Health - 6th Grade Curriculum

Chicago Ridge District 127.5

6th Health Education Curriculum Map

Unit

Content Focus

Standards

Unit 1:

   

Health and Wellness

 

* Explain how to balance physical, mental/emotional and social health

  • * Identify factors that influence health
  • * Identify health skills and explain why health skills are needed throughout life
  • * Explain why having a goal is important and how to implement it

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.A.3a Describe possible causes and consequences of conflict and violence among youth in schools and communities.

24.B.3a Apply a decision-making process to an individual health concern.

Unit 2:

   

Social, Mental and Emotional

  • * Examine self-concept and the influences on self-concept
  • * Identify the traits of good character
  • * Understand various emotions and how to healthfully express them
  • * Describe emotional problems and the warnings signs associated with them

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.A.3a Describe possible causes and consequences of conflict and violence among youth in schools and communities.

24.A.3b Demonstrate methods for addressing interpersonal differences without harm (e.g., avoidance, compromise, cooperation)

24.A.3c Explain how positive communication helps to build and maintain relationships at school, at home and in the workplace.

24.B.3a Apply a decision-making process to an individual health concern.

Unit 3:

   

Nutrition and Fitness

  • * Identify six main classes of nutrients
  • * Use the USDA food guidelines
  • * Identify influences on food choices
  • * Explain how to maintain a healthy weight
  • * Explain the benefits of regular exercise
  • * Identify the parts of a fitness plan
  • * Describe treatment for sport related injuries

State Goal 20:  Achieve and maintain a healthy-enhancing level of physical fitness based upon continual self-assessment.

20.A.3a Identify the principles of training: frequency, intensity, time and type (FITT).

20.A.3b Identify and participate in activities associated with the components of health related and skill related fitness.

20.B.3a Monitor intensity of exercise through a variety of methods (e.g., perceived exertion, pulse, heart rate monitors), with and without the use of technology.

20.B.3b Evaluate the strengths and weaknesses contained in a personal fitness profile

20.B.3c Discuss and understand the importance of fitness as it relates to academic performance.

20.C.3a Set realistic short-term and long term goals for a health related fitness component.

20.C.3b Identify opportunities within the community for regular participation in physical activities.

20.C.3c Apply the principles of training to health-related fitness goals.

State Goal 21:  Develop team building skills by working with others through physical activity.

 21.A.3a Follow directions and decisions of responsible individuals (e.g., teachers, peer leaders, squad leaders).

21.A.3b Participate in establishing procedures for group physical activities.

21.A.3c Remain on task independent of distraction (e.g., peer pressure, environmental stressors).

21.B.3a Work cooperatively with others to accomplish a set goal in both competitive and noncompetitive situations (e.g., baseball, choreographing a dance).

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 23: Understand human body systems and factors that influence growth and development.

23.B.3a Explain the effects of health related actions upon body systems (e.g., fad diets, orthodontics, avoiding smoking, alcohol use, and other drug use).

23.C.3a Describe the relationships among physical, mental, and social health factors during adolescence (e.g., the effects of stress on physical and mental performance, effects of nutrition on growth).

23. D.3a Explain how the brain is affected by movement.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

Unit 4

   

Growth and Body Systems

  • * Identify methods of caring for skin, hair, nails, and teeth
  • * Identify factors that influence consumer choices
  • * Explain the benefits of medicine
  • * Identify different types of health care providers
  • * Identify the body’s building blocks
  • * Explain the parts and jobs of the skeletal system
  • * Explain the parts and the jobs of the digestive system
  • * Explain how blood moves through the body
  • * Describe the changes that happen during adolescence
  • * Identify the parts and functions of the reproductive system
  • * Explain how inherited traits are passed along

State Goal 23: Understand human body systems and factors that influence growth and development.

23.A.3a Explain how body systems interact with each other (e.g., blood transporting nutrients from the digestive system and oxygen from the respiratory system, muscular/skeletal systems [movement] and structure of the brain).

23.B.3a Explain the effects of health related actions upon body systems (e.g., fad diets, orthodontics, avoiding smoking, alcohol use, and other drug use).

23.C.3a Describe the relationships among physical, mental, and social health factors during adolescence (e.g., the effects of stress on physical and mental performance, effects of nutrition on growth).

23. D.3a Explain how the brain is affected by movement.

Unit 5

   

Alcohol, Tobacco, and Other Drugs

  • * Explain how alcohol and drugs affect the body and mind
  • * Describe the cycle of addiction
  • * Explain recovery and withdrawal
  • * Identify alternatives to substance use/abuse

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 23: Understand human body systems and factors that influence growth and development.

23.B.3a Explain the effects of health related actions upon body systems (e.g., fad diets, orthodontics, avoiding smoking, alcohol use, and other drug use).

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.C.3a Apply refusal and negotiation skills to potentially harmful situations.

Unit 6

   

Disease  Prevention

  • * Identify the different causes of non-communicable disease (behavior/lifestyle, environment, unknown)
  • * Identify the different types of non-communicable disease (congenital, degenerative, autoimmune)
  • *  Supply examples of different disease
  • * Identify common risk factors for various diseases
  • * Determine the difference between malignant and benign
  • * For each of the various diseases describe major characteristics, symptoms, treatment
  • * Determine factors to enhance health and prevent non-communicable diseases
  • * Analyze family history of disease

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.B.3a Describe how the individual influences the health and well-being of the workplace and the community (e.g., volunteerism, disaster preparedness, proper care to prevent the spread of illness).

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.C.3a Apply refusal and negotiation skills to potentially harmful situations.

Unit 7

   

Safety and Environment

-Internet Safety

  • * Identify the parts of the accident chain
  • * Explain how to prevent accidental injuries
  • * Understand water safety
  • * Identify strategies for responding to injuries
  • * Identify the causes of pollution

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3c Explain routine safety precautions in practical situations (e.g., in motor vehicles, on bicycles, in and near water, as a pedestrian).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.B.3a Describe how the individual influences the health and well-being of the workplace and the community (e.g., volunteerism, disaster preparedness, proper care to prevent the spread of illness).

22.C.3a Identify potential environmental conditions that may affect the health of the local community (e.g., pollution, land fill, leadbased paint).

22.C.3b Develop potential solutions to address environmental problems that affect the local community’s health.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.A.3a Describe possible causes and consequences of conflict and violence among youth in schools and communities.

24.B.3a Apply a decision-making process to an individual health concern.