Length of Course: Semester Elective/Required: Elective School: High Schools Student Eligibility: Grades 9-12 Credit Value: 2.5 Date Approved: 8/24/15

PUBLIC SCHOOLS OF EDISON TOWNSHIP
DIVISION OF CURRICULUM AND INSTRUCTION
FIRST AID, FITNESS AND NUTRITION
Length of Course: Semester
Elective/Required: Elective
School: High Schools
Student Eligibility: Grades 9-12
Credit Value: 2.5
Date Approved: 8/24/15

FIRST AID, FITNESS AND NUTRITION
TABLE OF CONTENTS
Statement of Purpose _ 3
Course Objectives 4
Time Line 5
First Aid 7
General Information, Cardiac and Breathing Emergencies

Bleeding Emergencies, Wounds, Burns and Shock
All Types of Injuries (Musculoskeletal, Soft Tissue, Extremities, etc.
Sudden Illness, Poisoning, Bites/Stings
Childbirth, Safety, When Help is Delayed
Substance Abuse, Heat/Cold Exposure, Reaching/Moving Victims,
Persons with Disabilities
Physical Fitness 18
Intro, Health/Motor Components, Value and Assessing Fitness Levels

Principles of Training, Fitness Programs
Nutrition 21
Basic Nutrients, Calories, Food Shopping

Healthy Diet, Digestive and Excretory Systems
Modifications will be made to accommodate IEP Mandates for classified students.

FIRST AID, FITNESS AND NUTRITION 3
STATEMENT OF PURPOSE
The purpose of this elective course is to provide an opportunity for interested students to study
First Aid, Fitness, and Nutrition in greater depth than what is possible in their required health education
program. Students will demonstrate an understanding of the importance of accident prevention as a facet
of first aid and personal safety. Opportunity to acquire first aid knowledge beyond basic emergency
procedures will be provided, as well as certification in Adult, Child, and Infant CPR, along with AED
certification. Students will gain an understanding of the need and importance for physical fitness and how
to develop, measure, and evaluate their own personal fitness program. Students will demonstrate an
understanding of the relationship between physical fitness and nutrition, and the role of nutrition and its
importance to fitness, health, disease prevention and everyday functioning.
Course Objectives
Students will be able to understand that recognizing the signs and symptoms, and knowing the causes
and proper treatment steps of cardiac and breathing emergencies, can help prevent serious emergencies
and save lives.
Students will be able to understand how to use different techniques based on availability.
Students will be able to understand that wounds and bleeding are common injuries that must be handled
with a sense of urgency.
Students will be able to understand that Shock is life threatening and symptoms can appear with any type
of injury or illness.
The students will be able to understand the causes, signs, symptoms, and treatment of musculoskeletal,
soft tissue and all other injuries to extremities and other areas of the body.
Students will be able to understand that these illnesses can happen to anyone at any time, and they must
be knowledgeable and aware of the potential symptoms and care.
Students will be able to understand that certain situations can be avoided through knowledge and
education. Students will be able to understand that stabilizing a situation is a very important part of first
aid.
Students will be able to understand how to recognize and treat extreme heat/cold emergencies.
Students will be able to understand the severity of making the proper decision in moving and transporting
an injured person.
Students will be able to understand that people with disabilities present a separate group of challenges
when applying first aid procedures.
Students will be able to understand that Physical Fitness is measured through both health-related and
motor components, and it creates valuable side effects that will impact every part of their lives.
Timeline
First Unit: Basic First Aid and CPR 10 - 12 days
Basic first aid
CPR
- Proper technique
- AED
- Choking emergencies
- Avoiding danger
Second Unit: Bleeding Emergencies, burns and Shock 12 - 15 days
Bleeding emergencies
- Recognizing and dealing with
- Types of open wounds
- Internal bleeding
- Dressing wounds
Burns
- Types of burns
- How to deal with them
Shock
- Causes
- Care
Third Unit: All Types of Injuries 3 - 5 days
- Soft tissue
- Back injuries
Fourth Unit: Sudden Illness, Poisoning and bites/stings 3 - 5 days
- Fainting and diabetic issues

