unit 1: the digestive system - pen argyl area school … · subject area: 4th grade health unit 1:...

Subject Area: 4th Grade Health

Unit 1: The Digestive System

Unit Outcomes: Students will be able to identify the parts of the digestive system, explain the

their functions, understand how common problems and disease affects this

system, and explain ways to prevent them in order to keep this body system

healthy.

Essential Outcome and Related Standards:

A. Students will identify structures and explain the functions of the digestive system.

State Standard(s): 10.1.6A & 10.1.6B

B. Students will demonstrate knowledge of common problems, disorders and diseases of the

digestive system.

State Standard(s): 10.1.6E

C. Students will identify and explain way’s to protect this system from the above problems

and keep their digestive system in good working order.

State Standard(s): 10.2.6A, 10.2.6C & 10.2.6E

Content and Instructional Activities:

A. Reading from text, Pair Share, coloring & labeling the parts of digestive system, viewing a

pig’s stomach and make comparisons to our human organ, smart board activities.

Remediation: Copy of teacher’s notes, student shortened definitions

Enrichment: Teacher directed research, creating a review game or other project

Assessment Criteria: Test or DI project, completion of packets, participation in discussions & small

group activities.

Resources and Materials: Text book, educational websites, laptops/iPads, pig’s stomach, smart

board DVD, art supplies necessary for coloring & labeling the structures.

B. & C. Video- Food Into Fuel or updated version, teacher directed research, games, video or

DVD clips.

Remediation: Choose one disease/disorder to explain

Enrichment: Develop a disease station or prevention bulletin board

Assessment Criteria: Test or DI project

Resources and Materials: Text books, pamphlets, laptops/iPads, materials for small group

activities and DI stations.


Unit 2: The Circulatory System

Unit Outcomes: Students will be able to identify the parts of the circulatory system, explain the

their functions, understand how common problems and disease affects this

system, and explain ways to prevent them in order to keep this body system

healthy.


A. Students will identify structures and explain the functions of the circulatory system.



circulatory system.



and keep their circulatory system in good working order.



A. Reading from text, smart board DVD of the heart, small group activities, coloring & labeling

the parts of the heart, viewing a dissection of a cow or deer heart, making comparisons

from animal heart to human heart.


Enrichment: Teacher directed research, creating a review game or other project, games on

kidshealth.org


group activities.

Resources and Materials: Text book, teacher directed research, deer/cow heart, video- The Pump

of Life or updated version, heart models, stethoscope, and disease

pamphlets.

B. & C. video- The Pump of Life or updated version, teacher directed research, games, video

or DVD clips.







Unit 3: The Nervous System

Unit Outcomes: Students will be able to identify the parts of the nervous system, explain their

functions, and understand how common problems, disorders, and disease affect

this system and demonstrate ways to prevent them.


A. Students will identify structures and explain the functions of the nervous system.



nervous system.



and keep their nervous system healthy.



A. Reading from text, sense organ models, skeleton, smart board activities, brain & nerve

models,




group activities.

Resources and Materials: Text book, educational websites, laptops/sense organ & brain models,

smart board DVD, art supplies necessary for coloring & labeling the

structures, video- In Control: The brain and nervous system or updated

version.

B. & C. video- In Control or updated version, teacher directed research, games, video or DVD

clips.







Unit 4: The Respiratory and Excretory Systems

Unit Outcomes: Students will be able to identify the parts of the respiratory and excretory

systems, explain their functions, understand how common problems and disease

affects this system, and explain ways to prevent them in order to keep this body

system healthy.


A. Students will identify structures and explain the functions of both the respiratory and

excretory systems.



respiratory and excretory systems.



and keep their nervous system healthy.



A. Reading from text, small group activities, labeling & coloring parts of these systems,

viewing a swine’s lung or model of kidney and making comparisons to human

lungs/kidneys, smart board activities




group activities.

Resources and Materials: Text book, educational websites, laptops/swine’s lung & kidney models,

smart board DVD, art supplies necessary for coloring & labeling the

structures, video- The Breathe of Life or updated version.

B. & C. Video- The Breathe of Life or updated version, teacher directed research, games,

video or DVD clips.





activities and DI stations, video- The Breathe of Life or updated version.


Unit 5: Tobacco Prevention

Unit Outcomes: Students will be able to identify various types of tobacco and explain the effects of

nicotine on the body. Students will demonstrate refusal skills necessary to aid

them in their decision not to smoke.


A. Students will brainstorm ideas about why adolescents try tobacco when they know it is so

harmful.

State Standard(s): 10.1.6A & 10.1.6D

B. Students will identify various forms of tobacco products and demonstrate their knowledge

of the affects of nicotine on the body.

State Standard(s): 10.1.6E & 10.2.6C

C. Students will demonstrate their knowledge of refusal skills by role-playing the skills in

various situations. Using the steps in the decision making process, students will be lead to

the correct choice of not using tobacco.

