Grade: 5Content: Body SystemsStandards:

5.1 The student will analyze the impact of positive health behaviors and risky behaviors on personal health. (Essential Health Concepts)

5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active, healthy lifestyle. (Healthy Decisions)

5.3 The student will explain how peers, families, and community groups work together to promote health, prevent disease, and create a healthy community. (Advocacy and Health Promotion)

VDOE Standards5.1.a Identify the major structures and functions of the integumentary (skin, hair, and nails) system.5.1.b Examine the health risks associated with unprotected sun exposure.5.2.a Determine strategies to protect against the harmful effects of the sun.5.3.a Identify strategies that you will employ to protect against the harmful effects of the sun.

Essential Understandings Understand how the integumentary system works to help maintain a healthy body.

Suggested/Sample Assessments Essential Knowledge and Skills Resources Label the integumentary

system and describe its main functions.

Explore and complete activities on online interactive human body sites.

Discuss the health benefits and harms associated with sun exposure and discuss strategies for adequately limiting sun exposure (UV rays).

The major parts of the integumentary system are hair, skin, and nails.

The integumentary system is the organ system that protects the body from various kinds of damage, such as loss of water or abrasion from outside.

Sunblock is the skin’s frontline defense against exposure to the sun’s ultraviolet (UV) rays, which can cause skin cancer, sunspots, and premature aging.

Sunglasses and goggles are both effective forms of protective eyewear to protect vision.

Health Smart Virginia 4th Grade Resources www.healthsmartva.org

AAAS Skin Deep Project - http://sciencenetlinks.com/collections/skin-deep-project/

BrainPop https://www.brainpop.com/science/

diversityoflife/humanbody/ https://www.brainpop.com/health/

bodysystems/nails/ KidsHealth.org – Interactive site- How the Body Works: Skin

http://kidshealth.org/en/kids/skin-movie.html Teacher’s Guide - Skin

https://classroom.kidshealth.org/classroom/3to5/body/parts/skin.pdf

How The Body Works -YouTube Video Series https://www.youtube.com/playlist?list=PLRmb5AxU-

JXgajvrrcozhkhMeSWa0XI0Z SunWise Tool Kit

https://www.neefusa.org/sunwise SunWise Activities for Grades 3-5:

https://www.epa.gov/sites/production/files/documents/grades3-5.pdf

SunWise Activities for Grades 6-8 https://www.epa.gov/sites/production/files/documents/grades6-8.pdf

Grade: 5Content: Nutrition, Physical Activity, SleepStandards:

5.1 The student will analyze the impact of positive health behaviors and risky behaviors on personal health. (Essential Health Concepts) 5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active,

healthy lifestyle. (Healthy Decisions) 5.3 The student will explain how peers, families, and community groups work together to promote health, prevent disease, and create a

healthy community. (Advocacy and Health Promotion)VDOE Standards

5.1.d Describe why some food groups have a greater number of recommended servings than other food groups.5.1.e Explain the concepts of eating in moderation and energy balance.5.1.f Identify the influence of marketing techniques on food and beverage choices.5.1.g Analyze the physical, academic, mental, and social benefits of regular physical activity.5.1.h Describe how physical activity, sleep, and good health are related.5.1.i Explain the importance of sleep.5.2.b Practice personal health habits that promote cardiorespiratory fitness.5.2.c Select healthy foods and beverages for breakfast and lunch.5.2.d Interpret information on food labels.5.2.e Identify connections between nutritional guidelines and weight management.5.2.f Explain the importance of exercise and recreation.5.2.g Analyze the physical, academic, social, and emotional benefits of getting enough sleep.5.3.b Support others in making positive food, physical activity, and sleep choices.

Essential Understandings Understand how food choices impact energy. Understand the importance of physical activity and sleep. Describe different types of physical activities. Recognize that sleep also contributes to good health.

Suggested/Sample Assessments Essential Knowledge and Skills Resources Analyze a food label/a sample

daily diet plan. Create a “Day in the Life of a

Fifth Grader”: a schedule to include sleep, diet, and physical activity.

Locate information on calories, sugar, sodium content, ingredients etc. on food labels.

Eating a variety of healthy foods every day leads to good overall health and energy balance.

Fitness includes eating healthy foods and getting daily physical activity (exercise).

Recreation is a form of physical activity.

Weight management is the practice of balancing daily activity and diet to achieve/maintain a desired healthy

Health Smart Virginia 4th Grade Resources www.healthsmartva.org

Nutrition American Heart Association (AHA) - Elementary Lesson

Plans http://www.heart.org/HEARTORG/Educator/FortheClassroom/ElementaryLessonPlans/Elementary-Lesson-Plans_UCM_001258_Article.jsp#.WHVMj2VNGs0

AHA Balance It Out Teacher’s Guide

Create a message campaign to promote eating a variety of healthful food groups using choosemyplate.gov resources

Create a poster project on fun activities to engage in instead of watching television.

