Westfield, NJ 07090
COMPREHENSIVE FAMILY LIVING, HEALTH & SAFETY,
AND DRUG EDUCATION CURRICULUM
GRADE 6
I. RATIONALE, DESCRIPTION AND PURPOSE
In the sixth grade Comprehensive Health/Family Living Program students will study the following topics: social development, self-concept, interpersonal relationships, emotions, stress, problem solving, consumer health, family life education, heredity, growth changes, nutrition, safety and first aid, drug education with a continued study of tobacco and alcohol. Students will learn to understand how their actions affect their health and thus begin to take more responsibility for their actions. Students need to know how the health facts relate to them personally.
TOPIC I - SOCIAL DEVELOPMENT
II. OBJECTIVES
A. By the end of this course, students will be able to:
1. Understand that self-concept is a mental idea or picture of oneself
2. Recognize the symptoms of abusive behavior
3. Realize that good communication skills enhance one's mental health
4. Practice skills for finding acceptable solutions to his/her problems
5. Assume responsibility for their own actions
6. Understand current relationships between illegal drug use and diseases, i.e., hepatitis, HIV/AIDS/Hepatitis B, etc.
7. Understand that a variety of factors influence the selection of health information, products and services
8. Demonstrate a knowledge, understanding and practical use of the library/media center as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
A. Understanding self
1. Self concept
a. Developing personal standards
b. Respecting yourself and others
c. Communicating with others
d. Decision making skills
e. Being a good listener
f. Working toward optimum achievements
B. Abusive behavior
1. Neglect
2. Child abuse
3. Sexual assault
4. Harassment/Sexual Harassment
a. Definition
b. Examples - Gender bias/stereotyping
c. How it could affect you (feelings, thoughts and reactions)
d. What can you do if you are harassed?
e. What can you do if someone else is being harassed?
5. Available help
a. Parent
b. School
1) Teacher
2) Nurse
3) Guidance counselor
C. Interpersonal relationships
1. Respect
2. Roles and responsibilities of family members
3. Fostering love and respect among family members
4. Responsibilities of being a good friend
5. Adjusting to change
a. New brother or sister
b. Moving
c. Divorce
d. Economic change
e. Death
f. Prolonged illness of a family member
g. Separation
6. Responsibility
7. Inappropriate coping is unacceptable, e.g., resorting to violence, drugs, etc.
D. Factors that affect emotions
1. Hormones
2. Environment-family, peer pressure, physical handicaps, etc.
3. Heredity
4. Socio-economic position
5. Drugs
E. Stress
1. Definition of stress
2. Body response
a. Elevated blood pressure
b. Increased heart beat
c. Rapid breathing
d. Dilated pupils
e. Elevated body temperature
f. Increased strength and muscle tension
g. Violent reaction
3. Causes
a. Family problems
b. Unfamiliar surroundings
c. Peer pressure
d. Unrealistic goals
e. Health problems
4. Prevention
a. Relaxation
b. Adaptation
c. Acceptance
d. Set limits
e. Set goals
f. Keep physically fit
g. Recognizing anger in yourself and working with it
5. Reducing stress
a. Exercise
b. Enjoyable activities/hobbies
c. Communicate with others
d. Avoid stressful situations
F. Responsible personal behavior
1. Developing positive health habits
a. Personal hygiene
b. Establishing a life long exercise program
c. Avoid at-risk behaviors
d. Disease Prevention (communicable diseases including, HIV/AIDS, Hepatitis B, etc.)
e. Forming healthy eating patterns as an essential for preventative health care
f. Assuming personal responsibility for health
1) Physical examinations
2) Eye examinations
3) Dental examinations
4) Adequate rest
5) Proper nutrition for health
6) Avoid risk factors
re: communicable diseases: HIV/AIDS, Hepatitis B, etc.
g. Learning to live with stress
2. Practical aids to good grooming
a. Over-the-counter products, e.g.,: soaps, deodorants, shampoo, tooth paste, skin cleansers, cosmetics
b. Consumer health
1) Reading labels
2) Evaluating advertisements
3) Referring to consumer protection agencies
4) Developing consumer skills
5) Recognizing factors that influence our choices
6) Knowing where to go for good health information
TOPIC II - FAMILY LIFE EDUCATION - Taught separately by gender group.
II. OBJECTIVES
A. By the end of this course, students should:
1. Understand that the characteristics of living organisms are passed along genetically;
2. Recognize that significant changes occur in the young person's mental, physical and social development;
3. Realize that adolescence is a period of transition;
4. Demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course content.
III. CONTENT, SCOPE AND SEQUENCE
A. Influence of heredity
1. Genes and chromosomes (Mendel's Law)
2. Traits which are inherited
a. Coloration of skins, hair, eyes
b. Sex
c. Blood type
d. Body structure
3. Heredity and disease
a. Hemophilia
b. Sickle Cell Anemia
c. Diabetes
d. Tay-Sachs
e. Muscular Dystrophy
B. Growth patterns and characteristics
1. Endocrine glands
a. Pituitary
b. Ovaries
c. Testes, etc.
