6th Grade
Health - 6th Grade Curriculum
Chicago Ridge District 127.5
6th Health Education Curriculum Map
UNIT | CONTENT FOCUS | STANDARDS |
Unit 1: |
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Health and Wellness
| * Explain how to balance physical, mental/emotional and social health
| 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: |
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Social, Mental and Emotional |
| 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: |
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Nutrition and Fitness |
| 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 |
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Growth and Body Systems |
| 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 |
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Alcohol, Tobacco, and Other Drugs |
| 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 |
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Disease Prevention |
| 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 |
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Safety and Environment -Internet Safety |
| 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. |