Describe potential consequences to performance of not getting enough sleep.

weight. Getting enough sleep is as

important as eating the right foods and exercising daily.

http://www.heart.org/idc/groups/heart-public/@wcm/@fdr/documents/downloadable/ucm_448421.pdf

AHA It Takes a Heart to be a Hero Teacher’s Guide 2012-2013 http://www.heart.org/idc/groups/heart-public/@wcm/@fdr/documents/downloadable/ucm_467892.pdf

AHA It Takes a Heart to be a Hero Teacher’s Guide 2013-2014 http://www.heart.org/idc/groups/heart-public/@wcm/@fdr/documents/downloadable/ucm_467893.pdf

BAM! Body and Mind Teacher’s Corner Nutrition - http://www.cdc.gov/bam/nutrition/index.html

CA Media Smarts - Looking at Food Advertising - http://mediasmarts.ca/lessonplan/looking-food-advertising-lesson

Education World Popcorn Nutrition - How Nutritious Are Your Snacks http://www.educationworld.com/a_lesson/03/lp324-04.shtml

FCS Fast Food Food Plate Game - https://lesson-

plans.theteacherscorner.net/health/food-plate-game.php Fuel Up to Play 60 - 101 Tips for Teaching Nutrition in

Physical Education http://westerndairyassociation.org/download/101-tips-for-teaching-nutrition-in-pe/

Jump Into Foods – Grades 3-5 http://msue.anr.msu.edu/resources/jump_into_foods_fitness_jiff_information_for_staff_educators_volunteers

Kids Health Teacher’s Guides:o -Breakfast

https://classroom.kidshealth.org/classroom/3to5/personal/nutrition/breakfast.pdf

o -Food Labels

https://classroom.kidshealth.org/classroom/3to5/personal/nutrition/food_labels.pdf

o -Healthy Snacking

http://classroom.kidshealth.org/3to5/personal/nutrition/healthy_snacking.pdf

o -School Lunch

https://classroom.kidshealth.org/classroom/3to5/personal/nutrition/school_lunch.pdf

Shape America – What’s in My Fast Food http://www.shapeamerica.org/events/pesportweek/upload/What-sinFastFood2 Together Counts - What Is Energy Balance? -

http://www.togethercounts.com/sites/ togethercounts.com/files/lesson_plans/documents/3-5_1.1.pdf

Together Counts - What is the Pattern? http://www.togethercounts.com/sites/togethercounts.com/files/downloads/K_Thru_5/Lesson_2.1_WhatsthePattern.pdf_Activity2015.pdf

USDA - Serving Up My Plate – A Yummy Curriculum Grades 5-6 https://www.fns.usda.gov/sites/default/files/sump_level3.pdf

Utah Education Network- Calorie Burning - http://www.uen.org/Lessonplan/preview.cgi?LPid=103

Utah Education Network- Design A Meal -http://www.uen.org/Lessonplan/preview.cgi?LPid=68

Physical Activity Action for Healthy Kids - Instant Recess, Brain Breaks,

and Energizers

http://www.actionforhealthykids.org/tools-for-schools/1252-brain-breaks-instant-recess-and-energizers

Activity Break http://www.healthworldeducation.org/industry-trends/item/183-activity-break-5-ways-add-burst-physical-activity-classroom

American Heart Association (AHA) - Elementary Lesson Plans http://www.heart.org/HEARTORG/Educator/FortheClassroom/ElementaryLessonPlans/Elementary-Lesson-Plans_UCM_001258_Article.jsp#.WHVMj2VNGs0

AHA Balance It Out Teacher’s Guide http://www.heart.org/idc/groups/heart-public/@wcm/@fdr/documents/downloadable/ucm_448421.pdf

AHA It Takes a Heart to be a Hero Teacher’s Guide 2012-2013 http://www.heart.org/idc/groups/heart-public/@wcm/@fdr/documents/downloadable/ucm_467892.pdf

AHA It Takes a Heart to be a Hero Teacher’s Guide 2013-2014 http://www.heart.org/idc/groups/heart-public/@wcm/@fdr/documents/downloadable/ucm_467893.pdf

AHA NFL Fuel Up to Play 60 http://www.heart.org/HEARTORG/Educator/FortheClassroom/Play60Challenge/PLAY-60-Challenge_UCM_304278_Article.jsp#.WIBGbGVNFho

CDC BAM! Physical Activity- http://www.cdc.gov/bam/activity/index.html

Get Moving Unit - Michigan State University http://commtechlab.msu.edu/sites/letsnet/noframes/subjects/health/b8u4.html

K-2 Sleep Education http://school.sleepeducation.com/K-2.aspx

Kids Health – Backpacks Tip Sheet

http://kidshealth.org/en/parents/backpack.html Kids Health Fast Breaks -NBA Fit Classroom Lesson

https://kidshealth.org/classroom/posters/nba_fit_classroom_color.pdf

Kids Health Grades 3-5 Teacher’s Guideso –Fitness

https://classroom.kidshealth.org/classroom/3to5/personal/fitness/fitness.pdf

o –Sleep https://classroom.kidshealth.org/classroom/3to5/body/functions/sleep.pdf

o -Screen Time https://classroom.kidshealth.org/classroom/3to5/personal/fitness/screen_time.pdf

o Sports Safety https://classroom.kidshealth.org/classroom/3to5/personal/fitness/sports_safety.pdf

o –Sportsmanship https://classroom.kidshealth.org/classroom/3to5/personal/fitness/sportsmanship.pdf PE Central Physical Activity Lesson Ideas and Resources http://www.pecentral.org

PE Central Interactive Heart Rate Worksheet - http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4874

PE Central Let's Get Moving! - http://commtechlab.msu.edu/sites/letsnet/noframes/subjects/health/b8u4.html

Safe Routes h ttp://www.saferoutesinfo.org/program- tools/access-classroom-resources

