Westfield, NJ 07090
COMPREHENSIVE FAMILY LIVING, HEALTH & SAFETY,
AND DRUG EDUCATION CURRICULUM
GRADE 3
II. and III. OBJECTIVES, CONTENT, SCOPE AND SEQUENCE
I. Students will develop an understanding of family relationships and responsibilities in order to build family bonds and establish interpersonal skills for effective family life.
A. Describe Family Unit
1. Recognize the need for a nurturing, loving family
a. Love of parents for each other
b. Love of child/children
c. Parents' responsibilities
1) Basic needs
2) Helping children to grow and become independent
2. Recognize Family Variation as pertains to the class.
a. Traditional two-parent family
b. Adoption
c. Guardians
1) Describe foster parents
2) Describe other relatives
d. Identify one-parent family
1) Acknowledge death
2) Describe separation/divorce
3) Acknowledge single-sex parent families if the question arises
e. Identify step-parents
3. Recognize signs of growing up
a. Exhibit independence
1) Be able to meet basic needs of survival
2) Describe accepting responsibility
3) Describe growing intellectually
b. Recognize dependence/independence
1) Making responsible decisions
2) Describe physical and/or mental differences
4. Discuss loss of a loved one
a. Recognize death/separation results in a loss
b. Discuss death as inevitable to all
c. Discuss how to cope with death/separation, e.g., crying, prayer, anger, acceptance, etc.
II. Students will develop an understanding and acceptance of the functions in the maturing body.
A. Define Growth and Development as a process from birth to death
1. Discuss cells, tissues, organs, systems
2. Describe systems of the body as learned earlier
a. Discuss the digestive system
b. Discuss the circulatory system
c. Discuss the skeletal system
d. Discuss the nervous system
e. Discuss the respiratory system
f. Discuss the reproductive system
1) Realize people grow from an egg within the mother's body
2) Realize the fertilized egg grows within the uterus
3) Define gestation, the period of development for babies, animals and humans
4) Identify places of birth, e.g., hospital, home
5) Fertilization; joining of egg cell and sperm cell
3. Heredity
a. Recognize how babies resemble birth parents
b. Learn that babies inherit height, body build, weight, skin coloring hair-color and texture, eyes, blood type, etc.
c. Learn that traits are in genes inside the cell
d. Learn about two types of genes: dominant and recessive
4. Developmental Care
a. Basic needs
b. Loving and cuddling
c. Feeding, e.g., breast-feeding, bottle feeding, etc.
d. Protecting
e. Providing shelter
f. Helping child to become independent
g. Enjoying the family
5. Early Development of Attitudes
a. Recognize growth in ability to share
b. Be more accepting of oneself and others
c. Learn from mistakes
d. Gain the ability to accomplish more complicated tasks
III. Students will learn skills and information about coping with family problems and stress while developing positive self-concepts regarding human behavior and development.
A. Understand Emotions
1. Recognize that individuals differ because of biological inheritance and environment
2. Recognize that emotions need appropriate expression
3. Recognize that emotions vary and change according to physical and mental health at a given time, e.g., irritability, anger, feelings of hurt
4. Accept that feelings and emotions vary in kind and intensity
a. Anger
b. Contentment
c. Love
d. Hate
e. Pride in accomplishments
f. Loneliness
g. Grief
5. Realize that feelings and emotions should not:
a. Hurt others
b. Inconvenience others
c. Cause one to disobey school rules, or put self or others in danger
IV. Students will recognize and promote appreciation of one's own strengths and weaknesses as well as strengths and weaknesses of others.
A. Develop and show respect for each gender
B. Discuss gender stereotyping and some of its effects.
C. Discuss how body language, tone of voice, use of words and manners can be positive or negative
D. Discuss the importance of friendships
E. Discuss conflict resolution methods as a way to avoiding violence
F. Learn to accept uniqueness of self and diversity of others
V. Students will learn to recognize and cope with acceptable and unacceptable social behavior.
A. Understand how prejudice hurts everyone.
1. Give examples of prejudice in action against individuals and groups.
2. Discuss gender stereotyping as a subtle form of prejudice.
3. Explain ways, individually, as a community, a nation and the world we all suffer because of prejudice, racism and sexism.
4. Give examples of times that prejudice has led to the persecution and killing of groups. For example, slavery in the U.S., The Holocaust.
B. Describe Abuse (physical, sexual, verbal, neglectful)
1. Discuss neglect
a. Identify basic needs not being provided
b. Train and/or educate
2. Discuss child abuse (physical, sexual, mental)
a. Accept responsibility for own behavior, e.g., not treating others with disrespect, staying out of trouble.
b. Talk about bullying
c. Accept responsibility to report bullying or other abusive situations to parents or other trusted adults.
d. Recognize possible abusive situations
e. Be aware that children can be abused by their peers, by another young person, as well as an adult, e.g., bullying
3. Discuss good touch versus bad touch
4. Identify ways to protect yourself from strangers, while home alone or out in the community
a. Discuss "stranger"
b. Talk about using "code words"
c. Never tell anyone you are home alone
d. Never open the door if alone
e. On the street if approached by a stranger yell "I don't know you"-Get away-Tell someone.
