Westfield, NJ 07090
COMPREHENSIVE FAMILY LIVING, HEALTH & SAFETY,
AND DRUG EDUCATION CURRICULUM
GRADE 4
II. and III. OBJECTIVES, CONTENT, SCOPE AND SEQUENCE
I. Students will develop an understanding of the different kinds of families, family relationships, and rights, privileges and responsibilities of all family members in order to build unique family bonds and establish interpersonal skills for effective family life. (2.4, 4)
A. Describe Family Unit:
1. Realize each person's contributions to good health learned from the family, e.g., care of foods, own drinking glass, toothbrush, comb, covering mouth when coughing and sneezing, washing hands after bathroom and before handling food.
2. Discuss some contributions to family happiness
a. Identify family group activities, e.g., travel, hobbies, care of home, parties, etc.
b. Identify home duties and responsibilities
c. Recognize family fun-hobbies, etc.
3. Identify ways to show affection and caring that are appropriate for children (2.4, 2)
4. Discuss how family and friends are important throughout life and that relationships require respect for others. (2.4, 3)
II. Students will develop an understanding and acceptance of the functions in the maturing body.
A. Awareness of Growth and Development as a continuous process from birth to death (2.4, 1)
1. Define structure and functions of cells
a. Define structure of different kinds of cells
1) Define plant cells
2) Define simple animal cells, e.g., protozoa, paramecia
b. Define cell functions
1) Describe how cells use water, food, oxygen
2) Describe how cells produce and dispose of wastes
B. Discuss Heredity and Development
1. Identify stages of development from conception to death (2.4, 1)
2. Learn how genes determine physical characteristics, e.g., potential height, body build, coloring of skin, hair, eyes, blood type, whether hair is curly or straight
3. Learn determinants of characteristics
a. Examine chromosomes in cell nucleus
1) Explain 23 in ovum; 23 in sperm
2) Explain X (female) and Y (male) are the sex determining chromosomes
b. Define genes
1) Explain as determinant of traits
2) Define dominant and recessive genes
c. Recognize multiple birth or reproduction in plant, animals and humans
4. Learn how heredity affects growth patterns and rates
a. Realize differences in growth rates among plants, animals and humans
b. Realize differences in growth rates between boys and girls (to relieve worry about these differences)
5. Discuss stereotypes about gender especially as seen in the media (TV, ads), and proper views about gender. (2.4, 5)
C. Define systems
1. Describe the basic structure and function of systems (2.1, 2)
a. Circulatory system
b. Digestive system
c. Endocrine system
d. Excretory system
e. Respiratory system
f. Skeletal system
g. Reproductive system
2. Discuss some changes that occur in these systems as a person develops and grows.
III. Students will begin to learn about diseases both communicable and non communicable.
A. Be aware of some Communicable Disease
1. Causes; viruses, bacteria, fungi
2. Identify some communicable diseases
3. Discuss how diseases are spread
4. Discuss prevention measures
a. Immunization, shots
b. Boosters
c. Cleanliness and hygiene
d. Avoiding close contact when you are ill
e. Covering mouth for coughing, sneezing
f. Taking care in public restrooms
g. Identify common health products found in the home to help prevent or control illness.
h. Discuss reading labels and following directions and warnings on health products.
IV. To provide skills and information in coping with family problems and stress while developing positive self-concepts regarding attitudes of human behavior and sexual development.
A. Understand Emotions
1. Examine individual differences
2. Realize individuals should express emotions appropriately
3. Discuss how the culture and media (TV) affect ways people talk to one another, show their emotions and cope with problems and stress. Also, how the media influences gender stereotyping. (2.2, 5; 2.4, 5)
B. Discuss Death/Separation
1. Realize the inevitability of death
2. Realize death is not reversible and is common to everything
V. To recognize and promote appreciation of one's own strengths and weaknesses as well as an acceptance of strengths and weakness of others.
A. Describe Interpersonal Relationships (2.4, 3)
1. Understand the feelings of others
2. Realize how our feelings affect others
3. Be a good friend
a. Describe qualities of a good friend
b. Describe how to welcome newcomers to school and neighborhoods
c. Describe how to introduce people
d. Be polite
1) Answer the phone
2) Take a message
3) Call a friend
4. Cope with shyness, fears, stress, aggressiveness, family changes, etc.
5. Discuss conflict management methods to avoid violence (2.2, 4)
6. Learn to accept uniqueness of self and diversity of others.
VI. 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. (2.4, 5)
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, The Holocaust.
