following distance
i. Immediate path of travel
j. Interval rule
k. Stopping distance
l. Swerving path time
m. Limited visibility
n. Limited traction
o. Lateral access
p. Limited space
8. Driving Rules and Regulations
a. Speed control
b. Speed limits
c. Passing
d. Yielding
e. Keeping to the right
f. Controlled and uncontrolled intersections
g. Blind intersections
h. Entering and exiting highways
i. Turning regulations
j. Circle intersections
k. Stopping regulations
l. Stopping distances
m. Types and use of lights
n. Parking regulations
o. Parking distances
9. Driving Privileges
a. Mandatory penalties, sentences, and surcharges
b. Loss of driving privileges
c. License violations
d. Breath tests
e. No hardship cases
f. Driver improvement programs
g. Probationary driver program
h. License restoration
i. Point system
j. Insurance surcharges
10. Driver Fitness and Highway Safety
a. Physical conditions
b. Age
c. Fatigue
d. Coordination
e. Vision (night and peripheral)
f. Perception (depth and color)
g. Visual acuity
h. Hearing
i. Feeling and touch
j. Mental condition/Mental Health
k. Alertness, awareness, and emotions
11. Alcohol, Drugs, and Driving
a. Drug use and abuse
b. Dangers
c. Prescription and over the counter drugs
d. Physical and emotional dependency
e. Side effects
f. Types of drugs and effects on the driver
g. Vehicular homicide/suicide
h. Hallucinogens
i. Stimulants/Depressants
j. Alcohol
k. Effects on the body and driver
l. DWI laws and penalties
m. Legal drinking age
n. Implied consent law
o. Blood Alcohol Content (BAC)
p. Factors affecting BAC
q. Alcohol comparison
r. “The Good Host” – Legal liabilities
12. Defensive Driving
a. Preventing accidents
b. Adjusting to road types
c. Lane usage
d. Following distance
e. Road conditions
f. Car length rule
g. Two-second rule
h. Weather conditions
i. Wet roads
j. Winter driving
k. Reduced visibility
l. Night driving
13. Getting Underway
a. Instrument panel
b. Indicators
c. Gauges
d. Controls
e. Lights
f. Safety and comfort controls
14. Basic Driving Maneuvers
a. Seat belt law / child restraints
b. Car condition
c. Starting a parked car
d. Steering
e. Speed control
f. Hand signals
g. Turning
h. Parking
15. Driving Emergencies
a. Avoiding collisions
b. Collision protection
c. Driving problems
d. Skidding
e. Emergency stops
f. Running off pavement
g. Car fires
h. Plunging into water
i. Stalling on railroad tracks
j. Car failure
k. Tire blowouts
l. Brake failure
m. Power steering failure
n. Gas pedal problems
o. Hood latch failure
p. Windshield wiper failure
q. Headlight failure
r. Accidents (moving and parked)
s. Reporting accidents
t. Distractions
16. Vehicle Maintenance
a. Inspections
b. Preventative maintenance
c. Fuel economy
d. Vehicle choice
e. Driving habits
17. Digital Citizenship (Common Sense Media Unit 2 Gr. 9-12)
a. www.commonsensemedia.org/educators/scope-and-sequence
Teaching Lessons Unit 2
By the end of grade 10, students successfully completing this course will:
· Combine knowledge, skills, and positive attitudes to become a responsible driver.
· Develop a knowledge and respect for traffic rules and regulations.
· Understand the significance of motor vehicles in our society, the contributions they make toward living standards, and the role they play in our economy.
· Acquire an understanding of basic automotive principles necessary for intelligent driving.
· Develop knowledge of the laws of physics as they pertain to driving and control of a vehicle.
· Develop an understanding of the causes of traffic accidents and methods of prevention.
· Understand the responsibilities of owning and maintaining a motor vehicle.
New Jersey Student Learning Standards
Student outcomes are based on the National Health Education Standards and the New Jersey Student Learning Standards for Comprehensive Health and Physical Education (Adopted 2004, Revised 2009, 2014, and 2020).