2. Physical changes
a. Secondary sex characteristics
b. Difference in growth pattern
3. Female reproduction organs
a. Anatomy and physiology
b. Ovulation
c. Menstruation
4. Male reproductive organs
a. Anatomy and physiology
b. Sperm
c. Mechanism of erections
d. Nocturnal emission
5. Conception and pregnancy (overview)
a. Ovulation
b. Fertilization and implantation
c. Cell division and differentiation
d. Timing
e. Embryonic development
f. Labor and birth
6. Attitudes and behaviors concerning one's own sexuality
a. Resources for information-parents, church, medical personnel, etc.
b. Masturbation, self stimulation
c. Hygiene - importance and need for cleanliness and care of one's body
TOPIC III - SAFETY AND FIRST AID
II. OBJECTIVES
A. By the end of this course, students should:
1. Be aware of how and where to get assistance during an emergency
2. Exhibit safety awareness and accident prevention
3. Learn to act responsibly when an accident or injury occurs
4. Understand that immediate help given after an accident can prevent further injury
5. Demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
A. Definition of first aid
B. Acting in an emergency
1. Remaining calm
2. Calling or sending someone for help
C. Steps to follow when reporting an emergency
1. Give necessary information
a. Name
b. Location
c. Description of accident or illness
D. While waiting for help to arrive
1. Check for breathing
2. Control severe bleeding
3. DO NOT move victim if there is no immediate danger
4. Remove victim from immediate danger
5. Give first aid for poisoning if necessary
E. Artificial respiration
1. Reasons for stoppage of breathing
a. Accident
b. Heart Attack
c. Electrical shock
F. Heimlich Maneuver
1. Reasons for blockage of airway-food or other foreign body obstructing airway and making breathing impossible
2. Learning and demonstrating proper techniques for the Heimlich Maneuver
G. Bleeding
1. Wounds
a. Minor
b. Serious
2. Pressure points for severe bleeding
3. Use of tourniquet as a last resort
H. Poisons
1. Contact
2. Inhaled
3. Swallowed
4. Insect stings
I. Other emergencies
1. Fire
2. Storms
3. Floods
4. Bike accidents
5. Skateboarding
6. Skiing
7. Roller skating/blading
J. Available community resources
1. American Red Cross
2. Local first aid squad
3. Medic unit (Overlook Hospital)
4. Hospitals
5. Private physicians
TOPIC IV - DRUG EDUCATION
II. OBJECTIVE
A. By the end of this course, students should:
1. Realize the importance of making healthy informed choices about drugs
2. Understand the importance of seeking parental assistance in taking any medication
3. Know their responsibility in choosing healthy alternatives to drugs
4. Appreciate the benefits of a drug-free life
5. Identify available community resources
6. Demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
A. Definition
1. Prescription
2. Over-the-counter
3. Illegal
a. Associated health problems
b. HIV/AIDS/Hepatitis B, etc.
B. Classification of drugs by effects
1. Type I fights bacteria
2. Type II prevents disease (immunization vaccinations)
3. Type III affects heart and blood vessels
4. Type IV affects the nervous system
a. Analgesics
b. Anesthetics
c. Hallucinogens
d. Stimulants
e. Depressants
5. Type V-other drugs including steroids
C. Difference between use and misuse
1. Read and follow label directions
2. Use medication as prescribed
3. Use only when needed, as directed
D. Medical use of drugs
1. Control of illness
a. Hypertension
b. Diabetes
c. Etc.
2. Preventing disease
a. Review of the immune system
b. Processes
1) Immunizations
2) Vaccinations
3) Flu vaccine, etc.
3. Relieving pain
a. Surgery
b. Dental work, etc.
4. Realize all drugs are potentially dangerous
a. Prescription drugs
b. Anabolic steroid
c. Over-the-counter
5. Correct drug information can help student to make wise choices
a. Avoid risk factors
b. Community resources
6. There are health problems associated with drug abuse
a. HIV/AIDS/Hepatitis B
b. Birth defects
7. Alternatives to using drugs to get "high"
8. Community resources
E. Tobacco
1. Properties
2. Respiratory System
3. Effect on smoker
4. Second-hand smoke
5. Attitudes
6. Habituation
7. Effects on community and society
8. Laws effecting smoking and tobacco industry
F. Alcohol
1. Properties
2. Effects on the body
a. Depressant
b. Mood modifier
c. Diseases of the body
3. Misconceptions associated with alcohol
4. Attitudes
a. Peer pressure
b. Advertisements
c. Media
5. Responsibilities in relation to alcohol
a. Drinking and driving
b. Legislation
6. Addiction
7. Community resources
a. Family
b. Clergy
c. Private physician
d. Al-anon
e. Al-ateen
f. AA (Alcoholics Anonymous) Narcotics Anonymous
g. Youth and Family Counseling
h. Union County Council on Alcoholism
G. Marijuana
1. Properties
2. Effects on the body
a. Hallucinogen
b. Mood modifier
c. Diseases of the body
3. Misconceptions associated with marijuana
4. Attitudes
a. Peer pressure
b. Advertisements
c. Media
5. Responsibilities in relation to marijuana
a. Marijuana and driving
b. Legislation
6. Addiction
7. Community resources
a. Family
b. Clergy
c. Private physician
d. Al-anon
e. Al-ateen
f. AA (Alcoholics Anonymous) Narcotics Anonymous
g. Youth and Family Counseling
h. Union County Council on Alcoholism
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry, questioning, discussion, research, reporting and group work.
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. EVALUATION
A. Students will define adolescence orally and in writing.
B. Students will demonstrate their understanding of personality and factors which affect its development by discussion, in oral and written tests and quizzes and through projects.
C. Students will demonstrate their knowledge and understanding of factors which influence decision making through oral and written tests and quizzes, class discussion and through projects.
D. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
GRADE 6
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