Westfield, NJ 07090
COMPREHENSIVE FAMILY LIVING, HEALTH & SAFETY,
AND DRUG EDUCATION CURRICULUM
KINDERGARTEN AND GRADE 1
II. and III. OBJECTIVES, CONTENT, SCOPE AND SEQUENCE
The curriculum for Kindergarten and grade 1 are combined. The topics are repeated in both years because the children need more time to discuss and ask questions. Consequently, the pace of the delivery of instruction is slower and distributed as needed over the two-year time frame.
I. Students will develop an understanding of relationships and responsibilities in their families in order to promote unique family bonds and establish interpersonal skills for a good life.
A. Describe the Family Unit
1. Identify the members of the child's family
2. Identify the basic needs of all families, e.g., food, clothing, shelter, interpersonal relationships (love and care)
3. Name the roles family members play
II. Students will develop an understanding of how growing, maturing bodies function.
A. Be Aware of Growth and Development
1. Identify living and non-living things
2. Be aware of growth and reproduction in living things
3. Identify body parts (those that can be seen when clothed), e.g., trunk, arms
a. Realize boys grow to be male adults
b. Realize girls grow to be female adults
c. Realize humans are cared for in a family for many years
4. Explain how some babies talk before others.
5. Describe how others influence our growth - parents, grandparents, teachers
6. Identify three internal organs and their functions
a. Describe the heart
b. Describe the lungs
c. Describe the stomach
III. Students will learn skills and information about coping with family problems and stress while developing positive self-concepts about human behavior and development.
A. Understanding Emotions
1. Talk about needs and desires
a. Identify expressions of love
1) Providing care, e.g., food
2) Providing safety, e.g., crossing a street
3) Sharing, e.g., reading a story
4) Showing physical expression, e.g., hugging, kissing
b. Discuss releasing emotions, e.g., laughing, crying, screaming, activity
2. Sharing our love with others
3. Identifying and accepting our positive and negative feelings, e.g., feeling happy, sad, etc.
4. Identifying physical symptoms of emotions, e.g., stomach aches, sweating, diarrhea, etc.
IV. Students will recognize and learn to appreciate some of their own strengths and weaknesses as well as learn about strengths and weaknesses in others.
A. Promoting Interpersonal Relationships
1. Identifying strengths and weaknesses in ourselves and in others, e.g., sports abilities like throwing a ball, drawing, singing, etc.
2. Identifying and applying social rules for working and playing with others.
3. Identifying and respecting the cultural, social, economic and physical differences of others, e.g., food, clothing, possessions, traditions, etc.
4. Discuss methods of conflict resolution to avoid violence and promote getting along.
B. Discuss loss of a loved one
1. Recognize that death/separation results in a loss
2. Talk about death as being inevitable, that happens to everything.
3. Discuss how to cope with death/separation, e.g., crying, silence, prayer, anger, acceptance, etc.
V. Students will recognize, as well as cope with, acceptable and unacceptable social behavior.
A. Abuse
1. Identifying abusive situations
a. Verbal
b. Physical
c. Sexual - Discuss improper touching, define what private parts are (covered by bathing suit), and clarify that others must respect these.
2. Coping with abuse
a. Discuss talking with a responsible adult, e.g., parent, clergy, teacher, physician
b. Stay away from abuser
c. Tell someone you feel uncomfortable
VI. Students will develop problem-solving skills.
A. Solving Problems and Making Decisions
· playground situations
· friends relationships
· using words instead of hands
1. Using open-ended discussion
2. Classifying problems as positive and negative
3. Discuss steps in problem solving
VII. Students will develop an understanding of the cause of disease and its prevention (health habits, environment and heredity).
A. Define and discuss illness
1. Discuss how illnesses are caused by germs
2. How germs are spread
a. Coughing, sneezing
b. Sharing food, drink, straw, others
c. Putting things in mouth, examples: fingers, pencils, others
d. Touching things with germs on them
e. Recognize techniques for preventing illness
1) Wear proper clothing
2) Cover nose when sneezing
3) Cover mouth when coughing
4) Blow nose gently when necessary
5) Wash hands regularly
3. Describe how diseases are controlled
a. Avoid close contact with others when you or they are ill
b. Tell your parents or teachers when you do not feel well
c. Discuss main steps of hand washing
B. Recognize that each of us has a responsibility for protecting the environment by fighting pollution.
1. Discuss Environmental Health
a. Discuss basic needs, i.e., food, air, water
b. Keep our community clean - don't litter
c. Know items to recycle, e.g. newspapers, aluminum, glass (color separate)
HEALTH AND SAFETY
I. Students will recognize that we use our five senses to appreciate our surroundings, thus the importance of taking good care of our health.
