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:

• People live a healthier life when they reduce outside stressors.
• Character is reflected in an individual's thoughts and actions of oneself and others.
• A person is responsible for their thoughts and actions and how they express themselves..
• A person has the ability to control their thoughts and actions in a variety of settings.
• There are healthy and unhealthy ways to cope with stress.
• Bullying and teasing are wrong and damaging to others.
• Developing self-esteem and tolerance to be able to cope with different types of people is beneficial when handling a conflict.
• There are healthy ways to resolve conflicts and issues with peers.
• It is important to identify trusted adults who can provide support and assistance in coping with difficult situations.  

Essential Questions:

• What are several emotions that we can experience?
• Why do people have different emotions toward the same situation?
• How can we express our emotions in a positive way?
• How does character influence thoughts and actions?
• What does responsibility mean?
• How can an individual practice self-control in a variety of settings and situations?
• How can you cope with a stressful situation?
• What are different ways an individual can express themselves?
• What does it mean to be tolerant toward others?
• How does one develop a positive self image?
• How can you resolve a conflict with your friend?
• Why is bullying considered inappropriate?
• Who can we go to when we feel that we have a problem?

NJSLS

Student Learning Objectives

Suggested Resources/Strategies

Assessment

• 2.1.2.EH.1: Explain the meaning of character and how it is reflected in the thoughts, feelings and actions of oneself and others.  

• 2.1.2.EH.2: Identify what it means to be responsible and list personal responsibilities.  

• 2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs

• 2.1.2.EH.4: Demonstrate strategies for managing one's own emotions, thoughts and behaviors.  

• 2.1.2.EH.5: Explain healthy ways of coping with stressful situations.  

- Define character.

- Illustrate ways to demonstrate character through thoughts, feelings and actions as they pertain to oneself and others.  

- Define responsibility and categorize ways to be responsible at home, in school, and in the community.

- Create a poster to display strategies for  using self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).

- In small groups examine different emotional scenarios and how one can make it more positive vs negative.

- Sketch appropriate ways to express wants, needs, and emotions.

- Color in an outline of a person with an emotion on their face of what color each emotion represents to them (ex: red = anger , blue = sad).

- Summarize the relationship between feelings and behavior.

Discuss and identify stressful situations.

- Practice strategies for managing one's own feelings and using self- and impulse- control.

Create a brochure to demonstrate healthy ways to deal with stress

Use self-control and impulse-control strategies to promote health.  

Blooket.com

Brainpop - Nutrition Personal Health, Disease, Injury, and Conditions Topics

Construct a personal health poster

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

• Written Expression (journals, quizzes,  tests)

• Expressive Language (class  

discussions, class presentations

• Graphic Organizers (bar graphs, pie  charts, time lines, charts, graphs, maps)

 • Projects, Cooperative Groups

(experiments, dioramas, models, cut and  paste, terrariums, constructions of  

scientific instruments, posters, sorting  activities

• Teacher Observations (Data Tracking/ Recording with clipboard/device)

*Benchmark will be administered a minimum of two times per year

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

Unit 1

 Interdisciplinary Connections/ Technology/ 21st Century Skills/ Career Readiness

ELA

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.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Mathematics

2.MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

21st Century

9.2.12.C.2 , 9.2.12.C.3 , 9.2.12.C.6, 9.2.12.C.

Technology

8.1.2.CS.1, 8.1.2.NI.1, 8.1.2.NI.2, 8.2.2.ITH.3

Career Readiness

9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.

9.1.2.FP.1: Explain how emotions influence whether a person spends or saves.

9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving.

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:

• There are ways to handle your feelings and express them in a safe and appropriate manner.
• People may react differently to the same situation, which necessitates the ability to discuss your feelings.
• Everyone’s personal health is important, and a person may need to utilize services and/or

resources available to maintain their health.

• There are different sources and trusted, reliable professionals who can provide health information and care at home, school, and in the community.

• In an emergency, I know to dial 911 to ask for help.

