NYS Health Education Curriculum and Assessment Initiative

MODIFIED LEARNING EXPERIENCE UNIT PLAN DESIGN

PBH 645 Methods In Health Education
Health Education Learning Experience Design (Part I)

Learning Experience Title: Prevention of Nicotine Usage Among High School Students
Level: 9th Grade
Your Name: Amanda Crowley

A. Standards and Performance Indicators for ONE AUTHENTIC SUMMATIVE ASSESSMENT

National AND Health Ed Standard and Performance Indicators

DIRECTIONS: state the standard and one or more performance indicators students will achieve in the AUTHENTIC
ASSESSMENT B
NYS Health Education Standards:
-Standard 1: Personal Health and Fitness
Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health

-Standard 2: A Safe and Healthy Enviornement

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

National Health Education Standards:

-Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health
1.12.5, 1.12.8, 1.12.9.
-Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
2.12.2, 2.12.3, 2.12.7
-Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health
3.12.2
Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks
4.12.1, 4.12.2
Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health
5.12.3
Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health
8.12.3, 8.12.4
B. Authentic SUMMATIVE Assessment(s)

DIRECTIONS: CHOOSE ONE Assessment from the presentation or one of your own. BRIEFLY (200 words or less),
describe what students will DO to demonstrate the OUTCOME skill development.

To demonstrate skill development, students will be working in groups to create and perform an anti-tobacco campaign to their class.
They will collaborate with their classmates to develop a commercial that will advocate for the prevention of smoking tobacco through the
use of coping strategies, prevention tactics, and utilizing information surrounding smoking tabacco found in their own research. This
commercial will be persuasive and cumulative in nature to summarize what was learned throughout the unit, and how to prevent their
peers from smoking.

C. Essential and Guiding Questions

DIRECTIONS: Modify and/or add to the questions below to align with your unit.

Essential Student Question (ONE REQUIRED)

What can I do to avoid or reduce my decision to smoke tobacco?

Diagnostic Questions (TWO REQUIRED)

What prevention strategies fo you currently utilize to prevent the pressure to smoke tobacco?
What knowledge do you currently have that affects your decision whether or not to smoke tobacco?

Guiding Questions (10 REQUIRED)

How can I reduce my health and safety risks?
How can I use my strengths to enhance my health and safety?
How can I develop the confidence to use the knowledge and skills I need to be safe and healthy?
Who or what impacts my ability to be safe and healthy?
What internal and external pressures influence my ability to be safe and healthy?
How do my peers’ attitudes and behaviors influence my health?
How do my beliefs influence my ability to be safe and healthy?
How can I resist unhealthy pressures?
Why are health and safety skills and knowledge important to me?
How can I personalize health and safety knowledge and skills?
How can I help others to be safe and healthy?

Student Assessment Question (ONE REQUIRED)

 How will I be able to demonstrate that I have positive coping skills and behaviors that can benefit myself and my peers to avoid
smoking tobacco?

D. Enduring Understandings

DIRECTIONS: delete any you are not including in your unit plan

• Individuals need knowledge, skills and resources to be healthy.

• Heredity, environment, access to health care, and lifestyle factors affect an individual’s health.
• An individual’s emotional needs, feelings and outlook influence overall health and well-being.
• Regularly engaging in healthy behaviors promotes overall health and well-being and reduces the risk of health-related problems,
disorders and disease.
• Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce and cope with unhealthy,
risky or potentially unsafe situations.
• Individuals have a personal responsibility to develop, maintain and increase safe and healthy behaviors.
• Most individuals do not engage in high-risk health behaviors.
• Culture, media and social pressures influence health behaviors. Risk reduction or cessation/treatment programs may be
successful for the prevention or reduction of risky health behaviors.
• Many individuals find it hard to stop or reduce unhealthy behaviors despite knowledge of health hazards and risks.
• Responsible individual behavior contributes to the health of the environment and the community.
• A safe and healthy environment promotes care and respect for self and others.