- Poisoning
- Bites and stings
Fifth Unit: Childbirth Safety 2 - 4 days

Recognizing issues
What to do until help arrive
Sixth Unit: Other issues 3 - 5 days

Recognizing drug abuse emergencies
Moving a victim safely
Treating victims with disabilities, elderly and language barriers
Seventh Unit: Fitness aspects and assessments 12 - 15 days
What fitness means
Health-related and motor components
Factors that affect fitness
Different assessments
Health-related positive side effects
Motor components and the importance of them
Eighth Unit: Fitness training and goals 8 - 10 days

How to set goals
How to design a program based on needs
Proper training techniques
How to train and improve fitness levels
Ninth Unit: Nutrition 12 - 15 days
Understanding basic nutrition
How to read food labels
Sources of different nutrients
How nutrients work with your body
Food pyramid and food plates
Organic and non-organic foods
Different countries food intake
Tenth Unit: Diet and Digestive systems 10 - 12 days
How to plan a diet
How diet and exercise positive relationship
Metabolism
How people gain and lose weight
Understanding fad diets
Different dietary needs for different types of people
Function of digestive and excretory systems
Digestive disorders
FIRST AID – General Information, Cardiac and Breathing Emergencies

Targeted State Standards: Standard 2.1 Wellness - All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Standard
2.2 Integrated Skills – All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle
Unit Objectives/Enduring Understandings: Students will be able to understand that recognizing the signs and symptoms, and knowing the causes and proper
treatment steps of cardiac and breathing emergencies, can help prevent serious emergencies and save lives. Students will be able to understand how to use
different techniques based on availability.
Essential Questions: What are the proper steps to follow when confronted with emergency situations? Why is it important to know basic first aid procedures? How
can you avoid becoming a victim while trying to help?
Unit Assessment: Teacher Observation, Written/Oral Assessment, Q and A, Projects/Presentations, Final Essay/Tests
Core Content Instructional Actions
Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Indicators What students will know. What students will be able to do. Technology Implementation/ Points
Interdisciplinary Connections
2.2.12.A.1 – Employ skills for -Recognize risk factors for -Safely administer CPR in an
communicating with family, breathing and cardiac emergency situation
peers, and people with other emergencies -Safely administer and use the
backgrounds and cultures that -Signs, symptoms and treatment AED machine in an emergency
may impact the health of of cardiac and breathing situation
oneself and others. emergencies -Safely administer the Heimlich
9.12.A.39 - Identify response -Proper procedures for Maneuver in an emergency
techniques to create a disaster implementing CPR situation
and/or emergency response -Proper procedures for using the
plan. AED machine
-Proper procedures for choking,
etc.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student
NJ Core Curriculum Content Standards 2014 difficulties, possible misunderstandings
Best Practices
Internet Study Guides
Supportive DVDs/Videos Utilize Peer Tutors
American Red Cross Assign Specific Roles for Group Work
AAPAR – American Association for Physical Activity and Recreation Consult and Follow IEPs and 504 Plans
American Heart Association www.americanheart.org Modify Curriculum to Suit Individual Needs
American Stroke Association www.strokeassociation.org Differentiate Instruction Based on Individual Needs
www.discoveryeducation.org Adapt Lessons to Accommodate Multiple Intelligences
FIRST AID – Bleeding Emergencies, Wounds, Burns and Shock

Unit Objectives/Enduring Understandings: Students will be able to understand that wounds and bleeding are common injuries that must be handled with a
sense of urgency. Students will be able to understand that Shock is life threatening and symptoms can appear with any type of injury or illness.
Essential Questions: What are the proper steps for controlling a bleeding emergency? How do you determine if a victim is exhibiting signs of shock? How do you
deal with different burns?

