K-12 Overview Form
Focus: SHAPE America: Standards and Guidelines
The boxes in the table will expand as you type.
Area: Shape America: Health
Education Standards
Mathematics
Marketta Powers Grade Level: 4
Standard/Objective: Standard 5: Students
will demonstrate the ability to use decision-
making skills to enhance health.
Students will keep a detailed record of
their physical activities by researching
and reading grade appropriate literature
to support their decisions regarding their
physical activities. Students will read,
write, and graph their exercise routines,
accomplishments and experiences.
List one specific standard/objective for area:
4.MD.1 – 2: Students should be able to
solve problems involving measurement and
conversion of measurements from a larger
unit to a smaller unit.
1. Know relative sizes of measurement units
within one system of units including km, m,
This explanation is for all the sections:
The students’ Mathematical skills and
knowledge will assist them with the ability to
calculate mileage, keep track of the time used
during physical activity sessions and measure
food portions. The students’ ability to Read at
their appropriate grade level will be needed for
the reading of literature relating to health. For
Social Studies, their ability to learn about our
environment, the ecological system and how
our decisions regarding our eco-system
impacts our health and environment. For
Science the students will know that natural
disasters happen and may impact the decisions
that will be made in emergency situations.
These decisions will allow them and their
families to stay healthy and safe in these types
of situations. The students’ ability to Write and
conduct research at their appropriate grade
level is important for summarizing and
analyzing their physical activities and the
reports that they will need to write to
successfully complete this module.

Language Arts/English/Reading
cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a
single system of measurement, express
measurements in a larger unit in terms of a
smaller unit. Record measurement
equivalents in a two- column table. For
example, know that 1 ft is 12 times as long
as 1 in. Express the length of a 4 ft snake
as 48 in. Generate a conversion table for
feet and inches listing the number pairs (1,
12), (2, 24), (3, 36), ...
2. Use the four operations to solve word
problems involving distances, intervals of
time, liquid volumes, masses of objects, and
money, including problems involving simple
fractions or decimals, and problems that
require expressing measurements given in a
larger unit in terms of a smaller unit.
Represent measurement quantities using
diagrams such as number line diagrams that
feature a measurement scale
The students will create a journal to keep
a chronological record of their daily
exercise activity. How many miles they
walked per day and the amount of time it
took to walk the miles reported.
List one specific standard/objective for area:
RI.4.4a: Read with sufficient accuracy and
fluency to support comprehension.
a. Read grade-level text with purpose and
understanding.
The students will select grade and read
appropriate 3- 4 pieces of literature
regarding staying healthy.
Social Studies/History List one specific standard/objective for area:
Ten Thematic Strands Social Studies
Standards: 9. – Global Connections: The
ability to develop skills in addressing and
evaluating critical issues, here specifically
poverty, disease and global ecology.

Utilizing the website:

http://www.ecology.com/ecology-kids/
The Students will select a topic: Planet
Earth; Water Water Everywhere; Energy;
Cool Creatures; Kid Power, etc. and write
a report on their topic and how it impacts
the ecology globally.

Science List one specific standard/objective for area:

ESS3: Earth and Human Activity

4-ESS3 Earth and Human Activity

Students who demonstrate understanding
can:

4-ESS3-1. Obtain and combine

information to describe that energy and
fuels are derived from natural resources
and their uses affect the environment.
[Clarification Statement: Examples of
renewable energy resources could
include wind energy, water behind dams,
and sunlight; non-renewable energy
resources are fossil fuels and fissile
materials. Examples of environmental
effects could include loss of habitat due
to dams, loss of habitat due to surface
mining, and air pollution from burning of
fossil fuels.]
 4-ESS3-2. Generate and compare
multiple solutions to reduce the impacts
of natural Earth processes on humans.
[Clarification Statement: Examples of
solutions could include designing an
earthquake resistant building and
improving monitoring of volcanic
activity.] [Assessment Boundary:
Assessment is limited to earthquakes,
floods, tsunamis, and volcanic eruption.

http://www.ecology.com/ecology-kids/
Students will review the Module: Up in
the Air. How are Hurricanes formed?
Students will become familiar with the
Tropical Cyclone Categories which are
from Minimal to Catastrophic. Students
will make decisions on how they can
keep themselves and their family
members healthy and safe during these
type of events.

Physical Education/Health List one specific standard/objective for area:

Standard 5: Students will demonstrate the

ability to use decision-making skills to
enhance health.

Based on their readings. The students

will develop a list of what they can do to
stay healthy and assist with keeping
their family healthy also.

The Arts List one specific standard/objective for area:

WS.4.7: conduct short research projects

that build knowledge through investigation
of different aspects of a topic.
 Based on the literature read regarding
staying healthy, the students will write a
paper summarizing what was learned
and how they plan to stay healthy. The
students will also incorporate their
accomplishments (e.g. how many miles
walked or ran and the time taken to
accomplish that feat).

Special Needs/Differentiation List one specific need to differentiate for:

Special Ed w/Specific IEP – An adaptive
gym class and/or routine would be
offered to children with physical
disabilities (unable to walk and/or use of
use of limbs).

Professional Development: Shape America, The Society of Health and Physical Educators offers a wide of resources for teachers
across curriculums to professionally develop in the Health Education field. To help teachers who might not have specialist training to
deliver innovative health education and physical education lessons and concepts into their classrooms.

Collaboration: The ideal situation for me would be to bring all the teachers in each curriculum together for a forum to discuss a joint
collaboration. They would discuss how to incorporate the health and physical education section into their specific curriculum to
support the students’ ability to use decision-making skills to enhance their health. The goal is that they would build a website such as
Weebly or Wix where each instructor would add a lesson plan on an individual page dedicated to their specific curriculum. The
individual pages would instruct students. For example, the Language Arts/English/Reading instructor would give students a reading
assignment based on exercise or healthy eating.

Grades Prior and After:

For Grade 3:
Mathematics: 3. MD.1 – 2:

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and
subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add,
subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by
using drawings (such as a beaker with a measurement scale) to represent the problem.

Reading: RFS.3.4a (Fluency):

Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

Social Studies: 9 Global Connections

Students will become aware of how things that happen on one part of the world impact other parts of the world.

Science: 3-ESS3 Earth and Human Activity Students who demonstrate understanding can:

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. [Clarification
Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs,
and lightning rods.]

Arts: WS.3.7:

Research to Build and Present Knowledge

7. Conduct short research projects that build knowledge about a topic.

For Grade 5:
Mathematics: 5. MD.1 – 2:

Convert like measurement units within a given measurement system.

1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m),
and use these conversions in solving multi-step, real world problems. Represent and interpret data.
 2. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this
grade to solve problems involving information presented in line plots.

Reading: RFS.5.4a (Fluency):

4. Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

Social Studies: 9 Global Connections

Learners can initiate analyses of the consequences of interactions among states, nations and world regions as they respond to global
events and changes.

Science: 5-ESS3 Earth and Human Activity Students who demonstrate understanding can:

5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources
and environment

Arts: WS.5.7:

Research to Build and Present Knowledge

7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Sources Cited:

Joint Committee on National Health Education Standards. (2007). National Health Education Standards, Second Edition: Achieving
Excellence. Washington, D.C.: The American Cancer Society.