State Standard(s): 10.2.6A & 10.2.6E


A. Brainstorming, small group games & activities, reading from text

Remediation: Create a cartoon, poster or pamphlet

Enrichment: Create a review game, poster, or unit bulletin board

Assessment Criteria: Test and/or commercial or rap song

Resources and Materials: PowerPoint Presentation and pamphlets

B. Demonstrations, DVDs, small group activities, lecture, PowerPoint Presentations

Remediation: Poster showing two affects of smoking

Enrichment: Poster or bulletin board showing how nicotine affects the body organs

Assessment Criteria: Poster or book jacket

Resources and Materials: Text book, pamphlets, PowerPoint Presentations, small group activities,

DVDs: Leader of the Pack, Spit Tobacco Exposed, Secondhand Smoke,

and worksheets associated with DVD lessons, magazines and

newpapers.

C. PowerPoint Presentations, DVDs, worksheets, role-playing, Steps in decision making

process poster

Remediation: Role plays one refusal skill

Enrichment: Role plays all four refusal skills, commercial, skit

Assessment Criteria: Group project, commercial or skit

Resources and Materials: Text, DVDs and worksheets, Steps in decision making Poster, , video-

Trouble with Tobacco


Unit 6: The Growing Up Class (Intro to Puberty)

Unit Outcomes: The class will be separated by gender and require parental permission to attend.

Students will be able to identify the parts of either the female or male

reproductive system and explain a few basic functions. Both genders will discuss

what to do if someone tries to touch them in their private areas of their body.


A. Girls will learn and be able to identify the following parts of their reproductive systems:

ovaries, fallopian tubes, uterus, and vagina. Girls will be able to explain the menstrual

process and discuss various changes that will be occuring to them during puberty. Girls will

also discuss why and when wearing bras are appropriate.

State Standard(s): 10.1.6B

B. Boys will learn and be able to identify the following parts of their reproductive system:

penis, scrotum, testes, vas deferens, prostate gland, and urethra. Boys will be able to

identify bodily changes that will be occuring to them during puberty. Boys will also discuss

why and when to wear an athletic supporter.

State Standard(s): 10.1.6B

C. Both genders will discuss that their bodies are their own and should be respected and

what is proper hygiene. Students will also discuss what inappropriate behavior is and when

and who to tell if someone tries to get them involved in these hehaviors.



A. Lecture, PowerPoint Presentation, Posters, small group instruction and activities, Puberty

DVD, and pamphlets.

Remediation: none

Enrichment: none

Assessment criteria: none

Resources and Materials: Posters, pamphlets, PowerPoint Presentation, Puberty videos/DVDs

(male & female); free samples companies offer- sanitary pad beginner

kits, deoderant, skin cleanser.


Unit 1: Skeletal and Muscular Systems

Unit Outcomes: Students will be able to identify the parts of both the skeletal and muscular

systems and explain their cooresponding functions within the body. Students will

identify and demonstrate understanding of common problems, disorders and

diseases that affect these systems while explaining ways to keep these systems

healthy.

Essential Outcomes and Related Standards:

A. Students will be able to identify basic structures of the skeletal and muscular systems

including types of bone: short, long, and flat and types of muscle: cardiac, skeletal and

smooth. Students will explain each of the structure’s functions within the body.


B. Students will demonstrate knowledge of common problems, disorders and diseases that

affect these systems and discover ways to prevent them.

State Standard(s): 10.1.6E, 10.2.6A, 10.2.6C and 10.2.6E


A. Reading from text, video or DVD on these systems, small group activities, coloring &

labeling parts of these systems, viewing skeleton and muscle models.

Remediation: Copy of teacher’s notes, shortened definitions, identify 2 of 3 types of bone &

muscle

Enrichment: Name and locate ten bones and ten skeletal muscles in the body

Assessment Criteria: Test, DI project, identifying bones & muscles in packets.

B. Video or DVD on these systems, disease stations, pamphlets, teacher directed research

Remediation: Require less at each disease station, become an expert on one skeletal and one

muscular disease or identify ways to treat minor problems of these systems.

Enrichment: Research diseases, Create a model, poster of bulletin board showing how bone and

muscle work with cartilage, ligaments, and tendons.

Assessment Criteria: Test or DI project identifying a disease

Resources and Materials: Skeleton, muscle models, DVD/video of systems, laptops/iPads,

necessary materials to make DI stations work, art supplies, text book,

and pamphlets.


Unit 2: Communicable and Non-communicable Disease

Unit Outcomes: Students will be able to differentiate between a communicable disease and a non-

communicable disease. They will be able to explain their causes and identify ways

of preventing disease.


A. Students will define what a communicable disease is, what causes them, and how to

prevent them from occuring.

State Standard(s): 10.1.6E & 10.2.6A

B. Students will define what a non-communicable disease is, what its causes are, and how to

prevent them from occuring.

