Grade 4 Health and Physical Education

Trenton Public Schools

2009-2010

Standard 2.1:WELLNESS
All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle.
Strand
A. Personal Health
Goals
By the end of Grade 4, students will:

Describe a healthy childhood identify factors that contribute to good health.
Examine the three domains of health/ physical, social, emotional and intellectual along with healthful and risky behaviors.
Describe cells, tissues, organs and systems.
Identify and demonstrate responsible health behaviors for children.
Explain how childhood injuries and illnesses can be prevented and treated.
Explain contagious and non-contagious diseases.
Describe potentially dangerous or threatening situations related to childhood.
Develop personal protection strategies, and cite resources for help.
Discuss safety in threatening situations, thinking critically, conflict resolution, developing ways to say "no", and personal responsibility.
Skills to perform personal hygiene, health, and well being.
Use intellectual knowledge to develop social, emotional, and physical characteristics.

Enduring Understandings

Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors.
I can take responsibility for my health.
I can make responsible decisions for my health.

Essential Questions

What can I do to ensure my wellness?
Why is it important to have healthy life skills?
What are social and emotional health skills?
How can I manage my personal life skills?
What are the consequences (especially unforeseen) of our choices in terms of wellness?
How does the use of technology enhance personal wellness?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
2.1.4.A.1 Discuss the physical, social, emotional, and intellectual dimensions of wellness. /

explain how total health reduces health risks.
define what is health.
describe the five dimensions of health.

Total Health
Risks
Dimensions

2.1.4.A.2 Describe the appropriate use of healthcare and personal hygiene products. /

describe the importance of practicing healthful behaviors.
practice good personal hygiene, sanitation and safe food handling.
develop and practice strategies to prevent cross-contamination.

Hand washing
Surface cleaning
Cleanliness

2.1.4.A.3 Discuss how health data, such as blood pressure, body composition, and cholesterol, can be used to assess and improve wellness. /

identify ways to improve health and wellness.
follow steps to manage stress.
understand how your body responds to stress.

Exercise
Relaxation
Fight or Flight

2.1.4.A.4 Discuss how health knowledge, health choices, self-control, resistance, and self-management skills influence wellness. /

use health knowledge and self management skills.
have a healthful self-concept.
how to make a short term and long term goal.

Self control
Goals
Choices

2.1.4.A.5 Discuss how technology impacts wellness /

demonstrate the operation of technological devices and show proficiency.

research new fitness activities.
use a pedometer to track daily activity.

Computers
Pedometers
Fitness testing
Heart monitors

Strand
B. Growth and Development
Enduring Understandings

An individual’s health at different life stages is dependent on heredity, environmental factors and lifestyle choices.
Every individual is unique because of heredity, personality, skills, and talents
Access ways valid information and products and services to enhance health

Essential Questions

What makes us different or unique?
What is heredity?
What causes me to grow?
How will my body change as I grow?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
2.1.4.B.1 Compare and contrast body systems, their parts and functions, and explain that body systems must work together to ensure wellness. /

discuss ways to take care of different body systems.
know and describe the basic structures and functions of human body systems.

Nervous System
The Senses
Skeletal System
Muscular System
Digestive System
Respiratory System
Circulatory System

2.1.4.B.2 Compare the rate of physical, social, emotional, and intellectual change during various life stages and discuss ways to foster healthy growth. /

choose healthful behaviors that protect your health.
know what risk behaviors can harm your health.
know ten life skills that can help you take responsibility for your health.

Exercise
Smoking
Alcohol
Drugs

2.1.4.B.3 Discuss how heredity and physiological changes contribute to an individual’s uniqueness. /

discuss ways that each individual is unique.
discuss ways that your body changes as you grow.

Heredity
Puberty
Culture

Strand
C. Nutrition
Enduring Understandings

There are many short and long term health benefits and risks associated with nutritional choices.
There are many choices of diet and exercise that directly influence an individuals health and well-being.
Many different types of foods are available to maintain a healthy active lifestyle.

Essential Questions

What makes a food healthy?
What is the food pyramid?
How do you determine appropriate portion sizes?
Why does nutrition play an important role in a healthy active lifestyle?

understand that culture affects your food choices.
understand that convenience affects food choices.
understand that media affects food choices.