2.1.12.A.1 – Analyze the role -Blood Components -Recognize the signs of severe Lecture Pre-Assessment
of personal responsibility in -Blood Vessels bleeding Diagrams Worksheets
maintaining and enhancing -Signs of Life Threatening -Follow the proper steps to Labeling Class Discussion
personal, family, community, Bleeding control bleeding Role Play Homework
and global wellness. -How to Control External -Identify symptoms of internal Bulletin Boards Quiz/Tests
2.1.12.D.1 – Determine the Bleeding bleeding Posters Projects
causes and outcomes of -Signs/Symptoms of Internal -Apply the proper techniques to Cooperative Activities Posters
intentional and unintentional Bleeding control bleeding Guest Speakers Oral Presentations
injuries in adolescents and -Care for Internal Bleeding -Apply the proper bandages to Class Discussion Q and A
young adults, and proper -Types of Open Wounds wounds Student Presentations Teacher Lecture
preventive strategies. -Signs/Symptoms of Infection -Determine if a wound is infected Internet Research Reports
2.1.12.D.6 – Demonstrate first -Dressings and Bandages -Apply proper dressings and Videos/DVDs Research
aid procedures, including -Types/Degrees of Burns bandages to fellow students or Whiteboards Practical Application
basic life support and external -Care for Burns manikins Journal Writing
fibrillation, caring for head -Cause of Shock -Determine potentially dangerous Group Work
trauma, bone/joint -Signs/Symptoms of Shock situations or activities that can Power Points
emergencies, caring for -Care for Shock Victims cause wounds or burns Practice on Manikins
cold/heat injuries, and -Treat a person who is suffering
responding to medical the symptoms of shock
emergencies. -Get a potentially dangerous
situation under control
FIRST AID – Bleeding Emergencies, Wounds, Burns and Shock (Cont.)


-Determine– the
2.2.12.A.1 Employ
different
skillsdegrees
for of burns and treat accordingly
communicating with family,
peers, and people with other
backgrounds and cultures that
may impact the health of
oneself and others.
difficulties, possible misunderstandings
NJ Core Curriculum Content Standards 2014
Best Practices Study Guides
Internet Utilize Peer Tutors
Supportive DVDs/Videos Assign Specific Roles for Group Work
American Red Cross Consult and Follow IEPs and 504 Plans
AAPAR – American Association for Physical Activity and Recreation Modify Curriculum to Suit Individual Needs
American Heart Association www.americanheart.org Differentiate Instruction Based on Individual Needs
American Stroke Association www.strokeassociation.org Adapt Lessons to Accommodate Multiple Intelligences
www.discoveryeducation.org
FIRST AID – All Types of Injuries (Musculoskeletal, Soft Tissue, Extremities, etc.)
Unit Objectives/Enduring Understandings: The students will be able to understand the causes, signs, symptoms, and treatment of Musculoskeletal, soft tissue
and all other injuries to extremities and other areas of the body. The students will be able to understand how to safely deal with a possible back injury.
Essential Questions: Faced with having to treat a serious injury, how to do you determine the proper treatment and whether or nor not to transport the victim?
How do you stabilize someone until help arrives?

2.1.12.A.1 – Analyze the role -Types of Soft Tissue Injury -Recognize and treat a soft Lecture Pre-Assessment
of personal responsibility in -Treatment of Soft Tissue injury tissue injury Diagrams Worksheets
maintaining and enhancing -Review of Musculoskeletal -Label the various parts of the Labeling Class Discussion
personal, family, community, System Musculoskeletal System Role Play Homework
and global wellness. -Types of Injury to the -Determine and treat various Bulletin Boards Quiz/Tests
2.1.12.D.1 – Determine the Musculoskeletal System Musculosketal injuries Posters Projects
causes and outcomes of (fractures, sprains, etc.) -Recognize the signs to Cooperative Activities Posters
intentional and unintentional -Signs/Symptoms of immobilize an injury Guest Speakers Oral Presentations
injuries in adolescents and Musculoskeletal Injuries -Determine when it is proper Class Discussion Q and A
young adults, and proper -Treatment of Musculoskeletal procedure to transport a victim Student Presentations Teacher Lecture
preventive strategies. Injuries -Recognize the signs and treat Internet Research Reports
2.1.12.D.6 – Demonstrate first -Immobilization and upper extremity injuries Videos/DVDs Research
aid procedures, including Consideration for Transporting -Recognize the signs and treat Whiteboards Practical Application
basic life support and external -Upper Extremity Injuries - signs lower extremity injuries Journal Writing
defibrillation, caring for head and treatment -Recognize the signs and treat Group Work
trauma, bone/joint -Lower Extremity Injuries – signs head, neck and back injuries Power Points
emergencies, caring for and treatment -recognize the signs and treat Practice on Manikins
cold/heat injuries, and -Head, Neck and Back Injuries – chest, abdomen, and pelvis
responding to medical signs and treatment injuries
emergencies. -Chest, Abdomen, and Pelvis
Injuries – signs and treatment
FIRST AID – All Types of Injuries (Musculoskeletal, Soft Tissue, Extremities, etc.) (Cont.)