2.1 Personal and Mental Health by the End of Grade 12
Personal Growth and Development
Personal Growth and Development are lifelong processes of physical, behavioral, emotional and cognitive change throughout one’s lifetime. Personal Growth and Development pertains to keeping your body healthy and understanding hormonal changes (all body systems) and their impact on sexuality. It encompasses the human condition: who we are, how we grow or evolve, and how interaction with others affects the process of growth physically, mentally, socially, and emotionally from infancy through advanced age.
2.1.12.PGD.1: Develop a health care plan that includes practices and strategies designed to support an active lifestyle, attend to mental health, and foster a healthy, social and emotional life.
2.1.12.PGD.2: Predict how healthy and unhealthy behaviors can affect brain development and impact physical, social and emotional stages of early adulthood.
Pregnancy and Parenting
Pregnancy and parenting are stages in life that impact all aspects on one’s wellness. Regardless of the circumstance, pregnancy and parenting brings changes to an individual’s emotional, financial, physical, mental, and social well-being. These stages can include many happy experiences but can also be the source of great challenges. Like any new skill, parenting takes knowledge, skills, and practice to be successful. However, other factors such as medical and financial challenges can make this stage in life more difficult. Preparation is the key to a healthy pregnancy, delivery and transition to parenting.
2.1.12.PP.1: Compare and contrast the advantages and disadvantages of contraceptive and disease prevention methods (e.g., abstinence, condoms, emergency contraception, dental dams).
2.1.12.PP.2: Develop a plan to eliminate or reduce risk for unintended pregnancy and/or STIs (including HIV) and identify ways to overcome potential barriers to prevention.
2.1.12.PP.3: Identify trusted adults, including family members, caregivers, school staff, and health care professionals to ask questions and discuss pregnancy and other health topics.
2.1.12.PP.4: List the major milestones of each trimester of fetal development utilizing medically accurate information.
2.1.12.PP.5: Analyze factors that can impact the health of a baby (e.g., fetal alcohol syndrome, sudden infant death syndrome, low birth weight, premature birth, genetics).
2.1.12.PP.6: Analyze personal and societal factors that can influence decisions about pregnancy options, including parenting, abortion, safe haven, and adoption.
2.1.12.PP.7: Analyze the emotional, social, physical, and financial effects of being a teen or young adult parent.
2.1.12.PP.8: Assess the skills needed to be an effective parent.
2.1.12.PP.9: Evaluate parenting strategies used at various stages of child development based on reliable sources of information
Emotional Health
Emotional Health encompasses the views, feelings, and expressions about oneself. Emotional health includes a person’s emotional, mental, psychological, and social well-being. It also helps determine how to handle stress and make choices related to others. Emotionally healthy people consciously develop coping mechanisms that are situationally appropriate to resolve and gather positive outcomes, develop strategies for mental health emergencies, respond to situations in a positive and appropriate manner, connect with resources and trusted individuals to assist, communicate feelings with confidence, and recognize support systems.
2.1.12.EH.1: Recognize one’s personal traits, strengths, and limitations and identify how to develop skills to support a healthy lifestyle.
2.1.12.EH.2: Analyze factors that influence the emotional and social impact of mental health illness on the family.
2.1.12.EH.3: Describe strategies to appropriately respond to stressors in a variety of situations (e.g., academics, relationships, shootings, death, car accidents, illness).
2.1.12.EH.4: Analyze and adapt mental and emotional health messages and communication techniques to peers and other specific target audience (e.g., dimensions of health).
Social and Sexual Health
Social and Sexual Health Social and Sexual Health is a person’s ability to communicate and interact with others efficiently. Individuals are able to form meaningful relationships with others and interact in healthy, appropriate ways. They encompass respect and accept differences of an individual’s race, religion, gender identity, gender expression, ethnicity, disability, socioeconomic background, and perspectives of health-related decisions. The extent to which people connect with others in different environments, adapt to various social and sexual situations, feel supported by individuals, institutions, and experience a sense of belonging, all contribute to social and sexual health.
• 2.1.12.SSH.1: Analyze the influences of peers, family, media, social norms and culture on the expression of gender, sexual orientation, and identity.
2.1.12.SSH.2: Advocate for school and community policies and programs that promote dignity and respect for people of all genders, gender expressions, gender identities, and sexual orientations.