A. Define habits as things we do many times - eventually in unconscious thought
e.g., looking both ways, covering mouth when we cough
II. Students will develop an awareness of the factors involved to maintain a healthy body.
A. Recognize good health habits which help us look well, feel well, stay well
1. Eat three balanced meals per day
2. Exercise
3. Bathe daily
4. Rest and sleep daily
5. Brush teeth
6. Comb hair and keep it clean
7. Washing out mouth
8. Flossing
9. Visiting dentist regularly
10. Correct posture, i.e., sitting, standing, writing, working
III. Explain food and nutrition
A. Realize all living things need food
B. Identify five main food groups-the Food Pyramid
C. Recognize healthy snacks vs. junk food
D. Explain milk helps build strong bones and teeth
E. Describe the difference between a snack and a meal
IV. Students will observe good dental hygiene
A. Realize we need our teeth to:
1. Chew food
2. Talk
3. Shape faces
B. Realize we get two sets:
1. Baby teeth
2. Permanent teeth
C. Realize germs live and grow on teeth:
1. To kill germs, brush after eating
V. Students will develop an awareness of accident prevention and recognize the steps used for emergency care.
A. Describe Safety
1. Get acquainted with the classroom
2. Get acquainted with the school
3. Explain proper habits and rules prevent accidents
a. Identify safety on the streets, i.e., walking, bicycles, cars, obey police
b. Discuss playground safety
c. Discuss school safety
1) Obey your individual school rules
2) Obey your individual classroom rules
4. Discuss home safety - instruct on the use of telephone codes "0" and "911".
5. Discuss bus safety
a. Describe rules to obey while waiting for a bus
b. Describe riding on the bus
c. Describe getting off the bus
d. Identify emergency situations on the bus
e. Discuss procedures for bus safety drills
6. Discuss fire safety
7. Discuss animal safety
8. Discuss stranger safety
B. Explain first aid and health safety
1. Clean cuts and abrasions with soap and water
2. Notify an adult in case of an accident
C. Recognize that community helpers aid in maintenance of good health and safety.
1. Physicians, dentists, nurses, etc.
2. Firefighters, crossing guard, police officer
3. Acknowledging parents, teachers, clergy
4. See separate list of agencies serving Westfield
e.g., Recreation department
Divison of Youth & Family Services
Youth & Family Counseling
DRUG EDUCATION
I. Students will understand that healthful living is essential in leading an active and productive life and will:
A. Identify, give examples, and explain the effects of helpful drugs and chemicals.
II. Students will understand the use of appropriate medication by:
(Note that students should not self-medicate, but should get help from parents or other trusted adults.)
A. Identifying prevention medications
l. Describing immunizations
2. Describing anti-toxins
a. Reversed toxic effects of some poisons, for example, snake bites
b. Reverse toxic effects of allergies, e.g., bee stings
B. Identifying other medications
1. Discussing prescriptions
a. Come from doctor's orders, e.g., antibiotic, etc.
b. Should not be shared with others (consequences)
c. Following directions on label
2. Describe and discuss over-the-counter drugs
a. May be bought by parents, e.g., Tylenol, cough medicine, cough drops
b. Compare similarity of some medications to candy in appearance
III. Students will identify, give examples, and explain the effects of harmful drugs and chemicals.
A. Identify Harmful Substances
1. Alcohol
a. Learn that it is a drug
b. Acknowledge use of alcohol in school is against school rules
c. Acknowledge the legal drinking age in the state
d. Acknowledge the harmful effects on the body
e. Acknowledge it is a chemical dependency
f. Discuss peer influence
B. Drugs, e.g., marijuana, cocaine, crack
1. Identify illegal usage (abuse)
2. Identify illegal possession
3. Discuss peer influence
C. Tobacco
1. Show any use is abusive (there is no medicinal purpose for tobacco)
2. Show chewing tobacco might be harmful to the mouth
3. Discuss peer influence
D. Household substances
1. Recognize they may be safe and/or dangerous
2. Recognize, when using, to keep hands away from mouth
3. Discuss storage and labeling
4. Give examples: paint, paint thinners, motor oils, gasoline, kerosene, cleansers, bleach, ammonia, soap, soap powders, perfumes, shaving creams, etc.
E. Noxious plants
1. Explain danger if eaten or touched
2. Give examples: poison ivy, some berries, certain fungi, leaves of some plants
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 Kindergarten and Grade 1. 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 using the school library/media center.
SUGGESTED ACTIVITIES
1. Create a self-portrait of one's health.
2. Describe your feelings in some situations: At a party (your party, someone else's), in the dark (alone, and with someone), when you fall (on sidewalk/in snow).
3. Play "Simon Says." to display ability to jump, gallop, and to identify parts of the body.
4. Have children keep track of the time they go to bed and the time they get up. Compare with each other. As a class project, perhaps, count hours students slept.
(Respect confidentiality of family information)
5. Act out the new arrival of the baby to a family.
6. Care for plants and animals in the classroom.
7. Grow plants from seeds.
8. Draw/collect a picture or collage of your family and activities done as a family.
9. Take a field trip to a zoo.
10. Collect pictures of people from magazines and identify feelings and/or emotions implied.
11. Discuss questions of sharing hats, combs, toothbrushes, cups, food, etc.
12. Saying "No" (discussion).
13. Making choices, open-ended discussion, e.g., If you find a pill on the table, what would you do?
14. Bring in empty containers of household substances to be identified. (Teacher should do this.)
15. Make stickers to take home to parents - scotch tape on containers of harmful substances. (Make more at home if needed.)
16. Collect pictures of poisonous or noxious plants for a bulletin board.
17. Discuss visits to/from doctor, dentist, and/or pharmacist, school nurse.
18. See activity book and kit: "Here's Looking at You 2,000," for supplemental material and activities.
19. Make a class vocabulary list.
20. Visit the school library/media center and use books or other information sources related to the lessons taught in this course.
VOCABULARY - K-1
Encourage children to use proper vocabulary for body parts not slang terms
a. Family j. Rectum
b. Bathroom k. Germs
c. Privacy l. Male
d. Lavatory (public building m. Female
e. Boy's and girls rooms n. Private parts-all areas of trunk
f. Urine (covered by a bathing suit), except
g. Urinate o. Abuse
h. Feces p. Emotion
i. Bowel movement (B.M.) q. Problem solving
Kindergarten and Grade 1
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