Old Orchard Beach
Learning Results
Gr. K-5
| Reading/Language Arts | Science | Health | |
| Math | Social Studies | Art | Physical Education |
| Computer & Technology | Music | ||
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CONTENT STANDARD |
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Students will develop academic and personal skills, aptitudes and abilities needed throughout their lives. |
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Performance Indicators |
Assessment Strategies |
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K-2 demonstrate interpersonal and classroom skills as evidenced in the Jameson School Social Skills Curriculum |
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• (K) respect the needs and rights of others |
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• (K) identify and practice classroom rules |
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• (1) follow the Jameson School social guidelines |
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• (1) continue to apply social skills learned in kindergarten |
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• (2) show respect for school and classroom rules, for personal and public property and for persons in authority |
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K-2 demonstrate habits of mind (i.e. taking responsibility, persevering, goal-setting, self-esteem) |
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• (K) complete a task from beginning to end |
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• (K) participate in the classroom community |
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• (1) apply problem solving techniques |
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• (1) use "I" statements |
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• (2) understand that helping and sharing helps us feel good about ourselves |
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• (2) use an "I Message" to settle minor disputes with peers (respond appropriately to an "I Message") |
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3-5 demonstrate problem solving skills (DARE, Conflict Resolution activities) |
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• (3-5) demonstrate possible solutions and outcomes when given situations that involve conflict through role playing activities |
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and through real life situations |
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• (4/5) follow and understand consequences of school rules |
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• (5) participate in DARE program |
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• (5) participate in Conflict Resolution classes |
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3-5 demonstrate habits of mind (i.e. taking responsibility, persevering, goal-setting, self-esteem) |
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• (3) use "I" message to settle minor disputes with peers and take responsibility for their actions |
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• (3) understand the value of perseverance in everyday life situations |
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• (4/5) use assignment sheet |
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• (5) participate in self esteem lessons |
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3-5 understand the value and dignity of work |
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• (3-5) complete and return homework assignments of high quality on time |
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• (3-5) exemplify good work habits on a daily basis |
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• (3-5) reflect on personal progress in all academic areas regularly (portfolios) |
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• (4/5) share, present, display quality work |
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• (4/5) self evaluate work against given criteria |
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• (4/5) display self pride in daily work |
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3-5 demonstrate understanding of and empathy for diversity |
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• (3-5) adapt an understanding of varied opinions, appearances, ethnicities, etc. through discussions |
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• (5) appreciate and respect varying abilities |
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• (5) study diversity of cultures through settlement of U.S. |
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K-5 CAREER PREPARATION |
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CONTENT STANDARD |
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Guided by self-assessment, personal career interests and knowledge of the work world, students will develop career goals. |
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Performance Indicators |
Assessment Strategies |
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K-2 develop an awareness of what people do for work and recreation |
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• (K) identify school and community workers |
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• (1) explore reasons why people work |
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• (2) identify individual likes and interests and understand that these often relate to one's choice of career and identify the |
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different roles they play in school, home and community |
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K-2 identify their likes, strengths and interests |
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• (K) explore and identify likes and interests |
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• (1) discuss what they might want to be when they grow up |
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• (2) identify individual likes and interests and understand that these often relate to one's choice of career and identify the |
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different roles they play in school, home and community |
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3-5 learns and apply a simple decision-making process |
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• (3-4) evaluate positive and negative consequences of their decisions |
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• (5) prioritize daily routine |
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3-5 identify primary and related careers (dentist plus hygienist, x-ray technician, …) through content areas |
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• (3-4) relate specific subjects to possible career choices |
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• (5) discuss and compare careers now and then as they relate to history |
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K-5 CAREER PREPARATION |
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CONTENT STANDARD |
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Students will understand the relationship between academic knowledge and skills as applied in the workplace |
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and other settings. |
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Performance Indicators |
Assessment Strategies |
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K-2 use academic/social skills to solve real life problems and create real life products |
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• (K) greet others appropriately with eye contact |
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• (K) respect personal space of others |
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• (K) respond to school wide attention signal |
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• (K) share and take turn with classroom materials |
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• (1) continue to practice greeting, personal space, school attention signal, sharing |
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• (2) respond to or make an appropriate greeting |
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• (2) respect the personal space of others during work, when in line and during play |
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• (2) recognize an attention signal and listens for messages that follow that signal |
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3-5 use academic/social skills to solve real life problems and create real life products |
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• (3-5) articulate and institute probable solutions to problems as they occur within the school community |
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• (4-5) participate in community service projects |
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• (4-5) work as a team/group |
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• (4-5) participate in class/group meetings to solve individual and group problems |
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• (5) role play real life situations |
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• (5) apply conflict resolution skills |
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K-5 CAREER PREPARATION |
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CONTENT STANDARD |
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Students will acquire and apply skills/concepts required to balance personal, family, community |
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and work responsibilities. |
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Performance Indicators |
Assessment Strategies |
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K-2 identify different roles they play in school, home and community |
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• (K) respect themselves and others |