Serving Up My Plate Tipsheet – Be a Fit Kid https://choosemyplate-prod.azureedge.net/sites/default/files/audiences/Tipsheet2_BeAFitKid.pdf

SHAPE America -Healthy Heart http://www.shapeamerica.org/events/pesportweek/uploa

d/Heart_Healthy.pdf SHAPE America – Musical Spots Fitness Edition

http://www.shapeamerica.org/events/pesportweek/upload/Musical_Spots.pdf

Grade: 5Content: Disease PreventionStandards:

5.1 The student will analyze the impact of positive health behaviors and risky behaviors on personal health. (Essential Health Concepts) 5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active,

healthy lifestyle. (Healthy Decisions) 5.3 The student will explain how peers, families, and community groups work together to promote health, prevent disease, and create a

healthy community. (Advocacy and Health Promotion)VDOE Standards

5.1.c Explain the impact of personal health habits and behaviors on cardiorespiratory fitness.5.1.j Recognize the importance of good hygiene habits.5.1.k Describe ways to prevent vision and hearing loss.5.2.j Explain the relationship between health promotion and disease prevention.5.2.k Demonstrate dental care, hand washing, and other personal hygiene habits.5.3.d Develop a plan to prevent the spread of disease.

Essential Understandings Understand how the sun can be harmful to the skin. Understand that vision and hearing are senses that need to be protected. Understand that maintaining a healthy lifestyle is the best way to prevent disease.

Suggested/Sample Assessments Essential Knowledge and Skills Resources Create a poster showing how to

keep the ears protected from outside harm.

Write a story from the perspective of a germ, explaining how germs “choose” some people over others because of their lifestyle habits.

Demonstrate how to wash hands properly.

Create an action plan that demonstrates good personal health habits, including hygiene, and explain how good personal health habits can lead to cardiorespiratory fitness.

Wearing protective earplugs or headphones in areas where noise is excessive are both good ways to prevent hearing loss or damage.Good hygiene is important to keep teeth healthy and the body germ free, and to maintain a clean appearance.When washing hands, be sure to use warm water, soap, and scrub both sides of the hands up to the wrist for 20-30 seconds (i.e., the amount of time it takes to sing the ABCs).Brush teeth at least two times a day. Focus on upper and lower teeth, gums, and even the tongue when brushing.Personal habits, including those related to daily diet, sleep schedule, and routine physical activity, impact cardiorespiratory fitness.

Health Smart Virginia 4th Grade Resources www.healthsmartva.org

http://www.webmd.com/healthy-aging/features/ lifestyle-to-prevent-illness

http://kidshealth.org/kid/talk/qa/wash_hands.html http://kidshealth.org/kid/stay_healthy/body/

teeth_care.html http://www.livestrong.com/article/522212-a-list-

of-the-benefits-of-cardiovascular-endurance/ Kids Health – How the Immune System Works

http://kidshealth.org/en/kids/ismovie.html Kids Health – Taking Care of Your Teeth

http://kidshealth.org/en/kids/teeth-care.html?ref=search

Kids Health - Can Loud Music Hurt My Ears? http://kidshealth.org/en/kids/rock-music.html

Kids Health - Glasses and Contact Lenses

http://kidshealth.org/en/kids/glasses.html Kids Health - Earbuds

http://kidshealth.org/en/teens/earbuds.html?WT.ac=t-ra

Kids Health – What’s Hearing Loss http://kidshealth.org/en/kids/hearing-impairment.html

Kids Health – Your Eyes http://kidshealth.org/en/kids/eyes.html

Listen to Your Buds Program http://www.asha.org/buds/

National Eye Institute (NEI) for Kids All About Vision https://nei.nih.gov/kids

NEI for Kids - Healthy Vision Tips https://nei.nih.gov/kids/healthy_vision_tips

NEI Ask A Scientist - Eye Myths and Facts https://www.youtube.com/watch?v=h83zPt2A-aU

Noise Induced Hearing Loss- Tips for Teaching Kids https://www.noisyplanet.nidcd.nih.gov/educators/tips-to-teach-kids

Kids Health – What are Germs? http://kidshealth.org/en/kids/germs.html?WT.ac=k-ra

Kids Health – Why Do I Need to Wash My Hands? http://kidshealth.org/en/kids/wash-hands.html

Kids Health Grades 3-5 Germs Teacher’s Guide https://classroom.kidshealth.org/classroom/3to5/personal/hygiene/germs.pdf

Kids Health Poster – Wash Your Hands https://classroom.kidshealth.org/classroom/3to5/problems/conditions/wash_your_hands_k5.pdf

Kids Health Poster -Don’t Share Germs https://classroom.kidshealth.org/classroom/prekt

o2/problems/conditions/dont_spread_germs_k5.pdf

National Institutes of Health (NIH) Open Wide and Trek Inside Curriculum https://science.education.nih.gov/supplements/nih2/oral-health/default.html Virginia Department of Health (VDH) Saving Smiles Oral Health Curriculum Grades K-5 http://www.vdh.virginia.gov/content/uploads/sites/30/2016/08/Saving_Smiles_K-5_Oral_Health_Education_Curriculum.pdf