2.2.12.A.1 – Employ skills for
oneself and others.
9.12.A.39 - Identify response
techniques to create a disaster
and/or emergency response
plan.
FIRST AID – Sudden Illness, Poisoning, Bites/Stings

2.2 Integrated Skills – All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that these illnesses can happen to anyone at any time, and they must be
knowledgeable and aware of the potential symptoms and care. Students will be able to understand that their reaction time as a first aider is of extreme importance
for a successful outcome.
Essential Questions: How can knowing the causes of sudden illnesses help to avoid their occurrences in the first place? Why is it important to react quickly to
these emergencies?

2.1.12.A.1 – Analyze the role -Signs and Treatment for -Recognize the signs and Lecture Pre-Assessment
of personal responsibility in Fainting symptoms of a Fainting victim Diagrams Worksheets
maintaining and enhancing -Signs and Treatment for -Properly treat a fainting victim Labeling Class Discussion
personal, family, community, Diabetic Emergencies -Recognize the signs and Role Play Homework
and global wellness. -Signs and Treatment for symptoms of a Diabetic Bulletin Boards Quiz/Tests
2.1.12.D.1 – Determine the Seizures Emergency Posters Projects
causes and outcomes of -Signs and Treatment for Stroke -Properly treat a person suffering Cooperative Activities Posters
intentional and unintentional -What constitutes a Poison from a diabetic emergency Guest Speakers Oral Presentations
injuries in adolescents and -How Poisons enter the Body -Recognize the signs and Class Discussion Q and A
young adults, and proper -Signs, Symptoms and symptoms of a poisoning Student Presentations Teacher Lecture
preventive strategies. Treatment of Poisoning emergency Internet Research Reports
2.1.12.D.6 – Demonstrate first -Signs, Symptoms and -Properly treat many different Videos/DVDs Research
aid procedures, including Treatment for Bites and Stings, types of poisoning emergencies. Whiteboards Practical Application
basic life support and external including Lyme’s Disease -Recognize the signs and Journal Writing
defibrillation, caring for head symptoms of various different Group Work
trauma, bone/joint types of bites and stings Power Points
emergencies, caring for -Properly treat bites and stings Practice on Manikins
cold/heat injuries, and -Recognize the signs and
responding to medical symptoms of Lyme’s Disease
emergencies.
FIRST AID – Sudden Illness, Poisoning, Bites/Stings (Con’t)


2.2.12.A.1 – Employ skills for -Properly treat and get the
communicating with family, proper care for someone
peers, and people with other suffering from Lyme’s Disease
backgrounds and cultures that -Recognize potential hazardous
may impact the health of substances to avoid poisoning
oneself and others. -Recognize potential hazardous
9.12.A.39 - Identify response insects and animals in regards
techniques to create a disaster to bites and stings
plan.
FIRST AID – Childbirth, Safety, When Help is Delayed

Unit Objectives/Enduring Understandings: Students will be able to understand that certain situations can be avoided through knowledge and education.
Students will be able to understand that stabilizing a situation is a very important part of first aid.
Essential Questions: What things in your own life (at work, play, home, etc.) can you change so that you are more properly prepared to deal with emergency
situations? What could go wrong during childbirth that may cause a medical emergency? How would you deal with that emergency?