• I understand how climate change affects the community and surroundings.

Essential Questions:

• Who are trusted community workers that help keep us safe?
• Who can support my effort to live and maintain a healthy lifestyle?
• Is it acceptable for me to feel a different way than my peers as it relates to the same situation?
• Who can help if I am not feeling physically or emotionally well?
• When does a want look like or feel like a need?
• What can you do in an emergency situation?
• What do I need to know to make good decisions and stay healthy?
• How do decisions we make each day influence our health and wellness?
• What is climate change?
• How has climate change impacted my community and surroundings?
• When is it appropriate to call 911?
• What information would I need to provide if I call 911?

NJSLS

Student Learning Objectives

Suggested Resources/Strategies

Assessment

• 2.1.2.CHSS.5: Identify situations that might result in individuals feeling sad, angry, frustrated, or scared.

• 2.1.2.CHSS.6: Identify individuals who can assist with expressing one’s feelings (e.g., family members, teachers, counselors, medical professionals).  

How to recognize school and community professionals who can assist with addressing health emergencies and providing accurate health information  

How to describe the ways humans, plants, and animals are impacted by climate change.

Blooket.com

Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics

Construct a personal health poster

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

• Written Expression (journals, quizzes,  tests)

• Expressive Language (class  

discussions, class presentations

• Graphic Organizers (bar graphs, pie  charts, time lines, charts, graphs, maps)

 • Projects, Cooperative Groups

(experiments, dioramas, models, cut and  paste, terrariums, constructions of  

scientific instruments, posters, sorting  activities

• Teacher Observations (Data Tracking/ Recording with clipboard/device)

*Benchmark will be administered a minimum of two times per year

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

Unit 2

 Interdisciplinary Connections/ Technology/ 21st Century Skills/ Career Readiness

ELA

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.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Mathematics

2.MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

21st Century

9.2.12.C.2 , 9.2.12.C.3 , 9.2.12.C.6, 9.2.12.C.

Technology

8.1.2.CS.1, 8.1.2.NI.1, 8.1.2.NI.2, 8.2.2.ITH.3

Career Readiness

9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.

9.1.2.FP.1: Explain how emotions influence whether a person spends or saves.

9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving.

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 genetics.

Enduring Understandings:

• Nutritious food choices promote wellness and are the basis for healthy eating habits
• Lifestyle choices have an impact on all aspects of health and wellness
• Cultural and personal preferences can impact an individual's nutritional choices.
• There are different food groups that should be incorporated into daily food intake.

Essential Questions:

• How can I choose nutritious foods for each meal that incorporate the different food groups?
• Why are some foods healthier than others?
• What contributes to healthy and unhealthy eating habits?

New Jersey Student Learning Standards  

Core Ideas

Performance Expectations

• Nutritious food choices promote wellness and are the basis for healthy eating habits.

•2.2.2.N.1: Explore different types of foods and food groups.

•2.2.2.N.2: Explain why some foods are healthier to eat than others.

•2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

NJSLS

Student Learning Objectives

Suggested Resources/Strategies

Assessment

2.2.2.N.1: Explore different types of foods and food groups.

•2.2.2.N.2: Explain why some foods are healthier to eat than others.

•2.2.2.N.3: Differentiate between healthy and unhealthy eating habits.

Following a healthy eating plan is necessary for growth and development

The role of food choices and food amounts that contribute to staying healthy throughout life

Water is important for maintaining good health

How to read a food label

Differentiate between healthy and unhealthy foods.

Explain why some foods are healthier than others and the importance of choosing healthy food.

Name the food groups and a variety of nutritious food choices for each food group.

Describe the types of foods that should be limited.

• Illustrate a favorite meal and evaluate how healthy it is.
• Paraphrase the benefits of eating breakfast every day.
• Identify which foods belong in each of the food groups.

○“Eat the Rainbow” (colorful plate)

• Work in small groups to create sample menus of  healthy, well-balanced meals.