2.1.12.SSH.3: Analyze current social issues affecting perceptions of sexuality, culture, ethnicity, disability status and make recommendations to address those issues.
2.1.12.SSH.4: Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others (defining and understanding the laws of consent and dating violence).
2.1.12.SSH.5: Demonstrate ways to show respect for the boundaries of others as they relate to intimacy and sexual behavior.
2.1.12.SSH.6: Analyze the benefits of abstinence from sexual activity using reliable resources.
2.1.12.SSH.7: Analyze factors that influence the choices, and effectiveness of safer sex methods and contraception, including risk-reduction and risk-elimination strategies.
2.1.12.SSH.8: Describe the human sexual response cycle, including the role of hormones and pleasure.
2.1.12.SSH.9: Analyze the personal and societal factors that could keep someone from leaving an unhealthy relationship.
2.1.12.SSH.10: Analyze the state and federal laws related to minors’ ability to give and receive sexual consent and their association with sexually explicit media.
Community Health Services and Support
Community Health Services provide informational resources and assistance to communities and individuals to support disease and injury prevention, disaster relief, and improve the quality of services provided to all individuals. Community Health Services promote public health, health equity, healthy lifestyles and reduce health disparities. Services and support can include the provision of Culturally and Linguistically Appropriate Services (CLAS), medical/dental health services, nursing, clothing, shelter, hunger relief, and allied health professional care to people in need, or people maintaining regular wellness screenings in the person’s home, other residential settings, or a community health care facility.
2.1.12.CHSS.1: Analyze the opportunities available at home, in school, and in the community to support the mental health of oneself or an individual.
2.1.12.CHSS.2: Develop an advocacy plan for a health issue and share this information with others who can benefit.
2.1.12. CHSS.3: Explain the purpose of the Safe Haven Law and identify locations in your community.
2.1.12.CHSS.4: Identify medically accurate sources of information and local services that provide contraceptive methods (including emergency contraception and condoms) and pregnancy options (including parenting, abortion, safe haven, adoption, and prenatal care).
2.1.12.CHSS.5: Analyze a variety of health products and services based on cost, availability, accessibility, benefits and accreditation in the home, school, and in the community (e.g., suicide prevention, breast/testicular self-examination, CPR/AED, life skills training, menstrual products).
2.1.12.CHSS.6: Evaluate the validity of health information, resources, services, in school, home and in the community.
2.1.12.CHSS.7: Describe how individuals and local, state, and global advocacy organizations can collaborate to address common local and global health and social issues (e.g., hunger, clean water, organ/tissue donation).
2.1.12.CHSS.8: Investigate how local, state, and global agencies are addressing health issues caused by climate change and share this information in an appropriate setting.
2.1.12.CHSS.9: Develop an action plan to assist individuals who have feelings of sadness, anxiety, stress, trauma, or depression and share this information with individuals who will benefit.
2.2 Physical Wellness by the End of Grade 12
Movement Skills and Concepts
Movement Skills and Concepts include learning and investigating the fundamentals of movement (on land, water, snow, sand and ice) from one place to another and the understanding of biomechanics (how the body moves, grows and matures). Movement skills fall into three main categories: locomotor, non-locomotor, and manipulative skills. Concepts into categories such as spatial awareness (where the body moves), body awareness (what can the body do), qualities of movement (how the body moves and with whom/what does the body move).
2.2.12.MSC.1: Explain and demonstrate ways to apply movement skills from one game, sport, aerobics, or recreational activity to another including striking skills (e.g., tennis, badminton, ping pong, racquetball, pickleball).
2.2.12.MSC.2: Analyze application of force and motion (e.g., weight transfer, power, speed, agility, range of motion) and modify movement to impact performance.
2.2.12.MSC.3: Design, lead and critique rhythmic and physical activity that includes variations in time, space, force, flow, and relationships (e.g., creative, cultural, social, aerobics dance, fitness).
2.2.12.MSC.4: Analyze etiquette, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance, participation, and behavior.
2.2.12.MSC.5: Develop rule changes to existing games, sports, and activities that enhance participation, safety, and enjoyment.
Physical Fitness
Physical Fitness is the ability to move, perform daily tasks and unexpected physical challenges effectively without losing energy reserves. Fitness activities can be performed at many levels (low, moderate, and high), which will impact how efficiently the body functions.