B. Identify Abuse (physical, sexual, verbal, neglect, etc.)
1. Describe prevention
a. Stay with friends
b. Avoid contact with strangers, e.g., men and women, young and old
c. Realize that abuse could come from someone you know
d. Know that children can be abused by their peers and/or another child. The abuser is not always an adult.
f. Avoid dark and/or lonesome areas
g. Notify an adult if approached
h. Do not tell anyone on the telephone you are alone
C. Realize reactions to touching vary
1. Realize good touch makes you feel comfortable
2. Realize bad touch makes you feel uncomfortable
VII. Students will examine personal expectations and recognize one's own abilities of the process and skills needed in problem solving
A. Recognize Problem Solving and Decision Making (2.2, 4)
1. Accept responsibility for leadership
a. Accept responsibility for safety practices, goals and rules of the goals, cooperativeness, setting good examples, thinking of others, etc.
b. Develop own strengths
2. Know that sometimes outward appearances influence how we perceive others, e.g., clothing, cleanliness, mannerisms
a. Don't be judgmental
b. Accept differences
3. Consider the consequences of one's actions
4. Discuss the need for self-control
5. Discuss good choices vs. poor choices
HEALTH AND SAFETY
I. Discuss Physical Health
A. Define healthfulness
1. Describe a healthy child and identify factors that contribute to good health. (2.1, 1)
B. Discuss responsible behaviors for staying healthy (2.1, 3)
1. Muscles need regular exercise
2. Hygiene is a daily exercise
3. Good nutrition is necessary
4. Proper rest
5. Coping with stress is important, e.g., rest, exercise
C. Understand the importance of regular, balanced meals
1. Balanced meals - five basic food groups
2. Breakfast is the most important meal
D. Identify common health products and foods found in the home and correctly interpret labels, information, directions and warnings. (2.1, 6)
E. Describe and demonstrate a variety of ways to access and convey health information and ideas. (2.2, 1)
F. Demonstrate decision-making and refusal skills in situations affecting health and safety. (2.2, 2)
G. Define health goals, differentiate between long and short term goals, and set a personal health goal to track progress. (2.2, 3)
II. Students will develop an awareness of accident prevention and recognize the steps used for emergency care.
A. Describe potentially dangerous or threatening situations related to childhood activities, develop personal protection strategies and cite resources for help. (2.1, 5)
B. Discuss Safety and Accident Prevention
1. Explain how childhood injuries and illnesses can be prevented and treated. (2.1, 4)
2. Identify and describe how proper habits and rules help prevent accidents.
a. Follow bicycle safety rules
b. Be an alert pedestrian
c. Follow home safety rules
d. Obey your individual school safety rules
e. Handle animals safely
f. Know and obey water safety rules
g. Follow safety precautions with strangers
C. Discuss emergency procedures to follow when an accident occurs
1. Know some first aid, e.g., wash cut, apply ointment, apply a cover
2. Tell your parents, or another adult
3. Call 911 and then the Rescue Squad if there is a serious medical emergency
4. Call police for non-medical emergencies
III. Students will recognize that each of us has a responsibility for protecting the environment by fighting pollution.
A. Define Environmental Health
1. Pollution causes physical harm to human, animal and plant life
2. Discuss environmental problems - harmful pollutants, e.g., pesticides, asbestos
3. Discuss how environmental problems are being solved and additional needs to solutions.
a. Discuss recycling
b. Discuss littering
c. Discuss keeping water clean
d. Discuss the need for quiet environment
e. Understand that the food chain is affected by the environment
DRUG EDUCATION
Note: In grade five the DARE curriculum is taught to all students by the Westfield Police. The curriculum deals with all aspects of drug use and abuse.
I. Students will identify, give examples, and explain the physical, mental, emotional and social effects of helpful and harmful drugs and chemicals such as alcohol, tobacco, marijuana, anabolic steroids, inhalants and other drugs (2.3).
A. Define and Discuss Medication
1. Define drugs and medicines, describe the purposes and correct use of medicines, and describe the role they play in the maintenance or achievement of wellness. (2.3, 1)
2. Be aware of doctor's considerations before writing a prescription, e.g., age, weight, general health, severity of condition, allergies, chemicals that medicine is made of, etc.
3. Identify laws related to the sale and use of alcohol, tobacco and other drugs. (2.3, 4)
4. Describe how the use, misuse, and abuse of alcohol and other drugs contribute to the incidence of illness and injury. (2.3, 5)
5. Identify MISUSE of medicines (Definition: When medicines are used in a way that does not help the body stay healthy.) e.g.: anabolic steroid misuse, cough medicines or chewable Tylenol used as candy or for pleasure.
6. Identify ABUSE of medicines (Definition: When medicines are used in ways that they are not intended.) e.g.: anabolic steroid abuse, medicines used for drug purposes to get "high".
B. Give Rationale for Immunization
1. Discuss development, e.g., history of disease, etc.
2. Discuss reasons for being immunized against diseases
C. Identify Harmful Substances (2.3, 2)
1. Recognize everyday substances
a. Give examples: coffee, cola drinks, etc.
b. Be aware that excess amounts can cause adverse physical changes
c. Be aware that excess amounts can cause adverse psychological changes
2. Inhalants
a. Discuss the danger of sniffing glue, solvents, hair spray, gasoline, deodorants, lighter fluids, aerosols, etc.