• Identify the importance of drinking water and staying hydrated.
• Describe the benefits of eating plenty of fruits and vegetables.
• Classify foods that are healthy snacks.

• Summarize information found on food

Blooket.com

Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics

Construct a personal health poster

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

• Written Expression (journals, quizzes,  tests)

• Expressive Language (class  

discussions, class presentations

• Graphic Organizers (bar graphs, pie  charts, time lines, charts, graphs, maps)

 • Projects, Cooperative Groups

(experiments, dioramas, models, cut and  paste, terrariums, constructions of  

scientific instruments, posters, sorting  activities

• Teacher Observations (Data Tracking/ Recording with clipboard/device)

*Benchmark will be administered a minimum of two times per year

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

Unit 3

 Interdisciplinary Connections/ Technology/ 21st Century Skills/ Career Readiness

ELA

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.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Mathematics

2.MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

21st Century

9.2.12.C.2 , 9.2.12.C.3 , 9.2.12.C.6, 9.2.12.C.

Technology

8.1.2.CS.1, 8.1.2.NI.1, 8.1.2.NI.2, 8.2.2.ITH.3

Career Readiness

9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.

9.1.2.FP.1: Explain how emotions influence whether a person spends or saves.

9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving.

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:

• Environmental hazards in the environment impact personal health and safety.
• Participating in emergency drills and Fire Safety procedures helps us prepare for an emergency situation.
• Bike riders need to practice and be aware of bike safety measures.
• Car seats and seat belts are measures that are used to keep us safe.  
• It is important to be able to identify warning symbols (Safety Signs) and their meanings.
• First-aid can be helpful in different ways.
• There are ways to remain safe while using the internet.
• Water safety measures should be practiced.
• There are different types of behaviors that constitute abuse.
• If you are in an uncomfortable or dangerous situation regarding your personal boundaries, you should talk to a trusted adult.

Essential Questions:

• How do hazards in the environment impact personal health and safety?
• How can I contribute to the safety and cleanliness of the environment?
• Why are emergency drills,warning signs,and rules important?
• Why is it important to follow the correct bike safety procedures?
• What indoor and outdoor healthy practices should I be utilizing in order to prevent injuries?
• Why do we need to be safe while using the internet?
• How can I use the internet safely?
• What are the different types of abuse?
• What does it mean to have personal boundaries?
• How do I know who I can talk to about an uncomfortable or dangerous situation?

NJSLS

Student Learning Objectives

Suggested Resources/Strategies

Assessment

•2.3.2.PS.2: Discuss healthy and safe choices both indoors and outdoors (e.g., using equipment, wearing bike helmets, vehicle, water, weather safety).

• 2.3.2. PS.3: Recognize and demonstrate safety strategies to prevent injuries at home, school, in the community (e.g., traffic safety, bicycle/scooter safety, fire safety, poison safety, accident prevention).

• 2.3.2. PS.4: Develop an awareness of warning symbols and their meaning (e.g., red light, stop sign, poison symbol).

How to identify the impact of the environment on personal health and safety  

How to utilize protective equipment and apply safety procedures and rules in order to avoid safety hazards in the home and community

Evaluate and list personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe.

Create posters/flyers/brochures to describe safety precautions, equipment, and rules associated with preventing injuries at home, school, and in the community (e.g., traffic safety, bicycle/scooter safety, fire safety, poison safety, accident prevention).

Differentiate between the healthy and Describe and write about how they feel when they are safe.

Illustrate things they do to stay safe.

Practice what to say if you are feeling unsafe.

Explain how to communicate personal boundaries and show respect for someone else’s personal boundaries.

List trusted adults that students can speak to if personal boundaries are being crossed.