Grade: 5Content: Social Health and Relationships

Standards: 5.1 The student will analyze the impact of positive health behaviors and risky behaviors on personal health. (Essential Health Concepts) 5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active,

healthy lifestyle. (Healthy Decisions) 5.3 The student will explain how peers, families, and community groups work together to promote health, prevent disease, and create a

healthy community. (Advocacy and Health Promotion)VDOE Standards

5.1.o Recognize the development of positive social skills as essential for building and sustaining relationships.5.1.s Examine community health issues.5.2.s Demonstrate how to show respect for individual differences.5.3.c Identify physical activities that students can do with friends and family to build positive relationships.5.3.g Recognize parents, guardians, and other trusted adults as resources to promote health, prevent disease, and create a healthy community.5.3.h Identify how culture, family, friends, and the media influence health practices.5.3.i Explain the benefits of having positive relationships with family, friends, and neighbors.5.3.j Describe ways to offer friendship and support to someone who was bullied.5.3.k Promote the value of community health and wellness. 5.3.m Identify community health projects for peers and community groups to work on together.5.3.n Promote volunteerism and community service.

Essential Understandings Understand how show respect to people who are different. Understand how to take an active role in the community. Understand how positive relationships are part of a healthy lifestyle. Understand how outside influences can impact healthy choices.

Suggested/Sample Assessments Essential Knowledge and Skills Resources Examine different types of health-

related media and describe how they can impact healthy choices.

Write a story (real or imagined) about an experience with a different culture or time spent with someone different. What things were uncomfortable, and were they handled in a respectful way?

Create a community event that promotes healthy living and a draft

Culture is the way of life for a group of people, given the behaviors, beliefs, values, and symbols they accept, generally without thinking about them, and pass along by communication and imitation from one generation to the next.

Volunteering is a good way to create a presence in the community. There are resources available that can help anyone find a way to volunteer.

Healthy practices can be impacted by many outside factors. The media is a

Health Smart Virginia 4th Grade Resources www.healthsmartva.org

Volunteering: http://kidshealth.org/kid/feeling/thought/volunteering.html

One World o http://teacher.scholastic.com/scholasticnews/

indepth/one_world/lesson_plans/index.asp?article=intro

o http://oneworldoneheartbeating.com/for_teachers/

of a poster inviting people to the event. If there is a health issue in the community, be sure to address that issue in connection to the event.

Have students coordinate a school health fair for the community

strong influence because it is so readily available and geared towards today’s youth. Other outside influences can include the family’s culture and habits, and friends.

teaching-tolerance/ Action For Healthy Kids - Health and Wellness Fair

http://www.actionforhealthykids.org/tools-for-schools/find-challenges/gymnasium-challenges/1237-health-and-wellness-fair

Action for Healthy Kids – How to Host a Health Fair – 7 Strategies for Success http://www.actionforhealthykids.org/success-stories/1187-how-to-host-a-health-fair-7-strategies-for-success

Good Health – Its’ Elementary! An Elementary School Health Fair http://resources21.org/cl/contextual.asp?projectnumber=14

Texas A & M Health Fair Planning Guide http://fcs.tamu.edu/files/2015/02/health-fair-planning-guide.pdf

Virginia Department of Health www.vdh.virginia.gov American Cancer Society www.cancer.org American Diabetes Association www.diabetes.org American Heart Association www.heart.org Virginia Safe Kids Coalition -

https://www.safekids.org/coalition/safe-kids-virginia Virginia Resource Directory – www.211.virginia.org

Grade: 5Content: Substance Abuse Prevention and Safe Use of MedicationsStandards:

5.1 The student will analyze the impact of positive health behaviors and risky behaviors on personal health. (Essential Health Concepts) 5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active,

healthy lifestyle. (Healthy Decisions) 5.3 The student will explain how peers, families, and community groups work together to promote health, prevent disease, and create a

healthy community. (Advocacy and Health Promotion)

VDOE Standards5.1.l Analyze the effects of alcohol, tobacco, inhalant, and other drug use on relationships with family, peers, and other individuals. 5.2.h Describe effective communication skills to request assistance in situations where alcohol, tobacco, inhalants, and other drugs are being

abused.5.3.e Encourage others not to use alcohol, tobacco, or other drugs.

Essential Understandings Understand how drug use impacts relationships. Understand how to seek help in situations where drugs are present. Understand how to encourage others to avoid alcohol, tobacco, and other drugs.

Suggested/Sample Assessments Essential Knowledge and Skills Resources Create a poster illustrating

someone faced with pressure to use drugs. Explain how drugs can be harmful, how someone can seek help, and how someone can be a leader in those situations.

Identify 10 healthy alternatives for managing pain, stress, and for socializing that are alcohol, tobacco and drug free.

Practice refusal skills. Develop anti-drug, alcohol, and

tobacco print or social media campaign that promote positive behaviors to peers.

Relationships with friends, family, and others can be jeopardized with drug use because of the addiction and lies that come with drug abuse.

Create a code word with a good friend, adult, or parent that you can use to help get out of an uncomfortable situation involving drug use.

Use resistance and refusal skills to counter peer pressure to use drugs.