State Standard(s): 10.1.6E, 10.2.6A, 10.2.6B, 10.2.6C, 10.2.6D and 10.2.6E


A. Reading from text, video- The Body’s Defense Against Disease or updated version.small

group activities, PowerPoint Presentations, Lecture, discussion.

Remediation: Copy of teacher’s notes, student shortened definitions, identify one communicable

disease and its cause and one con-communicable disease and its cause

Enrichment: Identify four communicable diseases all caused by a different pathogen and three

different non-communicable disease caused by heredity, environment and behavior.


Resource Materials: Text book, laptops/iPads, teacher directed research, PowerPoint

Presentations, disease pamphlets, video or updated DVD. DVD clips of

diseases, materials to make DI stations work, video- The Body’s Defense

Against Disease or updated version.


Unit 3- Healthy Lifestyles

Unit Outcomes: Students will develop a plan of action for achieving a healthy lifestyle.


A. Students will identify the three components of creating a healthy lifestyle: diet, fitness, and

sleep. Students will demonstrate knowledge of how the six nutrients work to build a

strong healthy body.

State Standard(s): 10.1.6C, 10.1.6E, and 10.2.6B

B. Students will explain how sleep and fitness are important to one’s overall well-being.

State Standard(s): 10.1.6E, 10.2.6A, 10.2.6B, 10.2.6C, 10.2.6D, and 10.2.6E


A. Reading from text, nutrient DVDs, PowerPoint Presentations, teacher instructed research,

website games- Blast-Off

Remediation: Copy of teacher notes, student shortened definitions, explain the importance of two

nutrients

Enrichment: Explain the importance of all six nutrients.

Assessment Criteria: Test, DI project, or 5 paragraph essay

Resources and Materials: Nutrient DVDs: carbohydrates, protien, fats, vegetables, minerals, water

and fiber; PowerPoint Presentations, DVD- To The Max, art supplies.

B. Students will explain the relationship between one’s health and the amount of sleep and

exercise they get.

Remediation: Explain how sleep or fitness affects one’s overall health

Enrichment: Explain how both sleep and fitness affects one’s overall health, create a bulletin board

or Healthy Lifestyles review game.

Assessment Criteria: Test, DI Project or 5 paragraph essay

Resources and Materials: Text book, nutrient pamphlets, laptops/iPads, art supplies and materials

needed to make DI stations work, fitness charts, PowerPoint

Presentations


Unit 4: Alcohol Prevention

Unit Outcomes: Students will identify three types of alcoholic beverages, discover reasons

teenages use alcohol, and explain the effects of alcohol on the body. Students will

demonstrate ways to avoid trying or using alcohol.


A. Students will identify three types of alcoholic beverages and know which the strongest

concentration of alcohol is.

State Standard(s): 10.1.6A, 10.1.6D, 10.1.6E, 10.2.6A, and 10.2.6C

B. Students will demonstrate knowledge of how alcohol affects the body.

State Standard(s): 10.1.6D

C. Listing the steps in the decision making process, students will role play various refusal skills

in dealing with pressures of trying NOT to use alcohol.

State Standard(s): 10.3.6A & 10.3.6C


A. Brainstorm, small group activities, lecture, PowerPoint Presentation & discussion.

B. PowerPoint Presentation, reading from Text, teacher directed research, DVD sets, &

worksheets.

C. Games, small group activities, role-playing,

Remediation: Creating a cartoon, poster, or pamphlet, role-playing one refusal skill

Enrichment: Creating a comercial, rap song, or review game

Assessment Criteria: Authentic assessment project or test

Resources and Materials: Text book, DVD sets: Alcohol Exposed and Your Brain on Alcohol, set

worksheets, art supplies for projects, organ models- liver, Steps in

Decision Making Poster, PowerPoint Presentations, pamphlets, Alcohol

goggles.


Unit 5: Safety

Unit Outcomes: Students will be able to perform simple basic first aid procedures and identify

situations for which CPR and the Heimlich Maneuver are used.


A. Students will perform basic first aid procedures for cleaning out a wound, stopping

bleeding, and preventing burns.

State Standards: 10.3.6A & 10.3.6B

B. Students will identify circumstances when 911 should be dialed and what type of

emergencies CPR and the Heimlich Maneuver are used for.

State Standards: 10.3.6B


A. Reading from safety manuals/pamphlets, video or DVD- In a Split Second or updated

version. Manikins, gauze and bandages, demonstrations, and small group activities

B. Demonstration of CPR and the Heimlich Manuever.

Remediation: Creating a safety poster or bulletin board

Enrichment: Creating a babysitting Guide or Poster, Taking a babysitting course

Assessment Criteria: Test, DI project or demonstration

Resources and Materials: CPR and first aid Posters, safety manuals/pamphlets, manikins, gauze

and bandages, video- In A Split Second or updated version.

unit 1: the digestive system - pen argyl area school … · subject area: 4th grade health unit 1:...

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