How to utilize protective equipment and apply safety procedures and rules in order to avoid safety hazards in the home and community 

Blooket.com

Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics

Construct a personal health poster

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

• Written Expression (journals, quizzes,  tests)

• Expressive Language (class  

discussions, class presentations

• Graphic Organizers (bar graphs, pie  charts, time lines, charts, graphs, maps)

 • Projects, Cooperative Groups

(experiments, dioramas, models, cut and  paste, terrariums, constructions of  

scientific instruments, posters, sorting  activities

• Teacher Observations (Data Tracking/ Recording with clipboard/device)

*Benchmark will be administered a minimum of two times per year

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

Unit 4

 Interdisciplinary Connections/ Technology/ 21st Century Skills/ Career Readiness

ELA

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.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Mathematics

2.MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

21st Century

9.2.12.C.2 , 9.2.12.C.3 , 9.2.12.C.6, 9.2.12.C.

Technology

8.1.2.CS.1, 8.1.2.NI.1, 8.1.2.NI.2, 8.2.2.ITH.3

Career Readiness

9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.

9.1.2.FP.1: Explain how emotions influence whether a person spends or saves.

9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving.

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:

• Individuals enjoy different activities and grow at different rates.
• Personal hygiene and self-help skills promote healthy habits.
• Healthy lifestyle choices are directly related to how well the body systems function in conjunction with one another.
• Everyone has special and unique qualities.
• There are a plethora of trusted adults who can be consulted regarding personal health matters.
• Identify the medically accurate terminology for parts of the body.

Essential Questions:

• How can we keep our bodies healthy?
• What are different ways to maintain good hygiene?
• What are the correct medical terms for the parts of the body?
• How do the different body systems impact and affect one another?
• How do you identify a trusted adult to converse with regarding personal health matters?

NJSLS

Student Learning Objectives

Suggested Resources/Strategies

Assessment

•2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy and the environment clean and safe

• 2.1.2.PGD.2: Develop an awareness of healthy habits (e.g., wash hands, cough in arm, brush teeth).

• 2.1.2.PGD.3: Explain what being “well” means and identify self-care practices that support wellness.

• 2.1.2.PGD.4: Use correct terminology to identify body parts and explain how body parts work together to support wellness.

• 2.1.2.PGD.5: List medically accurate names for body parts, including genitals.

Define wellness, including its physical and mental aspects.

Explain what healthy habits are and list examples.

Identify the benefits and make a brochure of personal health care practices such as hand washing, brushing teeth, bathing regularly, covering your mouth/nose when coughing/sneezing, etc.

Explain why sleep and rest are important for proper growth and good health.

Identify the recommended amount of physical activity for children and explain ways to be active every day and support others in remaining physically active.  

Brainstorm self-care practices that support wellness.

Blooket.com

Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics

Construct a personal health poster

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

• Written Expression (journals, quizzes,  tests)

• Expressive Language (class  

discussions, class presentations

• Graphic Organizers (bar graphs, pie  charts, time lines, charts, graphs, maps)

 • Projects, Cooperative Groups

(experiments, dioramas, models, cut and  paste, terrariums, constructions of  

scientific instruments, posters, sorting  activities

• Teacher Observations (Data Tracking/ Recording with clipboard/device)

*Benchmark will be administered a minimum of two times per year

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

Unit 5

 Interdisciplinary Connections/ Technology/ 21st Century Skills/ Career Readiness

ELA

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.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Mathematics

2.MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

21st Century

9.2.12.C.2 , 9.2.12.C.3 , 9.2.12.C.6, 9.2.12.C.

Technology

8.1.2.CS.1, 8.1.2.NI.1, 8.1.2.NI.2, 8.2.2.ITH.3

Career Readiness

9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.

9.1.2.FP.1: Explain how emotions influence whether a person spends or saves.

9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving.

Unit 6 Summary: Pregnancy and Parenting are stages in life. Reproduction is a natural part of life. Living things have the ability to reproduce and a responsibility to care for their offspring.

Enduring Understandings:

• All living things may have the capacity to reproduce.
• Parents or guardians care for their offspring and family.

Essential Questions:

• How do we classify something as living or nonliving?
• What does reproduction mean?
• How do parents or guardians take care of their offspring?

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, support is evident by individuals, institutions, and experiences which lead to a sense of belonging.