E. Skills

DIRECTIONS: SELECT ONE OVERARCHING SKILL BELOW:

Self-Management or Relationship Management

DIRECTIONS: SELECT ONE SUBSKILL SKILL BELOW:

Stress Management
Communication
Planning and Goal Setting
 Decision Making
Advocacy

F. Functional Knowledge

DIRECTIONS: SELECT 1 AREA BELOW:

HIV/AIDS
Sexual Risk
Tobacco
Alcohol and Other Drugs
Family Life/Sexual Health
Unintentional Injury
Violence Prevention
Other Required Health Areas
NEW MENTAL HEALTH
Physical Activity and Nutrition (NOT ALLOWED)

. G. Skill Pedagogy

DIRECTIONS: delete any you are not including in your unit plan

A. Individuals learn a skill when it is clearly explained, broken down into simple steps, and modeled in a demonstration using all the steps in the
correct sequence.

B. When learning a new skill, it is important for individuals to have an opportunity to carefully examine a few examples in-depth.

C. Individuals need to practice all the skill steps in large group and small group sessions receiving feedback from others.

D. During skill practice, it is important to allow time for constructive feedback and discussions with others.

E. Individuals need multiple opportunities to adapt, personalize and shape a skill as they learn it.

F. Individuals must over practice a skill until it is automatic (requiring little or no conscious thought) to effectively transfer it to
real life situations.
 G. Confidence in the use of a skill increases when practice sessions increase in difficulty and complexity.

H. The greater the similarities between the skill practice situations and real life, the greater the amount of positive transfer of the
skill.

H. Effective Instructional Strategy(ies)

DIRECTIONS: Describe 3-5 effective strategies you will be using in the learning experience

• Journaling
o Students will have the opportunity to journal and self reflect about their personal knowledge, experience, and coping
strategies to avoid vaping tobacco
• Inquiry Learning
o Students will participate in real-world exploration exercises to connect what they learn in the classroom regarding vaping
and how it relates to situations they will face outside of the classroom
• Project Presentations
o Students will participate in project-based learning in which they will have the opportunity to create an authentic video on
tobacco prevention that stages a Tobacco Free Commercial. Doing this will create a relevant and meaningful connection
to refusal strategies that they can utilize in their life.
• Demonstrations:
o Students will have the opportunity to experience several demonstrations on the harmful effects on tobacco usage to gain
a true perspective of how tobacco usage can negatively affect their health and wellness.
• Educational Games
o Allow students to utilize skill aquistion in an authentic manner that is engaging and fun and allows them to practice skills
they have learned
 o NYS Health Education Curriculum and Assessment Initiative

MODIFIED Learning Experience Part II: 3 Week Unit Pacing Chart

PBH 645 Teaching Methods in Health Education

Learning Experience Sketch with directions

Week 1 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
TITLE OF Each Self-Reflection of The harm of The Truth of Internal Damage of Tobacco and Me:
LESSON Tobacco Tobacco Use Smoking: Video Smoking: Tar Jar Advocacy against
Involvement Analysis Activity Usage
Standards and NYSHE I 2A NYSHE I 1C
NYSHE I 1D NYSHE I 1B NYSHE I 1C
NYSHE I 2A
Indicators NYSHE I 2C NYSHE I 2A NYSHE I 1C NYSHE I 1D
(This is where you list NYSHE I 3A
the standard and
NHES1.12.1
NYSHE I 2B NYSHE I 2A NYSHE I 1E
NYSHE I 3C NHES1.12.2
performance indicator
NHES 1.12.5 NYSHE I 1F
you are working on for
each day. These are in NHES 1.12.1 NHES 2.12.8
NHES 1.12.8 NHES 1.12.5
NHES 3.12.2
Module 2) NHES 1.12.2 NHES 5.12.2 NHES 1.12.9 NHES 1.12.8 NHES 1.12.8
NHES 2.12.8 NHES 6.12.1
NHES 2.12.2 NHES 1.12.9 NHES 1.12.9
NHES 3.12.2 NHES 6.12.2
NHES 6.12.4 NHES 2.12.5 NHES 3.12.2 NHES 8.12.3
NHES 5.12.5 NHES 7.12.3 NHES 8.12.4
Skills and subskills Self-management Self-Management Self-Management Self-Management Self-Management
steps (GD pages 21 – S.M.I.1 SM.I.1 SM.I.2 SM.I.2 SM.I.2
26 -remember these S.M.I.4 SM.I.3
are sequential. Include SM.I.4 SM.I.4 SM.I.5
S.M.I.5 SM.I.4
Self- Management or
SM.I. SM.I.6
Relationship
Management first 4 Decision Making Decision Making Decision Making
steps, then additional DM.I.1 DM.I.2 Decision Making DM.I.3 Decision-Making
health skill steps (Com,
DM.I.3 DM.I.4 DM.I.3 DM.I.4 DM.I.1
P &GS, Stress, or DM),
DM.I.4 DM.I.5
then the additional
DM.I.5 DM.I.5 DM.I.3
Self-Management or DM.I.7
Relationship Planning & Goal Setting DM.I.7 DM.I.5
Management steps)
PG.I.1 DM.I.7
PG.I.2
 PG.I.3 Advocacy
AD.I.3
AD.I.6
AD.I.8

