Westfield, NJ 07090
COMPREHENSIVE FAMILY LIVING, HEALTH & SAFETY,
AND DRUG EDUCATION CURRICULUM
GRADE 5
II. and III. OBJECTIVES, CONTENT, SCOPE AND SEQUENCE
I. Students will develop an understanding of family relationships and responsibilities in order to build unique family bonds and establish interpersonal skills for effective family life.
A. Describe your Family Unit
1. Discuss your family relationships as a fifth grader
a. Accepting responsibility for your own behavior
b. Volunteering to help in various situations
c. Understanding what it means to live as a family
d. Discuss growing in responsibility
e. Discuss the importance of having love and respect for others
II. Students will develop an understanding and acceptance of functions in the maturing body.
A. Being Aware of Growth and Development as a process from birth to death
1. Introduce a discussion about adolescence to include a brief overview of glandular development and how the various glands influence the changes of adolescence.
a. Adolescence: Period between childhood and adulthood
b. Define growth patterns and rates of development
1) Describe the usual pattern of growth and development and the different stages of life
2) Describe that differences in rates of development are normal
a) Discuss EARLY developers
b) Discuss LATE developers
c) Discuss differences between boys and girls at this age
3) Realize how heredity influences growth potential
a) Discuss genes and chromosomes-Mendel's law
b) Examine pride and interest in individual and family development
c) Discuss the relationships between heredity and some health problems; e.g., color blindness, sickle cell anemia, hemophilia, etc.
d) Talk about hereditary potential and environmental influences
4) Discuss the influence of endocrine glands and hormones
5) Describe and discuss the glands and their secretions (hormones)
a) Pituitary
b) Thyroid and parathyroid
c) Pancreas
d) Adrenal
e) Gonads (testes and ovaries)
6) Describe how hormones affect physical growth and development
a) Discuss the growth "spurt"-growing taller and changing shape
b) Discuss some body changes (secondary sex characteristics) that occur at this age.
c. Identify changes in the male and female reproductive organs (initially to be taught in classes separated by sex)
1) Describe male reproductive organs, their growth, functions and care
a) The penis (also used for excretion)
b) The testes (testicles)
c) The scrotum
d) Sperm
(1) Explain purpose
(2) Explain characteristics (X and Y chromosomes)
e) Describe the urethra
f) Describe the descent of testes into scrotum and an undescended testicle
g) Describe the mechanism of erection
h) Describe the path of the sperm from production to ejaculation
i) Discuss nocturnal emission
2) Describe the female reproductive organs, their growth, functions
a) The ovaries
b) The uterus
c) The vagina (birth canal)
d) The Fallopian tubes
3) Describe and discuss ovulation and menstruation
2. Discuss the development and growth of a baby
a. Discuss parenthood (becoming a mother or father)
b. Discuss fertilization and implantation (conception)
c. Discuss cell division, multiplication and differentiation
d. Explain multiple births
1) Define twinning
a) Fraternal
b) Identical
2) Explain triplets, quadruplets and other multiple births
e. Define embryonic development
f. Define fetal development
1) The umbilical cord
2) The placenta and its function
3) The amniotic sac
4) Amniotic fluid and its purpose
g. Describe the birth of the baby after about nine months
1) Birth
2) Labor (muscular contractions of the uterus to "push" the baby out through the birth canal)
3) Tying and cutting the umbilical cord-the origin of the navel
4) Delivery of the placenta
III. Students will learn skills and information about coping with family problems and stress while developing positive self-concepts regarding human behavior and sexual development.
A. Understanding Emotions
1. Define the effect of hormones on emotions
a. Describe normal human emotions: happiness, depression, hate, love, fear, anger, loneliness
b. Describe behavior related to emotions
1) Getting upset easily
2) Feeling shy
3) "showing off"
c. Developmental control of Emotions
1) Explain overcoming fear
2) Talk/write about expressing emotions in constructive ways
2. Describe the effects of emotions and stress on the body
a) Short term effects, e.g., headache, sweat, upset stomach, etc.
b) Long term effects, e.g., ulcers, heart disease, emotional illness
3. Discuss how our feelings are our own. a) Discuss coping with feelings in a socially acceptable way, e.g., jogging, talking, etc. b) Explain that inappropriate coping is unacceptable, e.g., violence, drugs, etc.