Enduring Understandings:

• Every individual has unique skills and qualities.
• Individuals make their own choices and express themselves in different ways.
• Families shape our thoughts and behaviors.
• Families strive to keep each other safe.
• There are a variety of different families locally, nationally and globally.
• Communication and acceptance are the basis for forging healthy relationships and resolving conflict between people.
• Humans have basic social needs that must be met.

Essential Questions:

• What are the different ways you can express yourself based on your unique skills and qualities?
• How are families different locally, nationally, and globally?
• What are the various ways in which families keep each other safe?
• What are the defining characteristics of a healthy relationship with both family members and peers?
• What are the different relationships you may have in your life?
• Why is it important to express your feelings?
• What are the basic social needs of all people?

NJSLS

Student Learning Objectives

Suggested Resources/Strategies

Assessment

• 2.1.2.PP.1: Define reproduction.  

• 2.1.2.PP.2: Explain the ways in which parents may care for their offspring (e.g., animals, people, fish).  

• 2.1.2.SSH.1: Discuss how individuals make their own choices about how to express themselves.  

• 2.1.2.SSH.2: Discuss the range of ways people express their gender and how gender-role stereotypes may limit behavior.

2.1.2 PGD.5 List medically accurate names for body parts, including the genitals

• 2.1.2.SSH.1: Discuss how individuals make their own choices about how to express themselves.  

• 2.1.2.SSH.2: Discuss the range of ways people express their gender and how gender-role stereotypes may

limit behavior.

• 2.1.2.SSH.5: Identify basic social needs of all people.  

• 2.1.2.SSH.6: Determine the factors that contribute to healthy relationships.

2.1.2. SSH7 Explain healthy ways for friends to express feeling for and to one another

• 2.1.2.SSH.8: Demonstrate healthy ways to respond to disagreements or conflicts with others (e.g., leave, talk to trusted adults, tell a sibling or peer).  

• 2.1.2.SSH.9: Define bullying and teasing and explain why they are wrong and harmful.

Describe how animals, including humans, change as they grow.

Illustrate ways they are unique and special.  

Compare and contrast similarities and differences with peers.

Evaluate and write why it is important to accept differences in others.

Illustrate their Family Tree with family roles clearly labeled.

Identify a family’s impact on an individual and the effects that can come from the family dynamic.

Complete and share a Family Culture/ Background Project.

Analyze the ways families are alike and different.

Identify the basic social needs of all people.

Explain the benefits of having healthy relationships with family and peers.

List how their family helps them be healthy.

Discuss sibling rivalries.

Create a poster describing and listing qualities of a friend.

Blooket.com

Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics

Construct a personal health poster

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

• Written Expression (journals, quizzes,  tests)

• Expressive Language (class  

discussions, class presentations

• Graphic Organizers (bar graphs, pie  charts, time lines, charts, graphs, maps)

 • Projects, Cooperative Groups

(experiments, dioramas, models, cut and  paste, terrariums, constructions of  

scientific instruments, posters, sorting  activities

• Teacher Observations (Data Tracking/ Recording with clipboard/device)

*Benchmark will be administered a minimum of two times per year

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

Units 6 & 7

 Interdisciplinary Connections/ Technology/ 21st Century Skills/ Career Readiness

ELA

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.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Mathematics

2.MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

21st Century

9.2.12.C.2 , 9.2.12.C.3 , 9.2.12.C.6, 9.2.12.C.

Technology

8.1.2.CS.1, 8.1.2.NI.1, 8.1.2.NI.2, 8.2.2.ITH.3

Career Readiness

9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.

9.1.2.FP.1: Explain how emotions influence whether a person spends or saves.

9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving.

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:

• Adequate food and a clean environment can positively impact a person’s health and well being.
• Common diseases and other health related conditions and associated symptoms can be treated.
• Healthy, consistent practices can help prevent disease and health conditions.
• Bacteria and germs are all around us and transmitting and spreading can be prevented.