Skill pedagogy Individuals learn The greater the The greater the Individuals learn a skill The greater
A-J in Section G of a skill when it is similarities similarities when it is clearly the
your initial writeup between the skill
clearly explained, between the practice situations explained, broken down similarities
broken down into skill practice and real life, the into simple steps, and between the
simple steps, and situations and greater the modeled in a skill practice
modeled in a real life, the amount of positive demonstration using all situations and
demonstration greater the transfer of the the steps in the correct real life, the
skill.
using all the steps amount of sequence. greater the
in the correct positive amount of
sequence. transfer of the positive
skill. transfer of
the skill.

Functional TB.I.2 TB.I.2 TB.I.2 TB.I.2

Knowledge TB.I.7 TB.I.4 TB.I.4 TB.I.4 TB.I.4
(GD p. 31 – 49 -use one TB.I.7
or more from one FK TB.I.6 TB.I.6
area – (not PA or N) at
TB.I.7 TB.I.7
the grade level you are
designing.
Instructional Personal self- Goal Setting PBS Video Worksheet Interactive Inquiry learning group
Strategies assessment demonstration work
(list the strategy you Inquiry learning group
are using and the best
Inquiry learning group work Posterboard
practice guidance you
are following from the work Assignment
research or research-
based curricula)
Assessment(s)
moments Journal entry: Goal Setting and Worksheet (formal, Written graded Dangers of Tobacco
Example; (formal,diagnostic, Planning worksheet formative, process) questionaire of activity Posterboard (formal,
Journal (formal
process) (informal. formative, (formal, formative, summative, outcome)
formative process)
process) outcome)
Inquiry Learning
Group Work (formal,
formative, process) Tobacco health effects
on your body worksheet
Homework: Goal (formal, formative,
setting worksheet process)
(formal, summative,
process)

Learning -Goal Setting: Review -Students will continue -Students will be -Students will
Opportunities -Students will begin homework assignment of to learn about effects of divided into groups begin class with a
the lesson by taking goal setting. Class tobacco usage on the
and will cooperate partner acticity in
“what the out their journals, and discussion of benefits body by watching a PBS
students will do” of setting goals. Create video about how tobacco to fill in a venn which they will
writing a self-
reflection on their a personal plan on has effected the diagram label the parts of
Example;
association with worksheet to reach physical and mental representing the body on a
Reflect on previous
goals of tobacco health of three
lesson in the journal tobacco including harmful effects worksheet
their personal prevention in yourself, different individuals.
prompt
from tobacco that (organs, mouth,
thoughts and beliefs peers, and environment. Students will then
complete a graded can be classified as etc) that are
of it’s usage, why they
believe other’s use, -Students will be placed worksheet of the video physical, mental, or negatively
and how it effects the in groups and given to reinforce information both. Students impacted by
body. articles on how tobacco learned in the video from each group will tobacco use with
affects the body in
then be asked to an
-Students will be mental and physical
aspects. They will volunteer to write illness/disease/im
placed in groups, and
will be assigned a type rotate stations, and fill one effect from pairment that can
of tobacco product out the worksheet for each category on be caused from
(JUUL, E-Cigarette, each station topic the white board. tobacco usage.
chewing tobacco). (mental health, physical
This will be
Each group will be in health, body systems).
 charge of researching Once rotation is -Students will divide followed by a class
what it is, what it is complete, volunteers
themselves into discussion.
made from, how it is from each group will
groups of four, and -Students will
used, and any write 3 facts they
additional information learned from activity on each will receive the individually create
they find interesting white board for class materials for the a poster
or useful. Class discussion. tar jar activity. advocating against
discussion to follow. Each group will tobacco usage and
receive a tar jar, why. Poster must
-Homework: students
will continue to self- along with a be persuasive,
evaluate and create 3 questionnaire. informative, and
goals for themselves Students must attractice to the
in regard to tobacco research causes of eye. Students will
usage and health that
tar build up in the be graded on this
they will complete by
the end of the school lungs, and what may assignment.
year. happen as an effect
of the tar. Students
will submit the
questionnaire as a
group.