VI. Students will examine personal expectations and recognize their own abilities to process and solve problems.
A. Describe Problem Solving and Decision Making
1. Describe physical symptoms which can come from emotions
· Stomach aches
· Headaches
· Tiredness
2. Discuss coping with physical symptoms, e.g., talk to family, see nurse, get medical attention, start on new project
3. Learn how to solve a problem
a. State problem clearly
b. Collect all the facts
c. Seek advice from parents or trusted adults
d. Consider all solutions
f. Make the decision by selecting the best solution
g. Act on the decision
h. Evaluate the results
VII. Students will begin to learn about diseases both communicable and non-communicable.
A. Learn that there are communicable and non-communicable diseases
1. Identify and recognize disease process
a. Name some communicable diseases
b. Name some non-communicable diseases
c. Identify causes of illness and germs
1) Bacteria
2) Virus
d. Identify some symptoms of illness
2. Discuss how communicable diseases are transmitted
a. Know germs spread person to person, animal to person, insect to person, food, water.
b. Identify body fluids as liquid body makes, e.g., blood
c. Know that some diseases are spread through body fluids, therefore cleanliness is important
d. Identify that Lyme Disease is spread by tick bite infected with bacteria
e. Discuss rabies and how to avoid it.
3. Ways to prevent spread of illness
a. Discuss body defenses-immune system, skin, tears, ear wax, mucus
b. Discuss that immunizations prevent disease
c. Prevent spread of diseases by hand washing, covering mouth when coughing/sneezing, staying home when ill
d. Discuss health practices that will lead to a healthy life style
e. Make good health decisions by selecting the best solutions
f. Act on the decision
g. Evaluate the results
HEALTH & SAFETY
I. Students will define Mental Health
A. Discuss things in life over which we have little control
1. Body structure
2. Gender
3. Talents
4. Environment, sometimes home atmosphere
B. Discuss the importance and effectiveness of effort in changing things in life over which we do have control:
1. Attitude
2. Health habits
3. Work habits
4. Decisions
5. Jobs
C. Discuss how things you do well make you feel good about yourself
1. Appearance-dressing up to look good
2. Energy-eating and sleeping enough to feel "energized" and ready to do things
3. Concern and helpfulness for others-noting how doing nice things for others makes one feel "good" and self satisfied.
D. Discuss care of the body
1. Define health in a holistic way, including feelings, social, mental, and physical health, activities, safety, etc.
2. Describe and discuss health habits
a. Keeping body clean (skin, hair, nails)
b. Caring for personal items (toothbrush, comb, cup)
c. Resting, sleep (necessity, value)
d. Being careful to protect self, eyes, fingers, etc.
e. Acting responsibly
f. Exercising
1) Fitness of heart, lungs, muscles
2) Safe and unsafe exercising
g. Using sunshine
1) Consider healthful amounts
2) Consider value to body
3) Discuss overexposure
h. Getting proper nutrition
i. Establishing good body posture (sitting, standing, working)
j. Taking care of teeth
1) Description: Parts and functions of teeth
2) Need and usefulness
3) Proper care
4) Causes of cavities
5) Need for dental examinations on a regular basis
k. Taking care of all sense organs: eyes, ears, etc.
h. Recognize that the body needs energy
1) Explain how food supplies energy
E. Discuss the five basic groups and amounts needed
1. Identify balanced meals and snacks
2. Realize that "extras" - soft drinks, coffee, tea, candy - do not replace other five basic groups
F. Discuss how the body takes nutrients from food, e.g., proteins, etc.
1. Explain how the body helps nutrients do their job, e.g., builds cells, etc.
2. Discuss advantages and importance of fresh foods.
2. Discuss some effects of food processing, e.g., pasteurization
G. Discuss First Aid
1. Discuss treatment of scrapes and bruises
2. Demonstrate treatment of poison ivy
3. Demonstrate treatment for insect bites
4. Demonstrate treatment for cuts, scratches, abrasions
5. Demonstrate treatment for burns
6. Treatment for more serious injuries, broken bones, etc.
II. Students will develop an awareness of accident prevention and to recognize the steps used for emergency care.
A. Define and discuss safety
1. Discuss classroom safety
a. Follow rules, e.g., keep things off the floor, etc.