Health Smart Virginia 4th Grade Resources www.healthsmartva.org

http://betobaccofree.hhs.gov/ http://www.dare.org/ kidshealth.org ABC Virginia Elementary Guide

https://www.abc.virginia.gov/education/publications Alcohol, Tobacco, Drugs http://www.ncpc.org/topics/by-

audience/law-enforcement/teaching-children/activities-and-lesson-plans/alcohol-tobacco-and-other-drugs-grades-3-5 or http://www.ncpc.org/topics/by-audience/law-enforcement/teaching-children/activities-and-lesson-plans/alcohol-tobacco-and-other-drugs-grades-4-5

Alcohol, Tobacco, Drugs - http://alex.state.al.us/lesson_view.php?id=6932

Brain Power! - https://www.drugabuse.gov/parents-educators

Drug Abstinence Skills - http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=929

GirlsHealth.gov- http://www.girlshealth.gov Its My Life http://pbskids.org/itsmylife/index.html Inhalant Resource Guide Lessons -

http://www.inhalants.org/Inhalantbook.pdf LifeSkills Training - http://www.lifeskillstraining.com Medicines In My Home

http://www.fda.gov/Drugs/ResourcesForYou/Consumers/BuyingUsingMedicineSafely/UnderstandingOver-the-CounterMedicines/ucm093548.htm

National Crime Prevention http://www.ncpc.org/topics/by-

audience/law-enforcement/teaching-children/activities-and-lesson-plans/alcohol-tobacco-and-other-drugs-grades-4-5

On the Rocks Resource Guide http://www.connectwithkids.com/LHI/pdf/OnTheRocks_ResourceGuide.pdf

Practice Saying No http://www.nea.org/tools/practice-saying-no.html

Prescription Drug Abuse -http://store.samhsa.gov/product/Helping-Students-Avoid-Prescription-Drug-Abuse/SMA09-4446

Reach Out Now- Lesson Plans and Supplemental Worksheets for 5th-6th Graders:http://www.toosmarttostart.samhsa.gov/educators/lessonplan.aspx

Refusal Skills http://www.uen.org/Lessonplan/preview.cgi?LPid=30959

Refusal: Sample Animation Activity -https://www.youtube.com/watch?v=PEEEJLtRJcM

Registries of Programs Effective in Reducing Youth Risk Behaviors

www.cdc.gov/HealthyYouth/AdolescentHealth/ registries.htm

Smoking Scavenger Hunt - http://www.pbs.org/parents/itsmylife/lesson_plans/

smoking_scavenger_hunt.html The Dangers of Drug Abuse – http://www.pbs.org/parents/itsmylife/lesson_plans/

dangers_of_drug_abuse.html Together Counts – Decision Making -

http://www.togethercounts.com/sites/togethercounts.com/files/downloads/K_Thru_5/TCLessons_3-5.pdf

Too Smart to Start Lesson Plans http://www.toosmarttostart.samhsa.gov/educators/lessonplan.aspx

Underage Drinking Teacher Kit http://store.samhsa.gov/product/Help-Prevent-Underage-Drinking-Kit-Teaching-Guide-and-Poster-Bonus-Worksheets-and-Family-Guide/SMA09-4406

Virginia Rules - http://www.virginiarules.com/instructional-materials/

Grade: 5Content: Emotional and Mental HealthStandards:

5.1 The student will analyze the impact of positive health behaviors and risky behaviors on personal health. (Essential Health Concepts) 5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active,

healthy lifestyle. (Healthy Decisions) 5.3 The student will explain how peers, families, and community groups work together to promote health, prevent disease, and create a

healthy community. (Advocacy and Health Promotion)

VDOE Standards5.1.n Identify strategies for managing stress.5.2.i Practice strategies for managing stress.5.2.o Manage emotions appropriately in a variety of situations.5.2.p Recognize the importance of developing and maintaining a positive self-image.

Essential Understandings Understand how to manage stress and other emotions. Understand that a positive self-image impacts a healthy lifestyle.

Suggested/Sample Assessments Essential Knowledge and Skills Resources Create a comic describing

someone who is stressed and how to deal with it in a positive way.

Write a story about an experience that affects self-image and the process of seeking help and taking steps to regain a positive self-image.

Discuss stress management strategies and have students exercise a strategy of their choosing for a 2 - 5 minute time period in the class (i.e., physical or creative expression, talking, breathing).

Demonstrate mindfulness. Demonstrate interpersonal

Self-image is the idea one has about oneself based on abilities, appearance, and personality traits.

Stress is a state of mental exertion due to outside factors. A few strategies to manage stress can include physical activity, time management, communication, and other peer interactions.

Talk to trusted adults about disappointments, loss and grief.

There are many helpful school and community resource people.

When Grief Enters the Classroom is a resource that provides good background and strategies for educators on addressing grief across various developmental ages. http://www.rcsdk12.org/cms/lib04/NY01001156/Centricity/Domain/12/District%20Links%20documents/grief_guide.pdf.

Health Smart Virginia 4th Grade Resources www.healthsmartva.org

BAM! Life http://www.cdc.gov/bam/life/index.html BrainPop

https://www.brainpop.com/english/studyandreadingskills/stress/

Daniels Neighborhood - Feel So Mad t You Want to Roar – Strategy Song /Activity (Anger) https://www.pbslearningmedia.org/resource/ce65aeaa-ddd2-45dd-908e-6abd84ef2cb2/ce65aeaa-ddd2-45dd-908e-6abd84ef2cb2/#.WRpKfWVNFho

Elementary School Counseling - Identifying and Expressing Feelings- http://www.elementaryschoolcounseling.org/identifying-and-expressing-feelings.html

Fit4TheClassroom – Mood Music Lesson http://stage.fit4theclassroom.com/mood

Joyful Mind –Mindfulness in the Classroom Activities -http://www.joyfulmind.net.au/blog/mindfulness-in-the-classroom-some-helpful-suggestions

communications skills. Work with other students to

create a class social media or Instagram account with pictures and captions that reflect their positive traits.