2.1.12.A.1 – Analyze the role -What Pregnancy Means -Recognize a pregnancy and Lecture Pre-Assessment
of personal responsibility in -The Birth Process know the proper steps to assist Diagrams Worksheets
maintaining and enhancing -Preparing for Labor in a birth Labeling Class Discussion
personal, family, community, -How to Assist with a Delivery -Follow the proper treatment Role Play Homework
and global wellness. -How to Care for the Newborn steps for the baby and the Bulletin Boards Quiz/Tests
2.1.12.D.1 – Determine the -How to Care for the Mother mother in assisting in a childbirth Posters Projects
causes and outcomes of -How to Deal with Complications -Recognize that help will be Cooperative Activities Posters
intentional and unintentional in the Birthing Process delayed and how to properly Guest Speakers Oral Presentations
injuries in adolescents and -How to Deal with Emergencies stabilize the situation until help Class Discussion Q and A
young adults, and proper When Help is Delayed in Rural arrives Student Presentations Teacher Lecture
preventive strategies. Areas, Wilderness, and Other -Successfully apply the Internet Research Reports
2.1.12.D.6 – Demonstrate first Environments Emergency Action Steps for all Videos/DVDs Research
aid procedures, including -How to Apply Emergency situations Whiteboards Practical Application
basic life support and external Action Steps -Make tough decisions in treating Journal Writing
defibrillation, caring for head -How to Care for the Victim a victim Group Work
trauma, bone/joint -How to Handle Difficult -Protect victims from further harm Power Points
emergencies, caring for Decisions -Live a safer and happier life by Practice on Manikins
cold/heat injuries, and -How to Protect the Victim from knowing and recognizing
responding to medical Further Harm potentially dangerous situations,
emergencies. -How to Live Safer and Healthier and being better prepared for
emergencies.
FIRST AID – Childbirth, Safety, When Help is Delayed (Cont.)


2.2.12.A.1 – Employ skills for
oneself and others.
plan.
FIRST AID – Substance Abuse, Heat/Cold Exposure, Reaching/Moving Victims, Persons with Disabilities
Unit Objectives/Enduring Understandings: Students will be able to understand that any and all substances can be abused and misused. Students will be able to
understand how to recognize and treat extreme heat/cold emergencies. Students will be able to understand the severity of making the proper decision in moving
and transporting an injured person. Students will be able to understand that people with disabilities present a separate group of challenges when applying first aid
procedures.
Essential Questions: What are the factors that will determine whether or not a victim should be moved when applying first aid procedures? What obstacles will you
face as a first aider when treating a person with disabilities ?

2.1.12.A.1 – Analyze the role -Definition of Substance Abuse -Recognize Substance Abuse Lecture Pre-Assessment
of personal responsibility in and Misuse -Properly treat victims of Diagrams Worksheets
maintaining and enhancing -The Meaning of Drug, substance abuse Labeling Class Discussion
personal, family, community, Dependency, Tolerance, -Recognize the signs and Role Play Homework
and global wellness. Overdose, and Withdrawal symptoms of heat/cold exposure Bulletin Boards Quiz/Tests
2.1.12.D.1 – Determine the -The Common Misused and -Apply the proper first aid Posters Projects
causes and outcomes of Abused Substances procedures for heat/cold Cooperative Activities Posters
intentional and unintentional -Signs and Symptoms of exposure Guest Speakers Oral Presentations
injuries in adolescents and Substance Misuse and Abuse -Consider the proper first aid Class Discussion Q and A
young adults, and proper -Care and Treatment of procedures for moving a victim Student Presentations Teacher Lecture
preventive strategies. Substance Misuse and Abuse from hazardous situations Internet Research Reports
2.1.12.D.6 – Demonstrate first -Preventing Substance Misuse -Perform the proper first aid Videos/DVDs Research
aid procedures, including and Abuse procedures for people with Whiteboards Practical Application
basic life support and external -Signs and Symptoms of Heat handicaps and disabilities Journal Writing
defibrillation, caring for head and Cold Emergencies -Perform the proper procedures Group Work
trauma, bone/joint -Treatment of Heat and Cold for dealing with the elderly and Power Points
emergencies, caring for Emergencies people with language barriers Practice on Manikins
cold/heat injuries, and -Preventing Heat and Cold -Prevent potentially dangerous
responding to medical Emergencies situations from escalating into
emergencies. -How to Reach, Treat and Move more severe situations
Victims on Land and in Water
FIRST AID – Substance Abuse, Heat/Cold Exposure, Reaching/Moving Victims, Persons with Disabilities (Con’t)

