Health & Physical Education - Standard 2

Wellness 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 -

By the end of Grade 2, students will:

1.     Name and locate body organs and parts.

2.     Describe how children are alike and how they are different.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

1.     Describe the structure and function of human body systems.

2.     Describe each human life stage and the physical changes that occur at each stage.

 3.     Discuss factors that contribute to healthy physical, social, emotional, and intellectual growth and uniqueness.

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.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

1.    Discuss how body systems are interdependent and interrelated.

2.    Investigate the physical, social, emotional, and intellectual changes that occur at each life stage and how those changes impact wellness.

3.    Discuss how heredity, physiological changes, environmental influences, and varying social experiences contribute to an individual’s uniqueness.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.    Recommend behaviors to enhance and support the optimal functioning of body systems.

2.    Predict and discuss significant developmental issues or concerns that impact each life stage.

3.    Predict the impact of heredity and genetics on human growth and development.

C.   Nutrition

By the end of Grade 2, students will:

1.    Explain why some foods are healthier to eat than others.

2.    Sort foods according to food groups and food sources.

3.    Explain what information can be found on food and product labels.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

1.    Differentiate between healthy and unhealthy eating patterns.

2.    Classify foods by food group, food source, nutritional content, and nutritional value.

3.    Interpret food product labels.

4.    Discuss how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems working.

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.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

1.    Analyze how culture, health status, age, and eating environment influence personal eating patterns and discuss ways to improve nutritional balance.

2.    Describe healthy ways to lose, gain, or maintain weight.

3.    Describe the impact of nutrients on the functioning of human body systems.

4.    Analyze how healthy eating patterns throughout life can reduce the risk of heart disease and high cholesterol, cancer, osteoporosis, and other health conditions.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.    Analyze and evaluate current dietary recommendations, resources, and trends from a variety of sources.

2.    Design and evaluate a nutrition plan for a healthy young adult considering cost, availability, nutritional balance, freshness, nutritional value, and culture.

3.    Recommend healthy ways to lose, gain, or maintain weight.

4.    Analyze and evaluate how healthy and unhealthy eating patterns impact the functioning of the human body, including healthy bone development and immune system functioning.

D.  Diseases and Health Conditions

By the end of Grade 2, students will:

1.    Explain why diseases and health conditions need to be detected and treated early.

2.    Explain the difference between communicable and non-communicable diseases.

3.    Discuss common symptoms of diseases and health conditions.

4.    Explain ways to prevent the spread of diseases such as hand washing, immunizations, covering coughs, and not sharing cups, hats, or combs.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

1.    Discuss the importance of the early detection of diseases and health conditions.

2.     Investigate ways to treat common childhood diseases and health conditions.

3.     Explain that some diseases and health conditions are preventable and some are not.

4.     Describe the signs and symptoms of diseases and health conditions common in children.

5.    Investigate how the use of universal precautions, sanitation and waste disposal, proper food handling and storage, and environmental controls help to prevent diseases and health conditions.

6.     Discuss myths and facts about mental illness.

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.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

1.    Investigate current and emerging methods to diagnose and treat diseases and health conditions.

2.    Classify diseases and health conditions as communicable, noncommunicable, acute, chronic, or inherited.

3.    Compare and contrast diseases and health conditions, including hepatitis, STDs, HIV/AIDS, breast cancer, and testicular cancer.

4.    Analyze local and state public health efforts to prevent and control diseases and health conditions.

5.    Investigate various forms of mental illness including impulse disorders such as gambling or shopping, depression, eating disorders, and bipolar disorders.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.     Analyze the availability and effectiveness of current and emerging diagnostic and treatment modalities for various diseases and health conditions.

2.     Discuss the relationship between signs and symptoms of disease and the functioning of the body’s immune system.

3.     Compare and contrast diseases and health conditions occurring in adolescence and young adulthood with those occurring later in life, including cancer, cardiovascular diseases, respiratory diseases, arthritis, osteoporosis, and Alzheimer’s.