Learning Experience Sketch with directions

Week 2 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10
TITLE OF Each Tobacco Related Myth Busters: Peer Pressure Refusal Strategies Smokescreen:
LESSON Lung Disease Tobacco Edition Decision-Making
Game
Standards and NYSHE I 1D NYSHE 1C NYSHE I 1B NYSHE I 1B NYSHE I 1B
Indicators NYSHE I 2C NYSHE I 3A NYSHE I 2B NYSHE I 2B NYSHE 1C
(This is where you list NHES 1.12.8 NYSHE I 2C NYSHE I 2C NHES 4.12.3
the standard and
NHES1.12.9 NHES 2.12.7 NYSHE I 3E NYSHE I 3E NHES 4.12.4
performance indicator
you are working on for NHES 2.12.8 NHES4.8.3 NHES4.8.3 NHES 5.12.1-5.12.7
each day. These are in
NHES 2.12.9 NHES 5.12.6 NHES 4.12.2
the Instructional
Support folder) NHES 4.12.1 NHES 8.12.1 NHES 5.12.6
NHES NHES 8.12.3 NHES 8.12.1
NHES 8.12.3

Skills and subskills Decision Making Communication Stress Management Relationship Relationship
steps (GD pages 21 – DM.I.2 CM.I.1 ST.I.1 Management Management
26 -remember these DM.I.5 Relationship ST.I.3 RM.I.7 RM.I.6
are sequential. Include
Management ST.I.5 Communication Communication
Self- Management or
Relationship Relationship RM.I.7 Communication CM.I.4 CM.I.1
Management first 4 Management Decision Making CM.I.1 CM.I.7 CM.I.2
steps, then additional RM.I.4 DM.I.5 CM.I.3 Decision Making CM.I.7
health skill steps (Com,
CM.I.4 DM.I.8 Decision Making
P &GS, Stress, or DM),
then the additional Decision Making Advocacy DM.I.5
Self-Management or DM.I.1 AD.I.8 Advocacy
Relationship DM.I.5 AD.I.9 AD.I.6
Management steps)
Advocacy AD.I.8
AD.I.5 AD.I.9
AD.I.6
AD.I.8

Skill pedagogy Individuals learn Individuals need to Confidence in the When learning a Individuals need
A-J in Section G of a skill when it is practice all the skill use of a skill new skill, it is multiple opportunities
your initial writeup
clearly explained, steps in large group increases when important for to adapt, personalize
broken down into and small group practice sessions individuals to and shape a skill as
simple steps, and sessions receiving increase in have an they learn it.
modeled in a feedback from difficulty and opportunity to
demonstration others. complexity. carefully
using all the steps examine a few
in the correct examples in-
sequence. depth.