2.2.12.A.1 – Employ skills for -How to Treat Spinal Injuries
communicating with family, -How to Handle Ice Rescues
peers, and people with other -How to treat Infants and
backgrounds and cultures that Children
may impact the health of -How to Treat People with
oneself and others. Handicaps and disabilities
2.2.12.C.2 - Judge how -How to Deal with Language
individual or group adherence, Barriers and the Elderly
or lack of adherence to core
ethical values impacts the
local, national and worldwide
community.
2.2.12.C.3 - Analyze current
issues facing the disability
community and make
recommendations to address
those issues.
plan.
PHYSICAL FITNESS – Intro, Health/ Motor Components, Value and Assessing Fitness Levels
2.2 Integrated Skills – All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Standard 2.6 Fitness – All students
will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that Physical Fitness is measured through both health-related and motor
components, and it creates valuable side effects that will impact every part of their lives.
Essential Questions: What does physical fitness mean? What do you need to include to create a fitness plan for yourself?
Unit Assessment: Teacher Observation, Q and A, Written/Oral Assessment, Physical Skills Test, Projects/Presentations, Final Tests/Essays

2.1.12.A.1 – Analyze the role -Definition of Physical Fitness -Explain what fitness means Lecture Pre-Assessment
of personal responsibility in -The Components of Health- -Identify the Motor components Diagrams Worksheets
maintaining and enhancing Related Physical Fitness of physical fitness Labeling Class Discussion
personal, family, community, -The Motor Components of -Perform various physical Role Play Homework
and global wellness. Physical Fitness exercises that will help them Bulletin Boards Quiz/Tests
2.2.12.A.1 – Employ skills for The Value of Physical Fitness improve their fitness levels Posters Projects
communicating with family, -Factors that Affect Fitness -Identify the factors that influence Cooperative Activities Posters
peers, and people with other -How to Assess Cardiovascular fitness levels Guest Speakers Oral Presentations
backgrounds and cultures that Fitness -Use a skin fold caliper to assess Class Discussion Q and A
may impact the health of -How to Assess Muscular body composition Student Presentations Teacher Lecture
oneself and others. Strength -Perform various flexibility Internet Research Reports
2.6.12.A.1 – Compare the -How to Assess Muscular exercises to increase their range Videos/DVDs Research
short and long-term impact on Endurance of motion Whiteboards Practical Application
wellness associated with -How to Assess Flexibility -Assess their own fitness levels Journal Writing Physical Tests
physical inactivity -How to Assess Body by completing various fitness Group Work
2.6.12.A.2 – Design, Composition routines Power Points
implement, and evaluate a -Physical Fitness Creates -Plan an exercise routine that fits
fitness plan that reflects Valuable Side Effects their lifestyle
knowledge and application of -There are 4 Basic Measures of
fitness-training principles Health – Related
Fitness:Cardiovascular Fitness,
Muscular Strength, Muscular
Endurance, and Flexibility
PHYSICAL FITNESS – Intro, Health/ Motor Components, Value and Assessing Fitness Levels (Cont.)