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• (1) exhibit awareness that their role/job in school is a student |
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• (1) recognize the different roles/the impact they have at home and in the community |
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• (2) recognize the different roles/the impact they have at home and in the community |
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• (2) identify and perform a specific role in a cooperative group |
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K-2 demonstrate responsible care and use of materials and belongings |
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• (K) care for self and possessions |
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• (1) demonstrate responsibility for their own actions |
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• (2) understand that one's choices have consequences |
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• (2) show respect for people, property and ideas |
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3-5 identify different roles they play in school, home and community |
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• (4/5) acknowledge the different roles and the changes that occur |
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3-5 demonstrate responsible care and use of materials and belongings |
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• (4/5) cover books |
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• (4/5) maintain an orderly desk and locker |
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• (4/5) show respect for displayed work |
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3-5 exhibit the personal qualities that lead to responsible behavior in the roles they play at school, |
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home and community |
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• (3) practice the 10 Guiding Principles of the Jameson Social Curriculum |
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• (4/5) apply school rules |
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• (4/5) strive to be an exemplary students |
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• (4/5) respect and assist other students and staff |
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• (4/5) give appropriate feedback |
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3-5 practice conservation and recycling of materials |
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• (3-5) recycle cans and bottles that have been used during snack time |
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• (3) use both sides of paper |
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• (4/5) utilize recycling boxes |
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CONTENT STANDARD |
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Students will understand concepts related to health promotion, personal hygiene and disease prevention. |
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Performance Indicators |
Assessment Strategies |
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K-2 know and demonstrate basic hygiene habits to prevent communicable diseases (e.g. dental health, skin, hair) |
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• (K) demonstrate an awareness of dental health |
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• (K-2) participate in a weekly fluoride program with parental permission |
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• (K) demonstrate personal hygiene habits |
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• (K) know and demonstrate appropriate self-care habits for hygiene, dental health and disease prevention |
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• (1) practice good hygiene at school (i.e. clean clothes, brush teeth, wash hands, cover mouth when you sneeze) |
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• (2) practice safety with bodily fluids (don't bite/spit, touch another's blood) |
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K-2 understand importance of nutritional choices |
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• (K) identify healthy snacks |
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• (1) bring appropriate snacks to school |
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• (2) understand that different foods provide different nutrients and understand the importance of a balanced diet |
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3-5 recognize the effect personal health practice have on social, emotional and physical well being |
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• (4) identify indicators of physical, emotional and social well being |
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• (5) develop a positive self image |
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3-5 understand the effects of healthy eating practice on the body's energy and growth |
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• (3) explain the effects of poor eating practice on teeth, energy levels and general health |
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• (4) distinguish between healthy and unhealthy eating practice |
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• (5) analyze ingredients in food |
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• (5) design and make model menus using food pyramid |
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3-5 understand signs and symptoms of common illnesses |
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• (3-5) recognize symptoms, practice and prevention strategies for headaches, stomachaches, lice, colds |
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3-5 describe the transmission and prevention of common communicable diseases |
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• (3-5) discuss and demonstrate a knowledge of how communicable diseases are transmitted |
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• (5) demonstrate a knowledge of practice that prevent communicable diseases |
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K-5 HEALTH |
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CONTENT STANDARD |
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Students will identify, evaluate and use appropriate resources to make informed decisions about health. |
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Performance Indicators |
Assessment Strategies |
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K-2 know who and how to contact and what information to give in an emergency |
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• (K) recognize all emergency numbers |
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• (1) know home phone number and street address |
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• (2) know the following personal information: phone number including area code, address, zip code |
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• (2) know procedures for getting help in an emergency and how and what information to give |
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• (2) identify potentially harmful situations and responds appropriately |
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K-2 identify health personnel within the building |
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• (K) recognize school nurse |
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• (1) recognize and locate school nurse and social/guidance workers |
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• (2) recognize and locate school nurse and social/guidance workers |
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K-2 identify community health providers and their roles (doctors, nurses, dentists, rescue, etc.) |
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• (K) meet and recognize firemen, policemen and school nurse |
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• (1) discuss some roles and responsibilities of health and safety workers |
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• (2) recognize the roles of several health care workers and of different types of health-care facilities |
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3-5 understand the role that health providers play in the community |
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• (3-4) identify roles of health or safety providers in the community |
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• (5) understand the role of school nurses, doctors, dentists, counselors and DARE officer |
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3-5 identify health personnel within the building |
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• (3-5) locate school nurse and social/guidance workers |
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3-5 use resources within the building (library, nurses office) to gather health-related information |
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• (3-5) gather health information from appropriate resources |
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• (5) know resources (library, nurse, teacher, social worker, guidance counselor, PE teacher, food service staff) and when to use which resource |
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K-5 HEALTH |
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CONTENT STANDARD |
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Students will demonstrate the ability to use goal-setting, decision-making and communication skills to enhance health. |
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Performance Indicators |
Assessment Strategies |
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K-2 identify and share feelings in an appropriate way |
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• (K) practice self-control through voice and actions |
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• (K) know when to ask teacher to help |