Essential Questions:

• Why is it important to have a sufficient amount of food as well as a clean environment?
• What are healthy practices and routines that can be used regularly to help prevent illness?
• What are common diseases?
• How can the spread of common diseases be prevented?

NJSLS

Student Learning Objectives

Suggested Resources/Strategies

Assessment

• 2.3.2.HCDM.1: Explain the consequences on a person’s health if he or she does not have adequate food and a clean environment.

• 2.3.2.HCDM.2: Demonstrate personal hygiene and the use of necessary and appropriate health-enhancing behaviors that can keep a person healthy (e.g., precautions to avoid illnesses, handle food hygienically, brush teeth, regular physical activity, adequate

Discuss the importance of adequate food and a clean environment as it relates to an individual’s health.

Describe common health conditions and diseases.

Explain how germs are spread and ways to prevent the spread of germs.

Create a poster to promote healthy habits that can help prevent illness and the potential spread of germs (e.g., precautions to avoid illnesses, handle food hygienically, brush teeth, regular physical activity, adequate sleep, appropriate dress for various weather conditions).

Demonstrate the steps for proper handwashing.

Identify and describe different types of symptoms and signals in the body that can help them recognize an illness.

Summarize why it is important to seek health care.

Blooket.com

Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics

Construct a personal health poster

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

• Written Expression (journals, quizzes,  tests)

• Expressive Language (class  

discussions, class presentations

• Graphic Organizers (bar graphs, pie  charts, time lines, charts, graphs, maps)

 • Projects, Cooperative Groups

(experiments, dioramas, models, cut and  paste, terrariums, constructions of  

scientific instruments, posters, sorting  activities

• Teacher Observations (Data Tracking/ Recording with clipboard/device)

*Benchmark will be administered a minimum of two times per year

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

Unit 8

 Interdisciplinary Connections/ Technology/ 21st Century Skills/ Career Readiness

ELA

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.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Mathematics

2.MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

21st Century

9.2.12.C.2 , 9.2.12.C.3 , 9.2.12.C.6, 9.2.12.C.

Technology

8.1.2.CS.1, 8.1.2.NI.1, 8.1.2.NI.2, 8.2.2.ITH.3

Career Readiness

9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.

9.1.2.FP.1: Explain how emotions influence whether a person spends or saves.

9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving.

Unit 9 Summary: Alcohol, drugs, and tobacco are prevalent in our society. Using alcohol and other drugs can lead to both short-term and long-term effects. Alcohol and other drugs can be classified as legal or illegal. 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:

• Medicines and common household products contain drugs (chemicals) and may be helpful or harmful.
• Just because it is medicine doesn’t mean it is good for you.
• Medicines can help us to feel better if taken appropriately for the illness and person intended.
• Medicines are used primarily to treat an illness or disease.
• Medicines must be prescribed by a doctor and given by a parent or trusted adult.
• Learning to say “no” means knowing when a situation is unsafe.
• Research has established that alcohol, tobacco, and other drugs have a variety of harmful effects on a person physically, emotionally, and socially.
• The usage of tobacco negatively affects a person’s health and hygiene.

Essential Questions:

• How can habits be healthy or unhealthy?
• What is the difference between a prescription drug and an over the counter drug?
• Why is it important not to take anyone else’s medication?
• Why must medicines be used correctly?
• Who can give me medication?
• How can we recognize dangerous substances?
• What are the harmful effects of alcohol, drugs, and tobacco?
• How do I make the “right” decisions in the face of peer pressure, media, and other pressures?
• Why can’t you tell what a drug/chemical is by looking at it?
• How does tobacco negatively impact personal hygiene, health, and safety?

NJSLS

Student Learning Objectives

Suggested Resources/Strategies

Assessment

2.3.2.ATD.1: Explain what medicines are, how they are used, and the importance of utilizing medications properly.

• 2.3.2.ATD.2: Identify ways in which drugs, including some medicines, can be harmful.

• 2.3.2.ATD.3: Explain effects of tobacco use on personal hygiene, health, and safety. 

Explain what medicines are, how they are used, and the importance of utilizing

medications properly.