4. Recognize factors that effect emotions, e.g., peer pressure, family, physical handicaps, etc.
B. Discuss Death/Separation
1. Realize the inevitability of death
2. Realize death is not reversible
IV. Students will recognize and promote appreciation of their own strengths and weaknesses as well as strengths and weaknesses of others.
A. Define and describe Interpersonal Relationships
1. Explain respect for self and others
a. Describe need for private time
b. Describe need for companionship, friendship
2. Talk about how we relate to our friends
a. Describe peer relationships
b. Discuss adult relationships respecting the elderly-visiting elderly residents of a nursing home, grandparents, etc.
c. Discuss methods of conflict resolution to avoid violent relationships
d. Learn to accept uniqueness of self and diversity of others
V. Students will learn how to cope with acceptable and unacceptable social behavior.
A. Define Abusive situations
1. Describe ways to say "no"
a. Say "no" in words and actions
b. Walk away
c. Change the subject being discussed or suggested
d. Say "no" over and over
e. Ignore them
f. Say "no", give reasons
2. Briefly describe types of abusive behavior (only with that detail appropriate to the age of the children. (Individual problem or concerns should be dealt with separately.)
a. Define mental abuse
b. Describe physical abuse
c. Define sexual abuse
d. Describe verbal abuse
e. Describe neglect as abuse
f. Describe sexual harassment
g. Discuss family violence
3. Define available resources for getting help
(e.g., family, clergy, teacher, school nurse, principal, physician, community resources, e.g., Union County Resources, such as DYFS, Youth and Family Counseling Services, Rape Center, Drug and Alcohol Center)
VI. Students will examine personal expectations and recognize one's own abilities about the process and skills needed for problem solving.
A. Discuss Problem-Solving and Decision-Making
1. Discuss how to make decisions and accept consequences based on:
a. Getting as much information as possible about the issue
b. One's own life experiences
c. One's emotional growth
d. The family and environmental influences (e.g., family, peers, cultural customs, etc.)
VII. Students will begin to understand the diseases HIV/AIDS/ Hepatitis. Students will:
A. Define HIV (Human Immunodeficiency Virus), AIDS (Acquired Immune Deficiency Syndrome) and Hepatitis
B. Know that HIV is a virus that causes AIDS (a disease that destroys their immune system)
C. Identify some ways HIV/AIDS/Hepatitis infections are passed along (e.g., blood, unsterilized needles, drug items engaging in "blood brother/sister activities, piercing ears or other parts of the body)
D. Identify some good methods for preventing HIV/AIDS/Hepatitis infections
E. Learn that the HIV/AIDS/Hepatitis virus is difficult to acquire from everyday activities, e.g., sneezes, sharing food, hugging, etc.
F. Discuss having compassion for those who have the HIV/AIDS/Hepatitis virus
G. Know at this time there is no cure
H. Discuss risk-taking behaviors regarding HIV/AIDS
1. Using illegal drugs
2. Using I.V. drugs
3. Using anabolic steroids
I. Discuss some positive health practices.
1. Immunization
2. Physical examinations
3. Dental examinations
4. Adequate sleep
5. Healthy diet
6. Exercise
7. Proper hand washing, bathing and personal hygiene
8. Wear a seat belt
9. Do not take chances or engage in risky behavior
10. Talk with family, friend, teacher, nurse when upset or concerned
HEALTH & SAFETY
I. Students will develop an awareness of the factors involved to maintain a
healthy body.
A. Define and Discuss Physical Health and the Body Systems
1. Circulatory system
2. Respiratory system
3. Digestive system
4. Excretory system
5. Endocrine system
B. Nutrition
II. Students will demonstrate an understanding of the cause of disease; prevention in relation to health habits, environment and heredity.
