• LEVEL 4 Health Curriculum


    HIV/AIDS - (New York State Mandate): 

    • Three types of germs, communicable and non-communicable diseases, the immune system, cells involved and their jobs of each.
    • HIV/AIDS vocabulary words and their definitions.
    • Three (3) ways of acquiring the disease that are taught in our district: 1.  Dirty drug needles   2.  Blood to blood   3.  Mother to child
    • Assessment test

    CHILD ABUSE - (New York State Mandate):

    • Four types of abuse:  1.  Physical    2.  Sexual    3.  Neglect   4.  Verbal
    • Physical abuse is when someone bigger, older and stronger beats a child leaving marks and more on their body and it is on going.
    • Sexual abuse is when someone bigger, older and stronger touches the private parts of a child's body and/or has the child touch theirs.  Either way, it is against the law.  Private parts are the parts of the body where our bathing suits or underwear cover up.  It is reinforced that no one has the right to touch their bodies. However, there are times when it is needed, for example, a parent, to place medicine or help with bathing, a doctor for a check up, a caretaker in place of a parent or the child themselves.  Most people who do abusive kinds of touches are NOT strangers.  It is someone the child knows.  They do not use force.  They are very friendly to the child. The student is instructed to always say no, get away and always tell an adult they trust.
    • Neglect is when a child's needs are not met, they do not get what they need to grow up healthy and strong.  Food, shelter, clothing, nurturing and love are examples..
    • Verbal Abuse is when someone bigger, older and stronger uses words to put the child down or insult the child, making them feel very small or inadequate.
    • Assessment test

    ABDUCTION/SAFETY - (New York State Mandate):

    • Importance of talking to parents regarding their safety, to tune into their common sense.  Meanings of the word abduction, predator, lures, examples of each and different types of safe places if ever in an unsafe situation.  I stress the fact I am not here to scare them only to make them more aware of their safety.
    • Internet safety is emphasized as well, and if the student ever receives an uncomfortable photo or message never to be afraid of telling their parents, it is not their fault.  Rules of internet safety are instructed as well.
    • No test is given.  The test in life is to stay and keep safe.


    • What tobacco is, what is found in it, and where is tobacco grown.
    • The different forms it comes in and what the 4th graders can purchase that looks like and represents the real thing.
    • The use of advertising and discussions on why it is geared to the young.
    • Reasons why adults use tobacco products and why some kids use tobacco products.
    • The difference between nicotine and tar.  
    • The health effects that tobacco can cause on the body over a long term.
    • We do some math on the cost of tobacco over the use in a week, month and year.
    • Test is given.


    PERSONAL GROWTH  (for girls only)
    (This unit was developed when parents and teachers approached me to teach the girls in 4th grade because some are showing signs of maturity earlier in their lives).
    • Prior to instruction, classroom rules are given:
      • if students are uncomfortable when asked a question, they have the right to "pass" on any questions.

    *all materials are taught with professionalism and sensitivity; the dignity of each student is provided.

    For any questions or concerns, please contact me: mgallagher2@hamburgschools.org

    It is the parent/guardians responsibility to contact the classroom teacher if you DO NOT want your child to participate in this unit.

    HYGIENE (request from classroom teachers)

    • Taught to both boys and girls in Level 4.
    • Awareness of the importance of keeping their bodies clean.


    • Why food is important to our bodies and the importance of having breakfast is discussed.
    • What moderation means and what foods fall under moderation, such as junk food, is discussed.
    • The food plate is discussed.  The students write a list of foods they ate the day before to visually see if they are meeting their nutritional needs.
    • Food facts, how to read them and what they consist of are reviewed. 


    This curriculum is subject to change.