2.2.12.PF.1: Compare the short- and long-term benefits of physical activity and the impact on wellness associated with physical, mental, emotional fitness through one's lifetime.
2.2.12.PF.2: Respect and appreciate all levels of ability and encourage with care during all physical activities.
2.2.12.PF.3: Design and implement a personal fitness plan, using evidence and evaluate how that reflects knowledge and application of fitness-training principles (FITT) and the components of skill related fitness.
2.2.12.PF.4: Determine the role of genetics, age, nutrition, sleep, the environment, and exercise type on body composition and personal health (e.g., anabolic steroids, human growth hormones, stimulants).
2.2.12.PF.5: Analyze fitness knowledge in strength, conditioning, agility, and the physiological responses of the energy systems effects on the mind and body before, during, and after physical fitness activities.
Lifelong Fitness
Lifelong Fitness requires making fitness a part of a person’s daily life. It is about creating fitness habits that support individuals to plan and stay healthy throughout their lifetime. In addition, a person recognizes the medical consequences of a sedentary lifestyle and that the benefits of an active body and mind over time reduces diseases, injuries and pain. Lifelong fitness doesn’t focus on competition or high-level skill development, but rather on self-evaluation, personal goal setting, social engagement, sportsmanship, enjoyment of movement, and leisure-time fitness activities.
2.2.12.LF.1: Apply and share a movement and physical fitness vocabulary that is intrinsic to motivate oneself, to impact family, and others in a community.
2.2.12.LF.2: Develop a sense of openness and willingness when participating in physical fitness activity to share and learn experiences from your own and other cultures.
2.2.12.LF.3: Examine building to a level of fitness to successfully participate in a range of different physical activities during a lifetime.
2.2.12.LF.4: Exhibit responsible social behavior by including and cooperating with classmates of all skill levels, assisting when needed, and collaborating respectfully to solve problems in groups, teams, and in pairs during physical activity.
2.2.12.LF.5: Describe the social benefits gained from participating in physical activity (e.g., meeting someone, making friends, team work, building trust, experiencing something new).
2.2.12.LF.6: Implement a financial plan for participation in physical activity in the community for self and family members.
2.2.12.LF.7: Analyze the current and future impact of globalization and technology on the influences of participation in sports, games, physical fitness activities, dance, gaming, outdoor adventure, viewing sports, and social and emotional connections.
2.2.12.LF.8: Identify personal and community resources to explore career options related to physical activity and health.
Nutrition
Nutrition is the intake of food, considered in relation to the body’s dietary needs. An adequate and well-balanced diet, in combination with regular physical activity, is a cornerstone of physical wellness. Nutritional wellness necessitates learning how to develop good eating habits, including choosing healthy foods and understanding the effects that portion size, sugars, fats, and high cholesterol foods have on a body. Additionally, balancing food intake with exercise, tempered by factors such as age, lifestyle, and hereditary are vitally important components of nutritional wellness.
2.2.12.N.1: Compare and contrast the nutritional trends, eating habits, and the impact of marketing foods on adolescents and young adults nationally and worldwide.
2.2.12.N.2: Determine the relationship of nutrition and physical activity to weight loss, gain, and maintenance.
2.2.12.N.3: Analyze the unique contributions of each nutrient class (e.g., fats, carbohydrates, protein, water, vitamins, minerals) to one’s health and fitness.
2.2.12.N.4: Implement strategies and monitor progress in achieving a personal nutritional health plan.
2.2.12.N.5: Research recent trends in plant based and organic food choices and industries that have shown an impact on lowering heart, cancer, diabetes, and other diseases.
2.3 Safety by the End of Grade 12
Personal Safety
Personal Safety involves being aware of your surroundings and understanding of how certain situations and/or unhealthy behaviors can lead to injury, illness or death. The ability to identify potential risks and an awareness of the steps that can likely prevent injuries and diseases are key to being safe. In addition, it is essential that individuals understand that there are circumstances that may make them feel uncomfortable or are unsafe/dangerous that are beyond their control. In those circumstances, it is essential that individuals know where and how to seek help and do not blame themselves.