Functional TB.I.2 TB.I.1-TB.I.9 TB.I.1 TB.I.3 TB.I.3

Knowledge TB.I.6 TB.I.3 TB.I.7
(GD p. 31 – 49 -use one
or more from one FK TB.I.7
area – (not PA or N) at
the grade level you are
designing.
Instructional Interactive Reading Comprehension Journal Entry Refusal Skits Interactive Online
Strategies Demonstration Game
(list the strategy you Educational Game Peer Pressure Reflection Paragraph
are using and the best
Worksheet Graded
practice guidance you
are following from the
research or research-
based curricula)
Assessment(s) Journal Entry (informal, Reflection Skit (formal, N/A
moments Breathing Reading Comprehension diagnostic, process) summative, outcome)
Example; Assessment:Straw Quiz (formal, formative,
Journal (formal
Activity (informal, process) Peer Pressure Exit Slip (formal,
formative process)
formative, outcome) Worksheet (formal, summative, outcome)
Educational Game Score summative, outcome)
Breathing Written Sheet (informal,
Reflection (formal, formative, process)
summative, outcome)

Learning
Opportunities -Students will be given -Students will be given 5 -students will be asked -Students will log onto
-Students will actively an article from the FDA minutes to self-reflect to reflect on last class their IPads and sign
“what the take notes on a power on how teenagers belive on a time they either felt where they discussed into
students will do” point presentation on that E-Cigarettes are pressured by peers to do peer pressure. Then, https://www.smokescr
how tobacco can not harmful to their something, or maybe a they will begin to think eengame.org/ . Here,
Example; negatively effect your health. Students will time they pressured of ways they refused they will play
Reflect on previous
lungs read this, then follow it others to do something the situation, if at all. smokescreen, a game
lesson in the journal
prompt -Students will with a reading they did not want to do. Student’s will break into that focuses on
participate in the comprehension groups and discuss what tobacco and vaping
straw activity. They assessment that will be -Students will break off strategies they have prevention. It is a
will progress from graded. into groups and discuss used before. Class will “choose your own
taking 5 deep breaths how this made them feel, come together and a adventure” game in
without a straw, with -Students will partner why they felt that way volunteer from each which students will
 a large straw, then up in groups of 3, and
with a smaller straw play “Two Truth’s and a -Students will complete a
and note the Lie: Tobacco Edition.
differences in They will utilize the
difficulty, They will worksheet that has a
then do this while list of facts and myths,
performing various and will take turns
activities such as making three individual can overcome
chores, and exercise. statements. Two of the
-Assessment: statements are true, on
students will write a eis a lie, Their opponent
reflection paragraph must correctly guess
on their experience which the lie is. If they
with the straw do, they get one point.
activity and how their The player with the
lungs can be damaged most points after 3
from tobacco usage. rounds wins. Bonus
round, students can
create their own
statements that they
base from their notes.
group will share a get to practice their
strategy they have decision making and
worksheet on peer used, and if it was refusal skills in real
pressure that asks to successful or not. If life situations.
define peer pressure, not, why not?
asks for examples, and
asks for three ways an -Refusal Skits: the
teacher will keep
peer pressure. students in groups of
four, and will hand out
“Skit Cards” in which
the students will read
and “act” out a play in
front of the class that
demonstrates a
situation in which a
refusal strategy is
present. Each group will
present their given skit,
followed by a class
discussion.
Exit Card: What did you
like about that activity?
Is this realistic? If not,
what would you change?
Learning Experience Sketch with directions
Week 3 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15
TITLE OF Each Do Tobacco Vaping Laws How Can I Quit Final Project Skit: How Can We
LESSON Companies Target Using Tobacco? Research Prevent Tobacco
Youth? Use Among our
Peers?
Standards and NYSHE I 1D NYSHE I 3E NYSHE I 1C NYSHE I 1A NYSHE I 1A
Indicators NHES2.12.5 NYSHE I 2A NYSHE I 1C NYSHE I 1C
(This is where you list NHES 2.12. NHES 2.12.10 NHES 3.12.4 NYSHE I 1D NYSHE I 1D
the standard and
NHES 8.12.4 NHES 4.12.4 NYSHE I 2A NYSHE I 2A
performance indicator
you are working on for NYSHE I 3D NYSHE I 3D
each day. These are in NHES1.12.5 NHES1.12.5
the Instructional NHES 1.12.8 NHES 1.12.8
Support folder)
NHES 2.12.7 NHES 2.12.7
NHES 2.12.9 NHES 2.12.9
Skills and subskills Decision Making Advocacy Self Management Self Management Self Management
steps (GD pages 21 – DM.I.6 AD.I.4 SM.I.6 SM.I.6 SM.I.6
26 -remember these Stress Management Stress Management Stress Management
are sequential. Include
Advocacy ST.I.8 ST.I.8 ST.I.8
Self- Management or
Relationship AD.I.4 Communication
Management first 4 AD.I.7 CM.I.7 Relationship Relationship
steps, then additional AD.I9 Management Management
health skill steps (Com,
RM.I.7 RM.I.7
P &GS, Stress, or DM),
then the additional Communication Communication
Self-Management or CM.I.4 CM.I.4
Relationship CM.I.7 CM.I.7
Management steps)
Decision Making Decision Making
DM.I.8 DM.I.8
Advocacy Advocacy
AD.I.8 AD.I.8
AD.I.9 AD.I.9

