Health & Physical Education - Standard 2

Health & Physical Education Cumulative Progress Indicators (CPIs) for the end of the designated grade span

Place a "+" for an expectation that represents a strength & a "-" for a weakness

+ or -

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.    Compare and contrast body systems, their parts and functions, and explain that body systems must work together to ensure wellness.

2.     Compare the rate of physical, social, emotional, and intellectual change during various life stages and discuss ways to foster healthy growth.

3.    Discuss how heredity and physiological changes contribute to an individual’s uniqueness.

C.   Nutrition

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.   Discuss factors that influence food choices.

2.   Compare food choices based on nutrient content and value, calories, and cost and create a healthy meal plan.

3.   Analyze nutrition information on food packages and labels.

4.   Discuss the short- and long-term benefits and risks associated with nutritional choices.

D.  Diseases and Health Conditions

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.    Compare and contrast methods used to diagnose and treat diseases and health conditions.

2.    Differentiate among communicable, non-communicable, acute, chronic, and inherited diseases and health conditions.

3.    Compare and contrast diseases and health conditions prevalent in adolescents, including asthma, obesity, diabetes, Lyme disease, STDs, and HIV/AIDS.

4.     Discuss the use of public health strategies to prevent diseases and health conditions.

5.    Compare and contrast forms of mental illness such as phobias, anxiety and panic disorders, and depression.

E.   Safety

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.    Compare and contrast the incidence and characteristics of intentional and unintentional injuries in adolescents.

2.    Analyze the short- and long-term impacts of injuries on individuals and families and develop strategies to reduce the incidence of such injuries.

3.    Demonstrate and assess basic first aid procedures, including victim and situation assessment, rescue breathing and choking, and care of minor cuts, sprains, and bleeding.

4.    Discuss the physical, social, and emotional impacts of all forms of abuse and discuss what to do if any form of abuse is suspected or occurs.

F.   Social and Emotional Health

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.    Examine how personal assets, (e.g., self esteem, positive peer relationships) and protective factors (e.g., parental involvement) support healthy social and emotional development.

2.    Choose and justify appropriate strategies to deal with conflict, violence, harassment, vandalism, and bullying.

3.    Describe home, school, and community efforts to prevent conflict, vandalism, bullying, harassment, and violence.

4.    Describe the physical and emotional signs of stress and the short-and long-term impacts of stress on the human body.

5.    Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.

6.    Discuss how stereotyping might influence one’s goals, choices, and behaviors.

+ or -

A. Communication

B. Decision Making

C. Planning and Goal Setting

D. Character Development

E. Leadership, Advocacy, and Service

4. Compare the use of cooperative and competitive strategies to achieve a group goal and recommend strategies to keep a group on target and free from conflict.

5. Discuss how individuals can make a difference by helping others, investigate opportunities for volunteer service, and participate in activities through school or community-based health or service organizations.

7. Discuss local and state laws that impact personal, family, and community wellness and formulate ways that individuals and groups can work together to improve wellness.

F. Health Services and Careers

+ or -

A. Medicines

1. Discuss factors to consider when choosing an over-the-counter medicine.

2. Discuss medicines used to treat common diseases and health conditions.

3. Discuss the safe administration and storage of over-the-counter and prescription medicines.

4. Describe factors that impact the effectiveness of a medicine.

B. Alcohol, Tobacco and Other Drugs

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1. Describe how tobacco use contributes to the incidence of respiratory diseases, cancer and cardiovascular disease.

2. Describe ways to reduce the health impact of tobacco smoke on non-smokers.

3. Describe how the use and abuse of alcohol impacts behavior and contributes to the incidence of illness and injuries.

4. Discuss the short- and long-term physical and behavioral effects of inhalant use, including brain, heart, and lung damage and death.

5. Discuss the classifications of illegal drugs and controlled substances and give examples of each.

6. Describe the physical and behavioral effects of each classification of drugs.

7. Discuss the relationship between injected drug use and diseases such as HIV/AIDS and hepatitis.

8. Discuss the legal and financial consequences of the use, sale, and possession of illegal substances.

C. Dependency/Addiction and Treatment

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1. Describe the signs and symptoms of a substance abuse problem and the stages that lead to dependency/addiction.