2.6.12.A.4 – Compare and -Motor Components Include
contrast the impact of health- Power, Balance, Agility, Speed,
related fitness components as Coordination, and Reaction
a measure of fitness and Time
health.
CRP1 - Act as a responsible
and contributing citizen and
employee.
PHYSICAL FITNESS – Principles of Training, Fitness Programs

2.2 Integrated Skills – All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Standard 2.6 Fitness – All students
will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: The students will understand that fitness training can be adjusted based on need. The students will be able to create
a fitness program for themselves.
Essential Questions: What does overload mean when talking about training? What is one thing that can be done to improve overall fitness?
Unit Assessment: Teacher Observation, Q and A, Written/Oral Assessment, Physical Skills Test, Projects/Presentations, Final Tests/Essays

2.6.12.A.4 – Compare and -You should always set realistic
contrast the impact of health- goals in any program
related fitness components as -Programs should be designed
a measure of fitness and to fit your needs
health. -The function of the
CRP1 - Act as a responsible cardiovascular System
and contributing citizen and -The function of the Muscular
employee. System
-How to train and improve the
cardiovascular and muscular
systems
-How to increase flexibility
NUTRITION – Basic Nutrients, Calories, Food Shopping

Targeted State Standards: Standard 2.1 Wellness - All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that eating habits and diet will have life-long effects on numerous health issues
that will have a major impact on their futures.
Essential Questions: What things would you change in your diet to help maintain a healthy weight for your future years? Why do so many other countries have
less health problems than we do in U.S. related to weight issues? Why do we in the U.S. have more food and poorer diets than most civilized nations?

2.1.12.A.1 – Analyze the role -There are six basic nutrients -Label the different areas of the Lecture Pre-Assessment
of personal responsibility in -Water is an important and Food Pyramid Diagrams Worksheets
maintaining and enhancing essential nutrient -Understand the function of Labeling Class Discussion
personal, family, community, -Food labels provide information each nutrient Role Play Homework
and global wellness. on the type and quantity of -Read a food label and Bulletin Boards Quiz/Tests
2.1.12.B.1 – Determine the nutrients in each item understand all of its’ Posters Projects
relationship of nutrition and -Food additives provide color components Cooperative Activities Posters
physical activity to weight loss, and flavor, retard spoilage, and -Identify which food additives Guest Speakers Oral Presentations
weight gain, and weight add nutrients are healthy and which ones are Class Discussion Q and A
maintenance. -Sources of the different not healthy Student Presentations Teacher Lecture
2.1.12.B.2 – Compare and nutrients -Compare and contrast different Internet Research Reports
contrast the dietary needs and -The various nutrients function brands based on their label Videos/DVDs Research
eating habits of adolescents in the body content and nutrient information Whiteboards Practical Application
and young adults in the U.S. -Basic components of the Food -Compare and contrast different Journal Writing
and other countries. Pyramid and My Plate prices for the same foods Group Work
2.1.12.B.3 – Analyze the -How to shop for healthy foods among different brands Power Points
unique contributions of each based on nutrient information, -Select foods based on healthy
nutrient class (fats, etc. and unhealthy additives and
carbohydrates, proteins, -How to be a better consumer in content
water, vitamins, and minerals). food shopping -Demonstrate an understanding
-How to differentiate between that packaging has an influence
good and bad food additives on the purchasing of certain
-Food companies package their foods.
products to sell
NUTRITION – Basic Nutrients, Calories, Food Shopping (Cont.)


CPR1 - Act as a responsible -The difference between -Research nutrients, foods, food
and contributing citizen and organic and non-organic foods labels, etc. on the internet
employee. -Different countries have -Research foods of other
different foods as part of their countries
regular diets -Compare and contrast unit
-Product dating and unit pricing pricing and packaging
NUTRITION – Healthy Diet, Digestive and Excretory Systems

Targeted State Standards: Standard 2.1 Wellness - All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that Physical Fitness and good nutrition have a positive relationship, and a
healthy diet alone is not enough to maintain proper weight and fitness levels.
Essential Questions: What are the components of a healthy diet, and what changes would you make in your own diet to maintain proper weight and health for
your future?