Skill pedagogy During skill When learning a Individuals need to Individuals need to During skill
A-J in Section G of practice, it is new skill, it is practice all the skill practice all the skill practice, it is
your initial writeup
 important to important for steps in large group steps in large group important to
allow time for individuals to and small group and small group allow time for
constructive have an sessions receiving sessions receiving constructive
feedback and opportunity to feedback from feedback from feedback and
discussions carefully others. others. discussions
with others. examine a few with others.
examples in-
depth.

Functional TB.I.3 TB.I.1-TB.I.9 TB.I.1-TB.I.9

Knowledge TB.I.8 TB.I.9 TB.I.5
(GD p. 31 – 49 -use one
or more from one FK
area – (not PA or N) at
the grade level you are
designing.
Instructional -Personal Reflection -Active Note Taking -Group Inquiry Learning -Group Inquiry Learning -Group Skit
Strategies Performance
(list the strategy you -Group Activity:
are using and the best
Billboard assignment
practice guidance you
are following from the
research or research-
based curricula)
Assessment(s) N/A Skit Performance
moments Billboard Assignment -One page essay Cessation Anthology (Formal, Summative,
Example; Assessment (formal, summative, (formal, Outcome)
Journal (formal
(formal,summative, outcome) formative,process)
formative process)
outcome)

Learning -Students will be -Groups will take turns

Opportunities -Students will begin -Students will take -Students will be paired divided into groups of performing the skits
class by partnering up notes on a PowerPoint into groups of four four, and given the class to demonstrate what
“what the and discussing any ads Presentation discussing students. They will period to reflect on the they learned
students will do” for tobacco/vapes the laws surrounding research different unit, research throughout the unit.
they remember seeing vaping and tobacco quitting strategies, information, and put They will then receive
Example; revently either in usage coping mechanisms, and together a skit that feedback from their
Reflect on previous
person, TV, or social -Students will have a techniques to stop mimics a Tobacco classmates, as well as
lesson in the journal
prompt media. This will be homework assignment to smoking. They must Prevention Commercial. a graded score from
followed by a class write a one page essay include at least four They must include the teacher based on
discussion regarding on their stance on if the different techniques. factual information, be a rubric grading them
the ads and what was laws are too harsh, and This will be put together persuasive, and creative. on criteria such as
appealing about them. their reasoning. They in an anthology to provide The skit must be 5-10 factual information,
-Students will be must support this with various resources for any minutes in length. level of persuasion,
shown a PowerPoint evidence and research students that need help and creativity.
that contains various to support their quitting.
tobacco slides, and reasoning.
are to take notes on
what they believe
would attract an
individual ages 13-21,
and what would not.
They are to compare
and contrast the
differences in a chart.
-Students are to
create their own
advertisement as if
they were designing a
billboard for a vape
without all the
“appealing features”,
and including the
facts behind tobacco.
Student’s will vote on
if this is still
something they are
interested in
participating in.
 Bibliography
A Smoking and Vaping Prevention Videgame. (2023, May 7). Retrieved from smokeSCREEN: https://www.smokescreengame.org/

CATCH My Breath Program. (2023, May 7). Retrieved from CATCH: https://letsgo.catch.org/courses/take/catch-my-breath/texts/35198997-program-overview

Department, S. E. (n.d.). A Guidance Document For Achieving the New York State Standards in Health Education . Retrieved from

https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/guidancedocumentfinal1105.pdf