2.3.12.PS.1: Apply a thoughtful decision-making process to evaluate situations and influences that could lead to healthy or unhealthy consequences (e.g., peers, media).
2.3.12.PS.2: Analyze the short- and long-term consequences of sharing sexually explicit images (sexting) or messages with individuals or posting online.
2.3.12.PS.3: Summarize New Jersey motor vehicle laws and regulations, Safe Stops, and determine their impact on health and safety (e.g., organ/tissue donation, traffic safety, avoid driving distractions, seatbelt use, the use of hand-held devices).
2.3.12.PS.4: Investigate the relationship between alcohol, drug use, and motor vehicle crashes and analyze the short- and long-term consequences of these actions.
2.3.12.PS.5: Identify the state and federal laws related to intimate partner and sexual violence (e.g., sexual harassment, sexual abuse, sexual assault, domestic violence).
2.3.12.PS.6: Describe the types of abuse (e.g., physical, emotional, psychological, financial, sexual) and the cycle of violence as it relates to sexual abuse, domestic violence, dating violence, and gender-based violence.
2.3.12.PS.7: Analyze recruitment tactics that sex traffickers/exploiters use to exploit vulnerabilities and recruit youth.
2.3.12.PS.8: Develop strategies to communicate effectively, safely, and with empathy when using digital devices in a variety of situations (e.g., cyberbullying, sexting).
2.3.12.PS.9: Evaluate strategies to use social media safely, legally, and respectfully.
2.3.12.PS.10: Analyze the short- and long-term consequences of sharing sexually explicit images (sexting) or messages with individuals or posting online.
Health Conditions, Diseases and Medicines
Health conditions are acute or chronic illnesses and diseases, which can be either controllable or life threatening. People contract different types of diseases, such as communicable diseases, Vector-borne diseases and Zoonotic diseases to name a few. Access to care and facilities affect the conditions of health. Health-enhancing behaviors help a person avoid and reduce health risks, and diseases. Early detection, treatment, screenings, and vaccines assist in preventing (personal, community and global) illnesses and outbreaks. Medicines are substances that treat or relieve diseases and pain. Medications are prescribed by a physician or can be accessed over the counter. Medications can be misused and abused if not taken properly.
2.3.12.HCDM.1: Develop a health care plan to help prevent and treat diseases and health conditions one may encounter (e.g., breast/testicular exams, Pap smear, regular STIs testing, HPV vaccine).
2.3.12.HCDM.2: Provide examples of how drugs and medication mimic or block the action of certain cells in the body, and how abusing drugs can affect the human body.
2.3.12.HCDM.3: Evaluate the benefits of biomedical approaches to prevent STIs (e.g., hepatitis B vaccine, HPV vaccine) and HIV (e.g., PrEP, PEP).
2.3.12.HCDM.4: Evaluate emerging methods to diagnose and treat diseases and health conditions that are common in young adults in the United States and in other countries (e.g., hepatitis, stroke, heart attacks, cancer,).
2.3.12.HCDM.5: Analyze local, state, and international public health efforts to prevent and control diseases and health conditions (e.g., vaccinations, immunizations, medical exams, gene editing, artificial organ systems, prosthesis).
2.3.12.HCDM.6: Analyze and discuss the evidence of the emotional and social impact of mental health illness on families, communities, and states (e.g., depression, anxiety, Alzheimer’s, panic disorders, eating disorders, impulse disorders).
Alcohol, Tobacco and other Drugs
Alcohol, other drugs and tobacco can be found in a variety of forms. The use of alcohol and other drugs has both short-term and long-term effects. Alcohol and other drugs use refer to all types of legal and illicit drugs. Over the counter medicines and prescription medications, when taken correctly are drugs used to treat pain and illness. These drugs have both benefits and risks. There are many types of tobacco products such as cigarettes, e-cigarettes, and marijuana to name a few that can cause damage both physically and mentally. Tobacco, alcohol, and other illicit drug products can adversely affect the user, family members, and those in the community.
2.3.12.ATD.1: Examine the influences of drug use and misuse on an individual’s social, emotional and mental wellness.