A. Recognize how Illness can Affect Everything We Do
1. Discuss some of the types of diseases and illnesses
a. Communicable diseases
1) Common cold
2) Hepatitis
3) AIDS
4) Pediculosis
b. Non-communicable diseases
1) Alcoholism
2) Diverticulitis
3) Appendicitis
c. Inherited diseases
1) Diabetes
2) Heart disease
3) Sickle cell anemia
4) Tay-Sachs disease
2. Describe ways to control non-communicable disease
a. Follow physician's recommendations
b. Take medication as prescribed
III. Students will develop an awareness of accident prevention and recognize the steps used for emergency care.
A. Describe and Discuss Safety and its Importance
1. Define safety and safety consciousness as being aware of and following the rules which help prevent accidents
2. Discuss the need for safety rules in the following areas
a. Bicycle safety procedures
b. Fire safety
c. Traffic crossing
d. Train crossing
e. Water safety
f. Bus safety
g. Precautions with strangers
h. Substance and poison abuse
3. Be Aware of Emergency steps
a. Call for appropriate help
b. Give emergency first aid
VI. Students will recognize that each of us has a responsibility for protecting the environment by fighting pollution.
A. Describe and Discuss Environmental Health
1. Discuss the need for and areas of pollution control
a. Chemical
b. Garbage
c. Water
d. Air quality
e. Noise
2. Be aware of disease - due to pollution, e.g., emphysema, cancer, infections, etc.
3. Recognize the existence of laws - Department of Environmental Protection
a. Discuss sanitation
b. Discuss trash or leaf burning
c. Discuss industrial waste
DRUG EDUCATION
I. Students will identify, give examples, and explain the effects of helpful drugs and chemicals.
A. Define and Describe Types of Medications
1. Describe the administration of medication
a. Define oral medication
b. Define rectal medication, i.e., suppository
c. Define inhalation therapy, i.e., vaporizers
d. Define intravenous medication, i.e., fluid and food directly to vein
e. Define subcutaneous medication, i.e., for allergies
f. Define intramuscular medication, i.e., penicillin into muscle
g. Define topical medications and ointments, i.e., application to skin, e.g. cortisone
2. Recognize that substances can be used or abused
a. Identify proper use (when a substance is taken for purpose intended)
b. Identify abuse of medication - abused if not taken as prescribed
1) Illegal drug use-discuss laws related to drug use
2) Danger of possible medical problem, i.e., addiction, hepatitis, AIDS, etc.
3) Improper use and/or storage
3. Recognize depressants (downers)
a. Discuss that depressants slow down body functions, reaction time, lessen inhibitions, affect the central nervous system
b. Discuss that alcohol and its many effects on an individual
1) Realize alcohol is the number one drug of abuse
2) Realize alcohol is a depressant
3) Realize the use of alcohol interferes with self-control, reaction-time and inhibitions
4) Realize one's ability to think and make judgments is affected
5) Realize because of the action of alcohol in releasing aggressive drives, it is a significant factor in over half of the crimes of violence in this country and over half of the auto accidents. Prolonged use may cause cirrhosis of the liver, stomach trouble, and heart disease.
a) Recognize alcoholism is a major health and social problem
b) Identify alcoholism as the "family disease" because each alcoholic has so much effect upon family members and loved ones
c) Recognize alcoholism can be treated
c. Recognize that barbiturates act as depressants
1) Realize barbiturates may be used in a good way to relieve worries and encourage sleep
2) Realize barbiturates may be physically addictive and must be prescribed by doctor
3) Realize barbiturates create time distortions i.e., the person misusing drugs resembles one affected by too much alcohol
4) Realize tolerance develops quickly
5) Realize withdrawal creates very serious problems, and is sometimes fatal. Withdrawal is more serious than withdrawal from morphine.