Illustrate or act out constructive ways of dealing with disappointment.

Image http://www.mtstcil.org/skills/image-intro.html

KidsHealth.org Teacher’s Guides for Grades 3-5:o Self Esteem

https://classroom.kidshealth.org/classroom/prekto2/personal/growing/self_esteem.pdf

o Empathy http://classroom.kidshealth.org/3to5/personal/growing/empathy.pdf

o Conflict Resolution https://classroom.kidshealth.org/3to5/personal/growing/conflict_resolution.pdf

o Getting Along http://classroom.kidshealth.org/3to5/personal/growing/getting_along.pdf

o Peer Pressure http://classroom.kidshealth.org/3to5/problems/emotions/sad.pdf

o Stress https://classroom.kidshealth.org/3to5/problems/emotions/stress.pdf

o Feeling Sad http://classroom.kidshealth.org/3to5/problems/emotions/sad.pdf

Learn to Be Healthy- http://www.learntobehealthy.org/health-education/mental-health.aspx

Mindful Schools – Lesson- Introduction to Mindful Bodies and Listening-

http://www.mindfulschools.org/resources/explore-mindful-resources/

Mindful Schools –http://www.mindfulschools.org/resources/explore-mindful-resources

Mindful Teachers Site - http://www.mindfulteachers.org/p/free-resources-and-lesson-plans.html

Open Up Magazine, Minnesota Association for

Children’s Mental Health – Getting to Know You, Empathy –How are You Feeling, It’s All in Your Viewpoint - http://www.macmh.org/open-up-magazine/classroom-activities/ PBS- Overview of Mindfulness-

http://www.pbs.org/thebuddha/teachers-guide/ PBS – Its My Life -

http://pbskids.org/itsmylife/index.html PE Central lessons

o Emotions in Motion http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9514#.WR3WWmVNFho

o Emotion Discovery with DDR http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10126#.WR42smVNFho

o Lesson on Feelings http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=11039#.WR3WfWVNFho

o The Feelings Hop http://www.pecentral.org/LessonIdeas/ViewLesson.asp?ID=1636#.WR3W02VNFho

o Yoga Unit – Feelings and Reactions http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=132948#.WR3XFWVNFho

o Problem Solving Door http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=3584#.WR41J2VNFho

o Stress Hot Potato http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6604#.WR41RmVNFho

Reach Out - Asking students if they are okay http://au.professionals.reachout.com/r-u-ok

Rossier USC - Creating Safe Spaces – Social Emotional Lessons- https://rossieronline.usc.edu/blog/bullying-prevention-lesson-plans/

Scholastic - Mind Up Curriculum – brain centered management and teaching strategies http://teacher.scholastic.com/products/mindup/

Scholastic - Social and Emotional Learning: Essential Lessons for Student Success

https://shop.scholastic.com/teachers- ecommerce/books/social-and-emotional-learning-essential-lessons-for-student-success-9780545465298.html

Teachnology -Mental Health and Stress Reduction - http://www.teach-nology.com

Together Counts – Smart From the Start - Every Body is Special -http://www.togethercounts.com/sites/togethercounts.com/files/thematic-unit/pdfs/Every_Body_Is_Special_Me_and_My_Choices.pdf

Together Counts - Energy Balance 1.2. Full Esteem Ahead -http://www.togethercounts.com/sites/togethercounts.com/files/module/documents/3-5_0.0.pdf

Together Counts – Foundations of Wellness http://www.togethercounts.com/sites/togethercounts.com/files/downloads/K_Thru_5/K-2_1.1_Foundations_of_Wellness.pdf

Wall Street Journal - Overview of Mindfulness - https://www.wsj.com/articles/can-mindfulness-help-students-do-better-in-school-1424145647

We Are Teachers: Resources for Social and Emotional Learning http://www.weareteachers.com/lessons-resources/social-emotional-learning-classroom-resources

Welcoming Schools Guide – Bias, Bullying, Bystanders- http://www.hrc.org/welcoming-schools/documents/Welcoming-Schools-Bias_Bullying_Tips_for_Elementary_Educators.pdf

When Grief Enters the Classroom http://www.rcsdk12.org/cms/lib04/NY01001156/Centricity/Domain/12/District%20Links

%20documents/grief_guide.pdf Y Project Cornerstone – Teasing and Putdowns

Lesson http://www.projectcornerstone.org/html/pdfs/PC_ABCsamplelessonplan.pdf

Grade: 5Content: Injury and Violence PreventionStandards:

5.1 The student will analyze the impact of positive health behaviors and risky behaviors on personal health. (Essential Health Concepts) 5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active,

healthy lifestyle. (Healthy Decisions) 5.3 The student will explain how peers, families, and community groups work together to promote health, prevent disease, and create a

healthy community. (Advocacy and Health Promotion)

VDOE Standards5.1.r Examine the influence of violence in the media on health behaviors.5.2.l Demonstrate proper lifting and carrying techniques for handling backpacks and book bags.5.3.f Examine the role of self and others in causing or preventing injuries.

Essential Understandings Understand how violence in the media can influence behavior. Understand the proper way to carry and lift to prevent injury. Understand how choices you and others make can cause injury.