1) Use produces intoxication
2) Creates the danger of psychological dependence
3) Damages vital organs and bone marrow
4) Effects may produce unconsciousness, coma, and death
D. Identify reasons for people to abuse the use of drugs
1. Consider pressure of advertising
2. Consider pressure of peer groups, psychological stress, curiosity, etc.
C. Identify and discuss smokeless tobacco
1. Acknowledge it is a drug
2. Acknowledge it may cause cancer
3. Acknowledge it is unsanitary due to spitting
D. Identify and discuss alcohol
1. Discuss effects on body
2. Discuss dependency
3. Discuss available resources
E. Identify and discuss smoking
1. Discuss effects
2. Discuss habit
3. Discuss difficulty of stopping
F. Recognize the signs and symptoms of chemical misuse, abuse and dependency, discuss their impact on personal and family health, and identify resources for help and information. (2.3, 3)
1. Discuss effects on self
a. Recognize psychological effects
(1) Explain how it is habit forming
(2) Explain how social behavior becomes unacceptable, etc.
b. Recognize physical effects, e.g., lack of exercise, etc.
2. Discuss effects on the family, e.g., stealing, violent behavior, financial problems, family discord, etc.
3. Discuss effects of drug dependency on the community
a. Give examples: stealing, violence, breakdown of laws, etc.
b. Recognize that it often causes the community to be responsible for care, financing of programs, coping with dependent individuals etc.
II. Students will be able to recognize and develop a strong support system.
A. Identify People Who can Help
1. Family members, e.g., parents, aunts and uncles, etc.
2. Community resources, clergy, social agencies, etc.
3. County resources:
a. DYFS - Division of Youth and Family Service (for student who is abused)
b. Al-Anon - for a support group for families of an alcoholic
c. Alateen - for a support group for a teenager who drinks or has an alcoholic family member
d. Union County Council on Alcoholism
1) Location: found in county building next to Drug Fair on North Avenue
2) Answers questions to anonymous requests of people
e. Discuss AA - Alcoholics Anonymous
f. Discuss how adult friends of the family can be of special help in need, e.g., friends of parents, parents of friends, relatives, coaches and leaders, teachers
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 4. 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 ways to compliment others or offer positive remarks.
2. Have each student write anonymously on separate cards something nice about every other student in the class. Hand in for teacher and class discussion.
3. Refer to reading and writing skills curriculum for advertising techniques and collect examples of each, specifically related to harmful substances.
4. Discuss and/or show an example of student's own hobbies.
5. List the positive and negative characteristics of being a friend.
6. Discuss the growth spurts, e.g., physical, mental and social.
7. Think of all the ways you have grown so far this year. On a sheet of paper, make a chart with three columns. Label them physical, mental and social. List the ways that you have grown under the column that describes that growth.
8. Choose inherited characteristics and find out where they are inherited from. Chart the individual information as a class.
9. Research and draw an animal cell and label its parts.
10. Write a story about why it is important to accept other people.
11. Use torso and/or appropriate model to show systems of the body.
12. Take a walk around the school and collect the litter - wear gloves.
13. Pick up litter around home and school.
14. Use transparencies from Health office to show systems of the body.
15. Draw the difference between a valentine heart and a human heart.
16. Write a paragraph about handling stress.
17. Make growth charts.
18. Make a personal list of your long-range plans and their ramifications for health.
19. Have a speaker from the Rescue Squad visit the classroom.
20. Plan a balanced menu for families for one day.
21. Make a checklist of ways to keep homes safe.
22. Make a list of the medicines that students have used and reasons for the use.
23. Investigate the history of drugs, e.g., penicillin, Salk vaccine, Sabin vaccine, immunizations.
24. Have students look in telephone books to find telephone numbers of all Drug Rehabilitation Resources.
25. Discuss the warning labels on various products and why they are there.
26. Talk to people who have quit smoking. Find out how they started, why they started, how they stopped, and why they stopped.
27. Look for, and share with class, articles from newspapers, etc. Suggest sports pages and magazines.
28. Visit the school library/media center and use books or other information sources related to the lessons taught in this course.
29. Use the kit, "Here's Looking at You, 2000".
30. List the short term effects of smoking, e.g., yellow fingers, suspension from school, odor on clothing, etc. (p. 24, "Here's Looking at You, 2000")
VOCABULARY (Fourth Grade)
1. cell
12. heredity
2. excretion
13. growth pattern
3. chromosome
14. emotions
4. ovum
15. abuse
5. sperm
16. problem solving
6. genes
17. decision making
7. dominant
18. communicable disease
8. recessive
19. prejudice
9. systems - see specific area in outline
20. discrimination
10. growth
21. racism
11. development
22. sexism
GRADE 4
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