2. Identify ways to quit using alcohol, tobacco, and other drugs and discuss factors that support an individual to quit.

3. Discuss factors that contribute to the use and abuse of alcohol, tobacco, and other drugs by adolescents, such as advertising and the media, group

pressures, low self esteem, genetics, and poor role models.

4. Describe how substance abuse affects the individual and the family and describe ways that family and friends can support a drug- free lifestyle.

+ or -

A.   Relationships

1.     Compare and contrast the interconnected and cooperative roles of family members.

2.     Investigate ways that individuals and families enhance and support social and emotional health and meet basic human needs.

4.     Describe how peer relationships may change during adolescence.

5.     Discuss different forms of dating and explain the role of dating in personal growth.

B.   Sexuality

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.     Describe the individual growth patterns of males and females during adolescence.

2.     Discuss strategies to remain abstinent and resist pressures to become sexually active.

3.     Discuss the possible physical, social, and emotional impacts of adolescent sexual activity.

4.     Describe behaviors that place one at risk for HIV/AIDS, STDs, or unintended pregnancy.   

5.     Identify sexual feelings common to young adolescents and differentiate between having sexual feelings and acting on them.

6.     Discuss how parents, peers, and the media influence attitudes about sexuality.

C.   Pregnancy and Parenting

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.     Discuss fertilization, embryonic development, and fetal development.

2.     Describe the signs and symptoms of pregnancy.

3.     Recommend prenatal practices that support a healthy pregnancy.

5.     Recommend sources of information and help for parents.

+ or -

A.   Movement Skills

1.     Demonstrate developmentally appropriate form when using movement skills in applied settings.

2.     Demonstrate the use of force and motion to impact the quality of physical movement.

3.     Employ the principles of space, effort, and relationships to modify movement.

4.     Modify movement in response to dynamic, interactive environments.

6.     Evaluate the critical elements of a movement skill or skill combination and provide appropriate feedback.

7.     Apply a learned skill to another movement setting.

8.     Perform planned movement sequences based on a theme and using rhythm or music.

B.   Movement Concepts

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.     Analyze movement sequences for the proper use of body mechanics and suggest improvements.

2.     Discuss how the principles of force and motion impact the quality of movement.

3.     Analyze how the use of energy and flow contributes to more effective, efficient, or creative movement.

4.     Describe how to refine and increase control when performing movement skills.

5.     Discuss how to modify movement in response to dynamic, interactive environments.

6.     Analyze how a movement skill can be transferred to another movement setting.

7.     Discuss how practice, regular participation, and appropriate feedback improve performance.

8.     Discuss how movement activities pose opportunities for self-expression, creativity, and teamwork.

C.   Strategy

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.     Describe and demonstrate the use of offensive, defensive, and cooperative strategies.

D.   Sportsmanship, Rules, and Safety

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.     Compare the roles and responsibilities of participants and observers and recommend strategies to improve behavior, participation, and enjoyment.

2.     Summarize general and specific activity rules, describe how they enhance participation and safety, and follow them during activities.

3.     Select, use, and care for equipment used during physical activity.

E.   Sport Psychology

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.     Describe and demonstrate the use of mental preparation strategies prior to and during participation in physical activity.

+ or -

A.   Fitness and Physical Activity

1.     Describe the physical, social, and emotional benefits of regular physical activity.

2.     Differentiate among activities that improve skill fitness versus health-related fitness.

3.     Describe how body systems adapt over time to regular physical activity.

4.     Describe how gender, age, heredity, training, and health behaviors impact fitness.

5.     Investigate technological advances that impact physical activity and fitness.

6.     Describe the relationship between physical activity, healthy eating, and body composition.

B.   Training

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.     Discuss the relationship between practice, training, and injury prevention.

2.     Discuss how the principles of training including FIT, overload, progression, and specificity improve personal fitness.

3.     Apply the appropriate training principles to various forms of physical activity used to improve personal fitness.

4.     Describe the physical and behavioral effects of anabolic steroids and other performance enhancing substances and discuss legal and competition issues related to their use.

C.   Achieving and Assessing Fitness

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.     Engage in moderate to vigorous forms of physical activity that address each component of fitness.

2.     Engage in physical activity at a target heart rate for a minimum of 20 minutes.

3.     Monitor physiological indicators before, during, and after exercise.

5.     Demonstrate age- and gender-specific progress towards improving each component of fitness.