6) Realize that when combined with alcohol, barbiturates increase potential for death
d. Recognize narcotics, opium, morphine, heroin, and codeine are drugs that numb the senses and cause drowsiness and relieve pain
1) Realize these drugs produce a state of euphoria
2) Realize these drugs produce drowsiness or sleep
3) Realize morphine is used only under medical supervision to relieve severe pain
4) Realize heroin is outlawed for medical use in the United States
5) Realize codeine is used to relieve pain and suppress coughing
6) Realize the use of these drugs can cause physical and psychological dependence
7) Realize morphine and heroin may cause death from an overdose
8) Realize the use of these drugs may produce a coma when given in large doses
9) Realize that addicts may resort to crime and violence to support the habit
10) Realize intravenous (IV) drug use may cause diseases such as hepatitis, AIDS, etc.
e. Discuss other medications: sleeping pills, tranquilizers, marijuana, morphine, etc.
4. Identify stimulants (uppers)
a. Talk about the increased heart rate, increased respiration, wakefulness and reduced appetite caused by stimulants
b. Acknowledge that amphetamines act as stimulants
1) Realize that a tolerance may develop from the use of amphetamines
2) Realize the use of amphetamines may produce insomnia (inability to sleep) - Persons using amphetamines may perform beyond their physical endurance and collapse
3) Realize that the use of amphetamines may produce severe psychosis and possible brain damage
c. Describe other stimulants: caffeine, heroin, etc.
5. Describe how crack, and cocaine stimulate the central nervous system
a. Realize that blood pressure, heart rate and temperature rise dramatically
b. Realize that narrowed arteries restrict blood flow to the heart and may cause a heart attack
c. Realize that the heart may beat erratically and ineffectively, resulting in death
d. Be aware that tremors, convulsions, nausea and vomiting may occur
e. Realize the respiratory system may fail
f. Realize crack is very addicting
g. Discuss the deep depression caused by use of crack, cocaine
h. Describe the danger of crack use:
1) Define hallucinations
2) Define psychosis
3) Describe alienation from family and friends
4) Discuss crime and violence arising from drug use
5) Discuss problems at school which result
6) Discuss financial problems caused by drug use
7) Discuss harm to the unborn resulting from drug use
6. Identify and Discuss Hallucinogens
a. Describe effects on the central nervous system
b. Describe effects of hallucinogens, which are related to conditions under which the drugs are used
c. Describe how sense perceptions become distorted through use of hallucinogens
d. Describe reactions to hallucinogens which may lessen inhibitions, distort judgment and thinking
e. Describe effects, such as, distortion of time, space, and images
f. Describe how, in some cases, hallucinations may persist or recur for weeks or months after the drug has been taken, in which case the user may enter a true psychotic state
g. Describe how the user may feel that he can perform super-human acts, such as flying, causing accidental death
h. Give examples: LSD, angel dust
i. Define marijuana
1) Discuss that marijuana is an illegal drug, therefore experimentation involves breaking the law and risking serious consequences
2) Discuss how the effects of marijuana are unpredictable, depending upon the situation and person at the time of use
3) Discuss how inhibitions are lowered through its use
4) Discuss how an individual using marijuana may experience hallucinations
5) Discuss how its use affects coordination and perception
B. Recognize Harmful Substances
1. Review the discussion of inhalants and their dangers
2. Define and discuss nicotine
a. Forms: smoked, inhaled or chewed
b. Major source is tobacco
3. Be aware that tobacco is dangerous to one's health
a. Discuss irritations that occur to nose, throat, and lungs
b. Recognize that tobacco use causes increased heart rate and circulatory diseases
c. Recognize that its use decreases capacity of lungs to expand and contract (athlete's concern)
d. Recognize how a person's senses (taste and smell) are dulled
e. Recognize that prolonged use increases chances of lung cancer and emphysema
f. Recognize that smoking is a difficult habit to break
1) Show that habits are more easily formed than broken
2) Get facts available on the effects of tobacco and study them before making a decision about smoking.