b. Practice manners
2. Describe school safety
a. Know the rules of the school and reasons for them
b. Identify people who help keep us safe, e.g., safety patrol
c. Demonstrate fire drills/emergency exit from school
3. Describe bus safety
a. Know the rules to follow when on a school bus or public bus
b. Establish rationale for rules
4. Be aware of need for safety in walking to school on streets
a. Examine the need for courtesy to others (e.g., neighbors, children)
b. Examine safety rules (e.g., on sidewalk, streets)
c. Discuss people who help (crossing guard, police, etc.)
d. Consider being street smart (protect self against strangers)
5. Describe car safety
a. Understand street signs
b. Understand rules for cars and people (seat belts)
c. People who help (police)
6. Explain safety at play
7. Explain water safety
a. Desirability of knowing how to swim
b. Safe practices at the shore
c. Some boating safety rules
8. Explain safety with animals
9. Discuss safety at home
10. Discuss fire safety
11. Demonstrate procedure in case of emergency
a. Telephone numbers that should be easily available (e.g., police, rescue squad, poison control, doctor, fire department)
b. First aid treatments (see Illness)
12. Discuss bicycle safety
a. Explain and discuss rules to obey
1) Obey all traffic regulations, signs, signals, and markings
2) Always ride defensively - Look out for the other person (It's not much good to be in the right if you're dead right.)
3) Stay to the right - ride single file, and always ride with the traffic
4) Observe local bicycle regulations and laws
5) Walk your bike across busy intersections; provide a carrier for books, packages
6) Never hitch a ride on another vehicle
7) Use left-hand signals when you turn or stop
8) Yield to pedestrians - they have the right of way
a) Be alert for hazards and plan ahead for them
b) Discuss hazards: pot holes, broken glass, driveways, opening car doors, parked cars just pulling into traffic, soft shoulders, drain grates, loose gravel, oil spills, etc.
c) Talk with teacher, police and parents defensive bicycle riding techniques
9) Make sure you can be seen - flag mounted on bike, horn, bell, reflectors, clothes you wear, etc.
10) Use safety equipment, e.g., helmet, clip for pants' leg
11) Use "bike routes" if available
12) Obey rules for special places like school property, shopping areas in town and pool
b. Have your bicycle inspected by an adult, mechanic or yourself to be sure it's in safe condition Review bicycle checklist:
1) Wheels - spokes, rims, lubrication
2) Tires - proper inflation, tread wear, any defects
3) Missing or loose parts - handlebars, pedals, fenders, nuts and bolts
4) Brakes - cables, pads, and proper adjustment
5) Reflectors and lights - proper mounting, brightness, check batteries, replace cracked lenses
6) Chain - proper adjustment, lubrication, and weak links
7) Handlebars - tighten, adjust for comfort, check handgrips to be sure they are tight
c. Be aware of general information and precautions
1) Ride a bike that is the correct size
2) Recognize accidents are avoidable - we must learn to live safely
3) Recognize alertness avoids accidents
4) Recognize bikes are vehicles too - follow car regulations
5) Recognize the laws of Westfield provide punishment for breaking laws
III. Students will recognize that each of us has a responsibility for protecting the environment by fighting pollution.
A. Define and Discuss Environmental Health
1. Definition of community
2. Definition of environment
3. Air
a. Why we need it
b. Ways it gets polluted
c. Individual methods of conservation, e.g., keeping home heating system functioning at its best
4. Water
a. Why we need it clean
b. Ways it gets polluted
c. Individual conservation, e.g., recycling
5. Litter
6. Noise
a. Reasons for having it more quiet
b. What makes noise pollution?
c. What can you do about noise?
7. People of the community, county, and state who help reduce pollution, e.g., chemists, garbage collectors, legislators, etc.
DRUG EDUCATION
I. Students will identify and help student understand that healthful living is essential in leading an active and productive life.
A. Discuss Personal Hygiene and Self-Care
1. Eat proper foods
2. Encourage rest and sleep, e.g., amounts, varied needs of body
3. Encourage exercise and play
a. Discuss healthy ways to have fun
b. Discuss effects of exercise on the body
B. Give rationale and procedure for a medical and dental examination.
II. Students will identify, give examples, and explain the effects of helpful drugs and chemicals.
A. Identify and Discuss Medication
1. Read labels thoroughly
2. Give examples of tamper-proof packaging
3. Give examples of safety devices used in packaging
4. Discuss that self-prescribing should be avoided since a person may have an allergy to a drug which could cause serious consequences
B. Discuss that all medication taken during school hours must be taken to nurse (discuss school medication rules)
C. Discuss that prescriptions are filled by pharmacists
D. Discuss chemical dependency
1. Addiction
2. Habituation
E. Identify Harmful Substances
1. Recognize tobacco usage can be injurious to health through the inhalation of substances which can affect the heart and lungs adversely
2. Know that environmental pollutants can be inhaled through burning of home or industrial wastes
3. Know that alcohol is a drug that makes the brain work slower and, in turn, makes the body slow down (depressant), e.g., intoxication
4. Know that anabolic steroids may have a harmful effect on the body and brain
5. Discuss aerosols, paints, and glues, etc.
a. Should be used in ventilated areas
b. Read and follow directions
c. Use with supervision
Library Media Skills
Students will be able to demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course content.