Suggested/Sample Assessments Essential Knowledge and Skills Resources Think of violence seen or heard

about in the media (e.g., in movies, games) and examine how these behaviors can affect people’s health.

Demonstrate the safe way to lift a backpack.

Role-play scenarios dealing with, reporting, and coping with bullying situations, including standing up for friends and reporting to teachers and other trusted adults.

When lifting heavy objects, be sure to bend to a squatting position with weight focused on your heels and legs. Lift using the legs primarily. Be sure to use both straps of a backpack and carry the minimal amount.

To prevent injury, there are backpacks that can be rolled instead of carried on the back.

There are many actions and safety devices that can prevent injuries.

Violence in the media can influence people and affect behavior and health in a negative way.

Health Smart Virginia 4th Grade Resources www.healthsmartva.org

BAM! Safety http://www.cdc.gov/bam/safety Bicycle Safety

http://www.ncpc.org/topics/by-audience/law-enforcement/teaching-children/activities-and-lesson-plans/bicycle-safety-grades-3-5

Gun Safety http://www.doe.virginia.gov/boe/guidance/safety/school_gun_safety_elementary.pdf

Gun Safety http://www.ncpc.org/topics/by-audience/law-enforcement/teaching-children/activities-and-lesson-plans/gun-safety-grades-4-5

Safe Surfing http://www.safesurfingkids.com/lesson_plans_grades_3_12.htm

National Head and Spinal Cord Injury Prevention Program www.thinkfirst.org

Pedestrian Safety Curriculum http://www.nhtsa.gov/ChildPedestrianSafetyCurriculum

Playground Safety Check - http://www.educationworld.com/a_lesson/01-1/lp233_03.shtml

Safety Lessons https://mecklenburg.ces.ncsu.edu/youthsafety

SafeKids Home Safety http://www.safekids.org/home-safety-educators

SafeKids Pedestrian Safety http://www.safekids.org/sites/default/files/documents/educators/pedestrian_safety_lesson_plan_0.pdf

Street Smart-Think First for Kids Video https://www.youtube.com/watch?v=1qFUH6jIldA

Bullying Prevention Lesson Plans https://rossieronline.usc.edu/bullying-prevention-lesson-plans/

Kids against Bullying http://www.pacerkidsagainstbullying.org/kab/

Kids Bullying Kids - http://www.educationworld.com/a_lesson/00-2/lp2055.shtml

LifeSkills Training - http://www.lifeskillstraining.com Media Literacy

https://www.brainpop.com/english/studyandreadingskills/medialiteracy/

Olweus Bullying Prevention Program - http://www.olweus.org/public/school_bullying.page

Olweus - Class Meetings That Matter: A Year’s Worth of Resources for Grades K-5 - http://www.hazelden.org/OA_HTML/ibeCCtpItmDspRte.jsp?item=13746&sitex=10020:22372:US

Peaceful Schools http://peacefulschoolsinternational.org Teaching Guide: Bullying and Teasing -

http://www.goodcharacter.com/GROARK/Bullying.html Time to Talk about Bullying -

http://store.samhsa.gov/product/15-Make-Time-To-Listen-Take-Time-To-Talk-About-Bullying/SMA08-4321

Grade: 5Content: Safety and Emergency PreparednessStandards:

5.1 The student will analyze the impact of positive health behaviors and risky behaviors on personal health. (Essential Health Concepts) 5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active,

healthy lifestyle. (Healthy Decisions) 5.3 The student will explain how peers, families, and community groups work together to promote health, prevent disease, and create a

healthy community. (Advocacy and Health Promotion)

VDOE Standards5.1.m Analyze why people choose to follow or not follow safety rules at home, at school, and in the community.5.2.m Demonstrate appropriate behaviors during fire, tornado, earthquake, lightning storm, or other disaster drills. 5.2.n Show effective communication skills in emergency situations.

Essential Understandings● Understand that choosing to follow or not follow rules has consequences.● Understand the proper way to handle natural emergencies.

Suggested/Sample Assessments Essential Knowledge and Skills Resources Create a family plan for fire,

earthquakes, and tornados. Include a safe spot, emergency kit, and its contents.

Create a comic illustrating the consequences of not following the rules and how that impacts friendships and the community.

Hold safety drills. Have students role-play

emergency communication strategies.

● Be aware of school and family emergency plans for tornado, earthquake, or other disasters. Know where to go.

● During an earthquake or tornado, find a safe place to stop, drop, and hold on. Always have an emergency kit prepared, and make sure everyone in the family knows where it is located.

● There are always consequences to actions, positive or negative. Students need to analyze the outcomes of their choices to improve their decision-making skills.