Culture
Customs
Media

2.1.4.C.2 Compare food choices based on nutrient content and value, calories, and cost and create a healthy meal plan. /

discuss the role of foods in a healthy active lifestyle.
check out food labels and begin to understand what to look for.
know how to use the food pyramid as a guide.

Eating right
Fast foods
Foods in moderation

2.1.4.C.3 Analyze nutrition information on food packages and labels. /

understand basic information on food labels.
understand how to read a food label.
understand why food labels are important.

Nutrient values
Additives
Calories

2.1.4.C.4 Discuss the short- and long-term benefits and risks associated with nutritional choices. /

understand that eating healthy promotes a healthy active lifestyle.
understand that eating healthy decreases your chances of developing some diseases.
recognize that choices they make affect them now and not just in the future.

Nutrient Values
Disease
Food pyramid

Strand
D. Diseases and Health Conditions
Enduring Understandings

Preventive treatment can help us live longer lives.
Daily choices affect health and well-being.
There are many resources for health and wellness.

Essential Questions

Why do I have to learn about diseases?
To what extent can we keep ourselves disease free?
What might be my life expectancy if I maintain self awareness?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
2.1.4.D.1 Compare and contrast methods used to diagnose and treat diseases and health conditions. /

understand there are different kinds of doctors.
describe that different kinds of doctors diagnosis treat different conditions.
know that there are general practitioners and then there are specialists.

Physicians
Types of doctors
Treatments

2.1.4.D.2 Differentiate among communicable, non-communicable, acute, chronic, and inherited diseases and health conditions. /

tell the difference between communicable and non communicable.
tell the difference between acute of chronic.
give an example inherited conditions.

Germs
Illness
Heredity

2.1.4.D.3 Compare and contrast diseases and health conditions prevalent in adolescents, including asthma, obesity, diabetes, Lyme disease, STDs, and HIV/AIDS. /

understand diseases and conditions prevalent in adolescents (asthma, obesity, diabetes, lyme disease, stds, and hiv/aids).
know that obesity contributes diabetes.
know that asthma is a condition affects many people.

Asthma
Obesity
Diabetes
Lyme disease

2.1.4.D.4 Discuss the use of public health strategies to prevent diseases and health conditions. /

understand how education has an impact on health.
understand that the media has an impact on health.
discuss how various organizations promote health.

Prevention
Media
Awareness

2.1.4.D.5 Compare and contrast forms of mental illness such as phobias, anxiety and panic disorders, and depression. /

understand common forms of mental illness.
understand different phobias.
discuss anxiety issues.

Mental illness
Phobias
Anxiety
Depression

Strand
E. Safety
Enduring Understandings

Know how to help someone if they are hurt or injured.
Safety precautions can reduce the risk of injury to everyone.
Disregard of safety may have long term effects on individuals and families beyond the short term.

Essential Questions

Why do I need to learn about safety?
What risks do I take when I do not wear proper protective equipment?
What conditions could I treat on my own and when do I need a professional assistance?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
2.1.4.E.1 Compare and contrast the incidence and characteristics of intentional and unintentional injuries in adolescents. /

increase use of safety belts.
use motorcycle helmets.
use bicycle helmets.
use sports-related protective gear.

Protective Gear
Helmets
Law
Accidents

2.1.4.E.2 Analyze the short- and long-term impacts of injuries on individuals and families and develop strategies to reduce the incidence of such injuries. /

know not to engage in physical fighting
carry weapons.
ride with a driver who has been drinking alcohol.

Aggression
Weapons
Drugs

2.1.4.E.3 Demonstrate and assess basic first aid procedures, including victim and situation assessment, rescue breathing and choking, and care of minor cuts, sprains, and bleeding. /

know what to do in case of emergency.
call 911 in case of emergencies.
identify what to do in case of a strain.
know how to attend to a burn.

Sprains and Strains
Rice Formula
Risk Factors

2.1.4.E.4 Discuss the physical, social, and emotional impacts of all forms of abuse and discuss what to do if any form of abuse is suspected or occurs. /

know that everyone needs adequate food.
discuss the need for adequate shelter.
discuss when we need medical attention.