2.3.12.ATD.2: Compare and contrast the incidence and impact of commonly abused substances on individuals and communities in the United States and other countries (e.g., tobacco, e-cigarettes, vaping products, alcohol, marijuana products, inhalants, anabolic steroids, other drugs).
2.3.12.ATD.3: Explore the relationship between individuals who abuse alcohol, tobacco, and other drugs with an increase in intentional and unintentional health-risk behaviors.
Dependency, Substances Disorder and Treatment
Dependency is when a person develops a tolerance and an increased need for a drug or substance. There are types of dependency such as 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. Treatment includes programs and facilities a person can enroll in, to seek assistance and to receive help to recover. There are many types of treatment facilities for a person to receive help to recover. Students should know who to see and where to go for resources in the school and in the community (e.g., teacher, coach, school counselor, SAC, school nurse, resource officer, peer leadership individual, mental health specialist, parents, social worker).
2.3.12.DSDT.1: Correlate duration of drug use and abuse to the incidence of drug-related deaths, injuries, illness, and academic performance.
2.3.12.DSDT.2: Analyze personal choices and behaviors related to substance use and misuse to determine if they align with personal values and beliefs.
2.3.12.DSDT.3: Examine the drug laws, and regulations of the State of New Jersey, other states and the affects; healthy and unhealthy on individuals, families, schools, and communities (e.g., vaping products, e-cigarettes, cannabis and CBD products, opioids).
2.3.12.DSDT.4: Utilize peer support and societal norms to formulate a health-enhancing message to remain drug free.
2.3.12.DSDT.5: Evaluate the effectiveness of various strategies and skills that support an individual’s ability to stop misusing and abusing drugs and remain drug free (counseling, peer coaching, professional peer support group, and family counseling and support).
New Jersey Student Learning Standards
Career Readiness Life Literacies, and Key Skills Practices
CRLLKSP 1 Act as a responsible and contributing community member and employee.
Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.
CRLLKSP 2 Attend to financial well-being.
Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.
CRLLKSP 3 Consider the environmental, social and economic impacts of decisions.
Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.
CRLLKSP 4 Demonstrate creativity and innovation.
Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.
CRLLKSP 5 Utilize critical thinking to make sense of problems and persevere in solving them.
Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.
CRLLKSP 6 Model integrity, ethical leadership and effective management.
Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ actions, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.
CRLLKSP 7 Plan education and career paths aligned to personal goals.
Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.
CRLLKSP 8 Use technology to enhance productivity, increase collaboration and communicate effectively.
Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.
CRLLKSP 9 Work productively in teams while using cultural/global competence.
Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural differences to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.
CAREER READINESS, LIFE LITERACIES, AND KEY SKILLS
Standard 9.1 Personal Financial Literacy.
9.1.12.FI.4: Research benefits and drawbacks of products offered by financial and non-financial companies (e.g., banks, credit unions, check-cashing stores, product warranty insurance).
Standard 9.2 Career Awareness, Exploration, Preparation, and Training.
9.2.12.CAP.14: Analyze and critique various sources of income and available resources (e.g., financial assets, property, and transfer payments) and how they may substitute for earned income.
Standard 9.4 Life Literacies and Key Skills.
9.4.2.IML.4: Compare and contrast the way information is shared in a variety of contexts (e.g., social, academic, athletic).
New Jersey State Learning Standards for English Language Arts.
RI.9-10.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.) and make relevant connections, to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
This course is offered to students in grade 10.
Student Assessment
The teacher will provide a variety of assessments including homework, class participation, discussions, tests and quizzes, and projects.
Curriculum/Teacher Assessment
The teacher will provide the supervisor with suggestions for change.
The students are homogeneously grouped at the tenth-grade level.
This course is taught to students in the tenth-grade health education classes for one quarter of the year.
Resources include but are not limited to:
A. Text
N.J. Driver Manual (Current Edition)
B. Speakers
· Police Officers (Rutherford Police Department)
· N.J. Transit
· AAA (American Automobile Association)
C. Websites
A wide variety of activities address learning styles of all students. These activities include but are not limited to:
· Discussion
· Demonstration
· Reading
· Individual/group projects
· Drawings
· Posters
· Collages
· Work sheets
· Role play
The following methodologies of instruction are suggested:
· Differentiated instruction
· Discussion
· Lecture
· Group work
· Student pairing
· Individual presentation
· Technology-aided instruction
This course incorporates life sciences, mathematics, and history, as well as health and physical education applications.
Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.
Differentiating in this course includes but is not limited to:
Differentiation for Support (ELL, Special Education, Students at Risk)
· Scaffolding assignments
· Chunking of material
· Allow for errors
· Study Guides
· Pre-teach material
· Rephrase of questions and directions
· Oral and written assignments
· Assessment review
· Focus on essential vocabulary
· Guided questioning and notetaking
· Peer editing and review
· Use of assisted technology
· Visual learning
· Small group jigsaw
· Teacher modeling
· Partner/group work
· Notebook checks
· Current events
· Online videos
Differentiation for Enrichment |
· More complex tasks and projects
· Higher level questioning and techniques
· Peer mentoring
· Independent extension of content based on interest
· Supplemental reading
· Independent study
· Real world problems and scenarios
· Student driven
The teacher will continue to improve expertise through participation in a variety of professional development opportunities.
Grade 10 Health
Unit Topic | Time Allocated | Differentiating Instruction for Students with Disabilities, Students with 504 Plans, Students at Risk of School Failure, English Language Learners, & Gifted & Talented Students | Standards | Assessments |
Introduction to Vehicle Systems
| 1 week | For Support: · Study guide · Testing accommodations
Preferential seating
Cooperative learning groups
Use of technology
Vocabulary Practice
For Enhancement: · Cooperative learning groups · Flexible grouping | NJSLS 2.3.12.PS.3-4 NJSLS-ELA RI.9-10.1 | Formative Assessment: · Plickers for questions and definitions. · Exit Ticket · Observation
Summative Assessment: · Cumulative quiz on vocabulary· Dashboard Project |
Highway Transportation System
Driver Safety
| 1 week | For Support: · Study guide · Testing accommodations
Preferential seating
Cooperative learning groups
Use of technology
Vocabulary Practice
For Enhancement: · Cooperative learning groups · Flexible grouping | NJSLS 2.3.12.PS.1,3,4 | Formative Assessment: · Google forms for questions and vocabulary · Think-Pair-Share Observation
Summative Assessment: · Cumulative test on vocabulary and chapter concepts. · Signs Classwork |
The NJ Driver License System
Driver Testing
Vehicle Information
| 2 weeks | For Support: · Study guide · Testing accommodations
Preferential seating
Cooperative learning groups
Use of technology
Vocabulary Practice
For Enhancement: · Cooperative learning groups · Flexible grouping | NJSLS 2.3.12.PS.1,3,4 9.4.2.IML.4 NJSLS-ELA RI.9-10.1 9.2.12.CAP.14 9.1.12.FI.4 | Formative Assessment: · Google forms for questions and vocabulary · Case Studies – critical thinking · Observation · Exit Tickets
Summative Assessment: · Cumulative test on vocabulary and chapter concepts. |
Driver Responsibility
Safe Driving Rules and Regulations
Sharing the Road with Others
| 3 weeks | For Support: · Study guide · Testing accommodations
Preferential seating
Cooperative learning groups
Use of technology
Vocabulary Practice
For Enhancement: · Cooperative learning groups · Flexible grouping Elevated questioning techniques | NJSLS 2.3.12.PS.1,3,4 | Formative Assessment: · Google forms for questions and vocabulary · Think-Pair-Share
Summative Assessment: · Cumulative test on vocabulary and chapter concepts. |
Defensive Driving
Drinking, Drugs and Health
Driver Privileges and Penalties
| 3 weeks | For Support: · Study guide · Testing accommodations · Preferential seating · Differentiated teacher feedback · Cooperative learning groups · Use of technology · Re-teaching and review · Visual aids on whiteboard · Peer mentoring on problems
For Enhancement: · Cooperative learning groups · Flexible grouping | NJSLS 2.3.12.ATD.1-3 2.3.12.DSDT.1-5 2.3.12.PS.3-4 9.4.2.IML.4 | Formative Assessment: · Google forms for questions and vocabulary · Think-Pair-Share
Summative Assessment: · Cumulative test on vocabulary and chapter concepts. |