Health Smart Virginia 4th Grade Resources www.healthsmartva.org

https://www.brainpop.com/socialstudies/ culture/ethics/

http://kidshealth.org/kid/watch/er/disasters.html Build a Kit https://www.ready.gov/build-a-kit FEMA Be a Hero Youth Emergency

Preparedness https://www.fema.gov/media-library-data/a09faf19c5354c01beb9f30125a785cb/FEMA%20UE%20TG_082613_508.pdf

FEMA EarthQuake Safety https://www.fema.gov/earthquake-safety-home

Home Alone http://www.ncpc.org/topics/by-audience/law-enforcement/teaching-children/activities-and-lesson-plans/home-alone-grades-3-5

Youth Emergency Kit Checklist and Youth Family Emergency Plan pages from https://www.ready.gov/kids/make-a-plan

Grade: 5Content: Environmental HealthStandards:

5.1 The student will analyze the impact of positive health behaviors and risky behaviors on personal health. (Essential Health Concepts) 5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active,

healthy lifestyle. (Healthy Decisions) 5.3 The student will explain how peers, families, and community groups work together to promote health, prevent disease, and create a

healthy community. (Advocacy and Health Promotion) VDOE Standards

5.1.t Assess environmental health and safety issues in the community.5.2.t Describe the consequences of an unhealthy environment.5.3.l Advocate for a caring school environment.5.3.o Recognize that all individuals have a responsibility to protect and preserve the environment.5.3.p Develop a plan to work collaboratively with peers, families, and community groups to address community environmental issues.

Essential Understandings Understand how caring for our environment is everyone’s responsibility. Understand what the safety and health issues are in your community.

Suggested/SampleAssessments

Essential Knowledge and Skills Resources

Examine the school’s recycling plan and see if there are any improvements that can be made. If there is not a plan, create one!

Create a poster for a community cleanup effort. The community can be real or made up, to include different cleanup efforts to address different environments.

List strategies for avoiding

An unhealthy environment can lead to long-term health issues as well as unsafe living conditions.

Many schools have a recycling team that helps collect various items for recycling.

Schools, businesses, parents, and children can all play an important part in community care and recycling.

Health Smart Virginia 4th Grade Resources www.healthsmartva.org

BrainPop https://www.brainpop.com/science/ourfragileenvironment/ CT Environmental Health Curricula For Health Teachers

http://www.ct.gov/dph/lib/dph/environmental_health/eoha/pdf/ieq_curriculums.pdf

EPA Games and Quizzeshttps://www.epa.gov/students/games-quizzes-and-more

EPA Student Resourceshttps://www.epa.gov/students Go Green -http://kidshealth.org/en/kids/go-green.html IDAHO Environmental Health Education – Lesson Plans for All Grade

Levels http://healthandwelfare.idaho.gov/Portals/0/Health/EnvironmentalHealth/Lesson%20Plans-Reduced%20File%20Size.pdf

Learning to Give

tobacco smoke. Complete a worksheet on

ways to reduce polluting the air or water.

http://learningtogive.org/lessons/unit145/lesson4.html Reduce, Reuse, Recycle - http://kids.niehs.nih.gov/topics/reduce/ Stuffed Paper Hearts http://www.weareteachers.com/lessons-

resources/details/giant-stuffed-paper-hearts

Grade: 5Content: Communication and Problem SolvingStandards:

5.1 The student will analyze the impact of positive health behaviors and risky behaviors on personal health. (Essential Health Concepts) 5.2 The student will demonstrate responsibility for developing personal health habits and practicing behaviors that promote an active,

healthy lifestyle. (Healthy Decisions) 5.3 The student will explain how peers, families, and community groups work together to promote health, prevent disease, and create a

healthy community. (Advocacy and Health Promotion)

VDOE Standards5.1.p Identify effective verbal and nonverbal communication skills that convey care, consideration, and respect for self and others.5.1.q Analyze the role of active listening in refusal and conflict resolution.5.2.q Demonstrate effective communication skills to address harassing behaviors.5.2.r Describe how to report harassing behaviors at school and at home.

Essential Understandings Understand how verbal and nonverbal communication skills send different messages. Understand that being an active listener is an important communication skill. Understand what harassing behaviors are and how to address/report them.

Suggested/Sample Assessments Essential Knowledge and Skills Resources Create a comic that displays

harassment and someone taking the correct steps to get help.

Create a conversation that demonstrates active listening. Explain how someone can be a “good” or “bad” listener.

Active listening is the process of providing feedback and reflecting on what was said throughout a conversation. This ensures that the speaker and listener both understand the conversation.

Harassment is a repetitive behavior that is intended to disrupt or upset another individual. In today’s world, harassment can be in person or online. Cyberbullying is a serious problem involving harassment that takes place over social media.

Health Smart Virginia 4th Grade Resources www.healthsmartva.org

Active Listening http://www.minds-in-bloom.com/2011/02/ways-to-promote-active-listening-in.html?m=1

Active Listening http://www.melodiesinmarketing.com/2010/09/03/10-skills-active-listening-effective-communication/

Communication - Cyberbullying https://www.brainpop.com/technology/communications/cyberbullying/

Collection of Social Emotional Lesson Plans http://www.tnvoices.org/wp-content/uploads/A-Collection-of-Social-Emotional-Lesson-Plans-Website-Version-3-23-20152.pdf

Decision Making and Assertiveness - http://www.uen.org/Lessonplan/preview.cgi?LPid=160

Emotional Development Resources - https://www.teachervision.com/emotional-development/teacher-resources/32913.html

Olweus - Class Meetings That Matter: A Year’s Worth of Resources for Grades K-5 -

http://www.hazelden.org/OA_HTML/ ibeCCtpItmDspRte.jsp?item=13746&sitex=10020:22372:US

Peaceful Schools http://peacefulschoolsinternational.org

Social Emotional Learning K-5 http://www.scholastic.com/teachers/lesson-plans/free-lesson-plans/search?query=&subject%5B%5D=912

We Are Teachers: Resources for Social and Emotional Learning http://www.weareteachers.com/lessons-resources/social-emotional-learning-classroom-resources