Moderation
Housing
Abuse

Strand
F. Social and Emotional Health
Enduring Understandings

Resources exist to help with conflict, vandalism, bullying, harassment, and violence in an appropriate manner
Everyone experiences stress and handles it in different ways
Individuals families and communities cope with change, crisis, rejection, loss, and separation in different ways

Essential Questions

How are these programs important to me in my community?
What is stress?
How do people cope with change, crisis, rejection, loss, and separation in different ways

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
2.1.4.F.1 Examine how personal assets, (e.g., self esteem, positive peer relationships) and protective factors (e.g., parental involvement) support healthy social and emotional development. /

understand the value of personal integrity.
understand the value of positive role models.
understand the value of positive school and community programs.

Assets
Protective Factors
Emotional development

2.1.4.F.2 Choose and justify appropriate strategies to deal with conflict, violence, harassment, vandalism, and bullying. /

choose resistance skills to avoid unwise decisions.
know how to use resistance skills to say no.

Conflict
Violence
Harassment

2.1.4.F.3 Describe home, school, and community efforts to prevent conflict, vandalism, bullying, harassment, and violence. /

through community involvement discover healthful ways to prevent boredom.
understand that home, school, and community efforts to prevent conflict, vandalism, bullying, harassment, and violence exist.

Community
Vandalism
Bullying

2.1.4.F.4 Describe the physical and emotional signs of stress and the short-and long-term impacts of stress on the human body. /

identify different emotions.
recognize the short and long tem effects of stress on the human body.

Emotions
Stress
Human Body

2.1.4.F.5 Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation. /

express emotions in healthful ways.
acknowledge various ways that individuals families and communities cope with change, crisis, rejection, loss, and separation.

Expression
Life changes
Crisis

2.1.4.F.6 Discuss how stereotyping might influence one’s goals, choices, and behaviors. /

avoid stereotyping to make better choices.
discuss that goals should be made that are achievable.

Goals
Choices
Behaviors

Standard 2.2: INTEGRATED SKILLS
All students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle.
Strand
A. Communication
Goals
By the end of Grade 4, students will:

Describe a healthy childhood identify factors that contribute to good health.
Examine the three domains of health/ physical, social, emotional and intellectual along with healthful and risky behaviors.
Identify common health products and foods found in the home and correctly interpret health, information, directions and warnings.
Describe and demonstrate a variety of ways to access and convey health information and ideas.
Demonstrate decision making and refusal skills in situations affecting health and safety.
Define health goals, differentiate between long and short term goals, and set a personal health goal to track progress.
Define conflict and demonstrate appropriate nonviolent strategies.
Learners realize the signs of a health problem or issue for possible research.
Learners discover how to use effective listening skills.
Learners use effective communication skills, including refusal, negotiation, and assertiveness.

Enduring Understandings

Making good health decisions requires the ability to access and evaluate reliable resources.
Certain health conditions will require medical attention.
Listening is an important part of communication.
Effective communication skills enhance a person’s ability to express themselves on any situation.

Essential Questions

How do you know whether or not health information is accurate?
How do I learn to stand for and communicate my beliefs to others without alienating them?
What are the signs of a health issue?
How does being a better listener help me?
What is effective communication?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
2.2.4.A.1 Explain how to determine the validity and reliability of a health resource. /

articulate the difference between facts and opinions in health information.
consider the source of health information.
discuss information with a physician or health care professional.

Health resources
Health sources
Validity & Reliability

2.2.4.A.2 Present health information, orally and in writing, to peers. /

follow steps to be a health advocate.
choose the best way to communicate.

Communication
Writing
Public speaking

2.2.4.A.3 Describe and demonstrate the effective use of communication skills, including refusal, negotiation, and assertiveness. /

know that communication is the sharing of feelings, thoughts, or information.
describe an obstacle (not being polite, not being constructive, being negative, etc).
practice communication skills.

Communication
Assertiveness
Negotiation

2.2.4.A.4 Identify and employ ways to improve listening skills. /

develop listening skills.
repeat back to the person what you think they said to you.
demonstrate and discuss proper listening techniques.

Communication
Listening effectively
Techniques

2.2.4.A.5 Explain how to identify a health problem or issue for possible research. /

discuss communicable disease.
know that communicable diseases are spread from person to person, animals to people, and objects to people.

Disease
Health issues
Research

Strand
B. Decision Making
Enduring Understandings

There is a process to effective decision making.
Decision-making can be affected by a variety of influences that may not be in a person’s best interest.
Health and safety situations may require an effective decision making process.

Essential Questions

What are the steps to make effective decisions?
Why might educated people make poor health decisions?
How do I overcome negative influences when making decisions about my personal health?
When must I make important health and safety decisions?

Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for