Blooket.com

Brainpop - Nutrition, Personal Health, Disease, Injury, and Conditions Topics

Construct a personal health poster

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

• Written Expression (journals, quizzes,  tests)

• Expressive Language (class  

discussions, class presentations

• Graphic Organizers (bar graphs, pie  charts, time lines, charts, graphs, maps)

 • Projects, Cooperative Groups

(experiments, dioramas, models, cut and  paste, terrariums, constructions of  

scientific instruments, posters, sorting  activities

• Teacher Observations (Data Tracking/ Recording with clipboard/device)

*Benchmark will be administered a minimum of two times per year

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

Unit 9

 Interdisciplinary Connections/ Technology/ 21st Century Skills/ Career Readiness

ELA

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.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Mathematics

2.MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

21st Century

9.2.12.C.2 , 9.2.12.C.3 , 9.2.12.C.6, 9.2.12.C.

Technology

8.1.2.CS.1, 8.1.2.NI.1, 8.1.2.NI.2, 8.2.2.ITH.3

Career Readiness

9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.

9.1.2.FP.1: Explain how emotions influence whether a person spends or saves.

9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving.

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 multiple 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:

• Healthy decisions affect how we feel physically as well as emotionally.
• Alcohol, tobacco, and other drugs can have a negative effect on a person physically, emotionally, and socially.
• An individual can develop a dependency to alcohol, tobacco, and other drugs
• Seeking a trusted adult will get you accurate answers to your questions as well as resources available in the school and community.
• There are programs and facilities for individuals in need of assistance for recovery.

Essential Questions:

• How can we recognize dangerous substances?
• How does alcohol, tobacco, and other drugs affect a person?
• What are the early warning signs that someone is abusing drugs?
• What is dependency?
• Who can I trust to accurately answer my questions?
• How can a person in need of recovery receive help?

NJSLS

Student Learning Objectives

Suggested Resources/Strategies

Assessment

 2.3.2.DSDT.1: Recognize that some people may have difficulty controlling their use of alcohol, tobacco, and other drugs.  

Differentiate between need vs. want.

Define dependence.

Identify the factors that contribute to substance abuse. abuse of over-the-counter and prescription drugs.

• Written Expression (journals, quizzes,  tests)

• Expressive Language (class  

discussions, class presentations

• Graphic Organizers (bar graphs, pie  charts, time lines, charts, graphs, maps)

 • Projects, Cooperative Groups

(experiments, dioramas, models, cut and  paste, terrariums, constructions of  

scientific instruments, posters, sorting  activities

• Teacher Observations (Data Tracking/ Recording with clipboard/device)

*Benchmark will be administered a minimum of two times per year

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

Unit 10

 Interdisciplinary Connections/ Technology/ 21st Century Skills/ Career Readiness

ELA

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.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Mathematics

2.MD.D.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems4 using information presented in a bar graph.

21st Century

9.2.12.C.2 , 9.2.12.C.3 , 9.2.12.C.6, 9.2.12.C.

Technology

8.1.2.CS.1, 8.1.2.NI.1, 8.1.2.NI.2, 8.2.2.ITH.3

Career Readiness

9.1.2.CR.1: Recognize ways to volunteer in the classroom, school and community.

9.1.2.FP.1: Explain how emotions influence whether a person spends or saves.

9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving.

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

Units 1-10 Health

Weeks 1-40

Unit 1 Emotional Health

Week 1-4

Unit 2 Community Health

Week 4-8

Unit 3  Nutritional Health

Week 8-12

Unit 4  Personal Safety

Week  13-15

Unit 5  Personal Growth and Development

Week 16-20

Unit 6  Pregnancy and Parenting

Week 21-25

Unit 7  Social and Sexual Health

Week 26-30

Unit 8  Health, Diseases and Medicine

Week 31-34

Unit 9  Alcohol, Tobacco and other drugs

Week 35-37

Unit 10 Dependency Substance disorder and treatment

Week 38-40