2.1.12.A.1 – Analyze the role -The USDA guidelines can be -Plan a nutritious diet Lecture Pre-Assessment
of personal responsibility in used in planning a nutritious -Examine their own diet, Diagrams Worksheets
maintaining and enhancing diet evaluate it, and determine Labeling Class Discussion
personal, family, community, -Physical Fitness and nutrition where it is “good” and where it is Role Play Homework
and global wellness. have a positive relationship “bad” Bulletin Boards Quiz/Tests
2.1.12.B.1 – Determine the -How to plan a healthy diet -Explore the diets of different Posters Projects
relationship of nutrition and -How to determine caloric needs groups of people (other Cooperative Activities Posters
physical activity to weight loss, -The explanation of metabolism countries, various religions, Guest Speakers Oral Presentations
weight gain, and weight and how it effects activity and diabetics, vegetarians, athletes, Class Discussion Q and A
maintenance. inactivity, and its effects on etc.) Student Presentations Teacher Lecture
2.1.12.B.2 – Compare and weight loss and gain -Identify the different parts of the Internet Research Reports
contrast the dietary needs and -How people gain and lose digestive and excretory systems Videos/DVDs Research
eating habits of adolescents weight -Research “Fad” diets and Whiteboards Practical Application
and young adults in the U.S. -The many different types of analyze which ones are healthy Journal Writing
and other countries. diets, including “Fad” diets and which ones are not Group Work
2.1.12.B.3 – Analyze the -The types, causes, and -Keep a log or journal of your Power Points
unique contributions of each treatment of eating disorders eating and exercise habits, and
nutrient class (fats, -That people of special evaluate it
carbohydrates, proteins, populations, like pregnant -Understand the function of the
water, vitamins, and minerals). women, athletes, diabetics, etc., digestive and excretory systems
have different dietary needs.
-The different parts and
functions of the digestive and
excretory systems
NUTRITION – Healthy Diet, Digestive and Excretory Systems (Con’t)

CRP1 - Act as a responsible -The causes of the different
and contributing citizen and types of digestive disorders, and
employee. how to recognize the
symptoms and get the proper
treatment

Length of Course: Semester Elective/Required: Elective School: High Schools Student Eligibility: Grades 9-12 Credit Value: 2.5 Date Approved: 8/24/15

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Length of Course: Semester Elective/Required: Elective School: High Schools Student Eligibility: Grades 9-12 Credit Value: 2.5 Date Approved: 8/24/15

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PUBLIC SCHOOLS OF EDISON TOWNSHIP

DIVISION OF CURRICULUM AND INSTRUCTION

FIRST AID, FITNESS AND NUTRITION

Length of Course: Semester

School: High Schools

Student Eligibility: Grades 9-12

Credit Value: 2.5

Date Approved: 8/24/15

General Information, Cardiac and Breathing Emergencies

Intro, Health/Motor Components, Value and Assessing Fitness Levels

Basic Nutrients, Calories, Food Shopping

Modifications will be made to accommodate IEP Mandates for classified students.

First Unit: Basic First Aid and CPR 10 - 12 days

Basic first aid

Second Unit: Bleeding Emergencies, burns and Shock 12 - 15 days

Third Unit: All Types of Injuries 3 - 5 days

Fourth Unit: Sudden Illness, Poisoning and bites/stings 3 - 5 days

- Fainting and diabetic issues

Fifth Unit: Childbirth Safety 2 - 4 days

Sixth Unit: Other issues 3 - 5 days

Eighth Unit: Fitness training and goals 8 - 10 days

FIRST AID – General Information, Cardiac and Breathing Emergencies

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

FIRST AID – Bleeding Emergencies, Wounds, Burns and Shock

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

FIRST AID – Bleeding Emergencies, Wounds, Burns and Shock (Cont.)

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

FIRST AID – Sudden Illness, Poisoning, Bites/Stings

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

FIRST AID – Sudden Illness, Poisoning, Bites/Stings (Con’t)

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

FIRST AID – Childbirth, Safety, When Help is Delayed

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

FIRST AID – Childbirth, Safety, When Help is Delayed (Cont.)

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

PHYSICAL FITNESS – Principles of Training, Fitness Programs

Core Content Instructional Actions

NUTRITION – Basic Nutrients, Calories, Food Shopping

Core Content Instructional Actions

NUTRITION – Basic Nutrients, Calories, Food Shopping (Cont.)

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

NUTRITION – Healthy Diet, Digestive and Excretory Systems

Core Content Instructional Actions

NUTRITION – Healthy Diet, Digestive and Excretory Systems (Con’t)

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