4. Define and identify "look-alike" drugs
a. Recognize mimic prescriptions
b. Examine substances that can be legally sold over the counter
c. Recognize size, color, shape, markings, etc.
5. Describe legal and illegal drugs
6. Describe addiction
7. Describe drug dependency
8. Define and identify anabolic steroids
a. Physical effects
b. Psychological effects
II. Students will recognize and develop a strong support system.
A. Acknowledge Helping People
1. Describe alcoholism support groups
a. Explain SADD = Students Against Drunk Driving
b. Explain MADD = Mothers Against Drunk Driving
2. Describe Narcotics Anonymous
a. Describe Hospital Resources in the area for help (e.g., Overlook, Muhlenberg, Fair Oaks)
b. Describe helping services and activities (inpatient care, out-patient services)
3. Describe Pot Anonymous
4. Review Community Helpers
4. Review laws regulating drug use and how these can be a strong help for drug misuse and prevention
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 5. 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. Brainstorm possible problems of adolescence and solve selected problems with group interaction.
2. Work the crossword puzzle from "Your Endocrine System at Work" in Current Health, December 1990.
3. In groups discuss certain aspects of adolescence.
e.g., -The most confusing part about growing up is:
· The best part about growing up is:
4. Play a review game where questions are written on cards about what was learned in family living; find answers on the back.
5. Use a question box for questions.
6. Write a paragraph about and/or trace the endocrine system in the body.
7. Research a famous person who has one of the same traits as you, e.g., blond hair.
8. Write an essay on "My Responsibilities to My Family".
9. Have pupils describe their own decisions made in the last 24 hours.
10. Discuss how habits help us and how to form good habits, or break bad habits.
11. Interview an elderly person about responsibilities they had in childhood at the same age.
12. Find the differences in comparing photographs of a baby and an adult, e.g., parents.
13. Prepare a game. Put questions on 3x5 cards, with answers on the pack, to be placed in a grab bag.
14. Role-play various situations, e.g., being left out, last one chosen, etc.
15. See film strip on "stress" from Here's Looking at You, 2000.
16. List ways to improve self-concept.
17. List three ways to show responsible behavior at home and in school.
18. Have students draw heart, lung, veins and capillaries.
19. Have students trace circulation to their right foot and return.
20. Ask students to trace their food from breakfast.
21. Ask students to check with the town - Re: recycling laws.
22. Ask students to describe a recent trip to the recycling center.
23. Visit the school library/media center and use books or other information sources related to the lessons taught in this course.
24. Invite a police officer to the room to discuss drunken drivers and their effects on others and themselves.
25. Cut out newspaper and magazines on substance abuse for a class scrap book/bulletin board.
26. Write a report on history of Women's Temperance Union and/or Prohibition.
27. Discuss this statement, "The best way to have a friend is to be a friend".
28. Discuss "What do you do if you are faced with the problem of a drunken driver in a car you are expected to ride in?" Open-ended discussion.
29. Use the kit, "Here's Looking at You, 2000".
30. Discuss what the ads of alcohol, drugs, and tobacco are saying? What is the message? What is implied? Is it accurate? What is their motive?
31. Make two lists with the class of the "pro and con" reasons for using alcohol and drugs.
32. Invite community helpers to visit the room.
33. Dramatize and practice concepts taught regarding dealing with others.
34. Trace the effects of alcohol in the body.
35. Look up in dictionary the differences between addiction and dependency - Give an example of each.
36. Visit the school library/media center and use books or other information sources related to the lessons taught in this course.
VOCABULARY - (Fifth Grade)
1. Adolescence
12. Implantation
2. endocrine
13. cell division
3. hormones
14. heredity
4. pituitary
15. embryogenic development
5. thyroid
16. growth spurts
6. parathyroid
17. abuse
7. pancreas
18. emotions
8. adrenal
19. stress
9. gonads
20. interpersonal relationship
10. testes
21. problem solving
11. ovaries
22. decision making
GRADE 5
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