IV. METHODOLOGY
Any of the following may be used in delivering this curriculum to the students in Grade 3. The list is not limited to these items:
Cooperative Learning Groups
Group Discussion
Lecture
Videos
Filmstrips
Worksheets
Puzzles
Games
Current Health Readings
Posters
Puppets
Role-playing
Books and Stories
Arts Projects
Brainstorming
Writing
Human torso model
Question box
Use of C.D. Rom programs
Internet projects
Interactive television programs
Guest speakers
Panel discussions
Visitations and fieldtrips to other schools, programs or museums
V. TECHNOLOGY
Teachers of this curriculum will use available CD Roms on topics appropriate to the subject matter taught. As technology becomes more available in the regular classroom students will be encouraged to use the Internet for projects and research.
VI. PROFESSIONAL DEVELOPMENT
Teachers who are not trained or comfortable in using technology in the classroom must participate in appropriate courses or sessions to gain expertise. Regular attendance at conferences scheduled for maintaining skills or learning new information about this field will be expected of all teaching staff.
VII. EVALUTION
Students will demonstrate the achievement of the objectives through:
A. Quality of their work in cooperative groups - e.g., are groups able to solve problems?
B. Quality of their projects - e.g., are students able to list methods of coping
C. Questioning - e.g., "What have we learned today? How did it go? Why did we do this? What experiences can you describe?
D. Discussion and review questions
E. Change in behavior? - e.g., are there less fights after lessons in Conflict Resolution.
F. Tests - for example, can students name the parts of the digestion system
G. Their knowledge and use of the school library/media center with the successful completion of appropriate projects and assignments.
Suggested Activities
1. Discuss some ways to help a family member who is sad or unhappy.
2. Raise some type of animal at home or in the classroom, e.g., fish, hamsters, guinea pig, etc., and learn to care for it.
3. Write a list of things that make us angry and how to cope with each of them.
4. Discuss various reactions to single situations, e.g., tests, death, etc.
5. Interview an older person.
6. List some of your own inherited characteristics.
7. Trace your family tree following an inherited trait, e.g., hair color.
8. Write a list of the characteristics of a good friend.
9. List realistic goals for yourself.
10. Set up various bicycle safety situations for students to solve through discussion. Example: "The traffic signal indicates it's the proper time for you to cross the intersection. Suddenly you......" (finish the situation).
11. See a car turning the corner. What do you do?"
12. Make a list of events which might cause stress. Next to each one, write what you could do to handle the stress. Role play these situations.
13. As a class, chart the advantages and disadvantages of being short or tall.
14. Use models to show how body systems and senses work. (Available in AV collection.)
15. Visit the school library/media center and use books or other information sources related to the lessons taught in this course.
16. Invite the school nurse to visit the class.
17. Have a fourth grader come into class to tell what happened in the 4th grade physical exam.
18. Have a student make up a daily menu using correct amounts of food from the four food groups.
19. Know the recycling laws of your town and what you do to follow them.
20. Have a mechanic or other adult show the class how to check bicycles for safety and demonstrate the tools used.
21. Invite a dentist to class to talk and show pictures of teeth, their parts, kinds, uses, and care. Additional discussion might be about treatment.
22. Use a microscope to view different types of cells (e.g., blood, skin, hair).
23. Have a fire drill at your home after planning it with parents. Note some of the alternative plans you had to make after considering where fires might begin.
24. Research how glass and newspapers are processed into new paper and glass.
25. Read ingredients on containers.
26. Examine packages and containers for making them tamper proof.
27. In a telephone book, look up community resources that could be helpful for emergency drug problems.
28. Discuss the dangers of smoking and discuss the habit of smoking to help understand why it is difficult for some adults to stop smoking.
29. Use the kit: Here's Looking at You, 2000.
30. Do the "Bug Busters" activity.
31. List reasons why a person shouldn't start smoking.
32. Visit the school library/media center and use books or other information sources related to the lessons taught in this course.
Vocabulary (Third Grade)
1. family 11. separation
2. uterus 12. emotions
3. gestation 13. feelings
4. heredity 14. interpersonal relations
5. inherit 15. abuse
6. nurture 16. problem solving
7. systems-see areas in outline 17. decision making
8. fertilization 18. communicable
9. dependence 19. non-communicable
10. independence 20. disease
GRADE 3
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