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• (1) know when to ask teacher to help |
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• (1) use "I" messages when confronted with a problem |
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• (1) assume responsibility for actions in appropriate manner |
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• (2) communicate feelings, needs and wishes in socially acceptable ways |
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3-5 know behaviors that are safe, risky or harmful to self and others |
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• (3-4) compare behaviors that are safe to those that are risky or harmful |
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• (5) participate in DARE program |
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3-5 practice positive behaviors in conflict situations |
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• (3) see social curriculum in Career Preparation content area |
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• (4) demonstrate non-violent strategies to resolve conflicts |
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• (5) participate in conflict resolution classes |
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• (5) recognize when situations call for conflict resolution team |
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3-5 communicate personal health needs, wants, feelings and opinions to family, peers and significant adults |
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• (3/4) seek help when seriously ill or injured |
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• (5) role play real life situations |
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K-5 HEALTH |
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CONTENT STANDARD |
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Students will understand personal, family and community wellness issues. |
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Performance Indicators |
Assessment Strategies |
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K-2 know how the family influences personal health |
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• (1) learn to take safety precautions |
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• (1) learn home fire escape routes |
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• (2) understand that human behaviors (both personal and community) have health consequences |
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K-2 become aware of external influences on personal health |
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• (K) participate in substance abuse awareness |
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• (1) participate in substance abuse awareness |
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• (2) participate in substance abuse awareness |
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3-5 know how health related problems impact the whole family |
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• (3) relate how problems such as common cold, lice, etc. are spread |
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• (4) describe ways to be a responsible family member |
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• (5) describe ways to be a responsible citizen of a community school |
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3-5 understand the effects of chemical substances on the body |
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• (3) explain the negative effects of drugs and alcohol |
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• (4) explain how the media influences health decisions |
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• (4) predict results of decisions made concerning chemical substances |
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• (5) recognize and explain the effects of harmful substances such as tobacco, alcohol, drugs |
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K-5 HEALTH |
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CONTENT STANDARD |
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Students will recognize the benefits of healthy lifestyle choices. |
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Performance Indicators |
Assessment Strategies |
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K-2 become aware of and demonstrate personal hygiene, dental health and nutrition and personal safety needs |
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• (K) demonstrate an awareness of basic safety rules |
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• (1) demonstrate an awareness of basic safety rules, school/playground rules and classroom rules |
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K-2 seek care for minor injuries |
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• (K) ask adult for appropriate assistance, i.e. band aid, icepack, nurse |
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• (1) ask adult for appropriate assistance, i.e. band aid, icepack, nurse |
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• (2) distinguish between emergency and TLC situations |
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• (2) use nursing services appropriately |
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K-2 understand the difference between harmful and helpful substances (ex. household poisons) |
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• (K) understand harmful and helpful substances |
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• (1) name one harmful and one helpful substance |
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• (2) understand the difference between helpful and harmful substances |
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K-2 know precautions that should be taken in special conditions (strangers, home alone, bad weather, etc.) |
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• (K) recognize and practice personal safety |
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• (1) identify safe people within home, school and community |
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• (1) identify good and bad secrets and good and bad touch |
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• (2) know how and when to say "NO" |
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• (K-2) understand basic techniques to survive fires |
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3-5 describe the relationships between good health practice and prevention of diseases |
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• (3) practice washing hands after toileting to prevent the spread of diseases |
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• (4/5) practice strategies for good health and prevention of diseases (ex: cover mouth when you cough, etc.) |
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• (5) describe and apply basic first aid and safety skills |
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3-5 understand daily nutritional needs and the effects of nutrients on the body |
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• (3) classify foods into the four food groups |
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• (3) distinguish the difference between nutritious and non-nutritious snacks |
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• (4) practice healthy eating habits |
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• (5) articulate the components of a good nutritional plan |
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3-5 cares for minor injuries |
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• (3) distinguish between injuries which they can care for themselves and those which require adult assistance |
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• (4/5) develop injury prevention and safety strategies for personal health |
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3-5 demonstrate basic personal hygiene habits required to maintain health |
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• (3-5) demonstrate and practice dental, nutritional and personal hygiene |
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3-5 understand the body's need for regular exercise, rest and physical activity for personal well-being |
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• (3) explain the importance of exercise in a healthy life style |
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• (4/5) demonstrate regular exercise for personal well being |
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3-5 identify ways to avoid, recognize and respond to negative social influences and pressures |
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• (3) practice ways to say no to a negative situation |
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• (4) demonstrate refusal and negotiation skills by enabling them to deal with negative peer pressure |
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• (5) practice and use DARE Program's Refusal Skills |
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• (5) recognize negative aspect of peer pressure |
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3-5 know ways to recognize and avoid threatening situations |
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• (3) identify supportive, safe adults |
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• (4/5) demonstrate healthful ways to avoid or deal with threatening and stressful situations |
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3-5 know safety rules and practice to be used in home, school and community settings |
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• (3/4) practice personal safety within the school environment |
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• (5) practice personal safety within the school, home and community environment |
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