4.     Investigate and assess local, state, national, and international public health efforts.

5.     Investigate the impact of mental illness on personal, family, and community wellness.

E.   Safety

By the end of Grade 2, students will:

1.    Explain and demonstrate ways to prevent injuries, including seat belts and child safety seats in motor vehicles, protective gear, and fire, bus, and traffic safety procedures.

2.    Explain and demonstrate simple first aid procedures, including getting help and calling 911, knowing personal information such as address and phone number, avoiding contact with blood and other body fluids, and caring for small cuts.

3.    Distinguish among “good/safe touch,” “bad/unsafe touch,” and “confusing touch” and explain what to do if touching causes uncomfortable feelings.

4.    Identify safe and appropriate behavior for use when interacting with strangers, acquaintances, and trusted adults.

5.    Identify warning labels found on medicines and household products.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

1.    Describe the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and community.

2.    Describe and demonstrate simple first aid procedures, including the assessment of choking and breathing, the control of bleeding and the care of minor wounds and burns.

3.    Explain that abuse can take several forms, including verbal, emotional, sexual, and physical, and identify ways to get help should abuse be suspected.

4.    Describe the characteristics of strangers, acquaintances, and trusted adults and demonstrate safe and appropriate ways to deal with each.

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.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

1.    Assess situations in the home, school, and community for perceived vs. actual risk of injuries.

2.    Investigate the short- and long-term impacts of injuries on the individual, the family and the community.

3.    Describe and demonstrate first aid procedures including, situation and victim assessment, Basic Life Support, and the care of bleeding and wounds, bums, fractures, shock, and poisoning.

4.    Discuss the short- and long-term physical, social, and emotional impacts of all forms of abuse.

5.    Describe and demonstrate strategies to increase personal safety while in public places and discuss what to do if one’s safety is compromised.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.    Evaluate work and leisure situations for perceived and actual risk of intentional and unintentional injuries.

2.    Develop personal protection strategies to reduce the incidence of injuries and evaluate their effectiveness.

3.    Assess the short- and long-term impacts of injuries on the individual, family members, the community, and the workplace.

4.    Describe and demonstrate first aid procedures, including Basic Life Support and automatic external defibrillation, caring for bone and joint emergencies, caring for cold and heat injuries, and responding to medical emergencies.

5.    Describe and demonstrate ways to protect against sexual assault and discuss what to do if sexually assaulted.

F.   Social and Emotional Health

By the end of Grade 2, students will:

1.    Explain that all human beings have basic needs including food, water, sleep, shelter, clothing, and love.

2.    Recognize various emotions and demonstrate sympathy and empathy.

3.    Describe and demonstrate appropriate ways to express wants, needs, and emotions.

4.    Identify the possible causes of conflict and discuss appropriate ways to prevent and resolve conflicts.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

1.    Describe basic human needs and how individuals and families attempt to meet those needs.

2.    Discuss how culture, peers, and the media impact the way individuals communicate and express emotions, and how emotions can affect communication, choices, and behaviors.

3.    Distinguish among conflict, violence, vandalism, harassment, and bullying and discuss factors that contribute to each.

4.    Describe and demonstrate strategies to prevent, reduce, or mediate conflict.

5.    Discuss the causes of stress and demonstrate ways to deal with stressful situations.

6.    Explain and demonstrate ways to cope with rejection, loss, and separation.

7.    Explain how stereotypes influence personal growth and behavior.

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.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

1.     Analyze how personal assets, resiliency, and protective factors support healthy social and emotional development.

2.    Discuss the developmental tasks of adolescence, including the development of mature relationships, gender identification, a healthy body image, emotional independence, and life skills.

3.    Investigate factors and choices that contribute to the incidence of conflict, harassment, bullying, vandalism, and violence and demonstrate strategies to deal with each.

4.     Analyze the effectiveness of home, school, and community efforts to prevent conflict, harassment, vandalism, and violence.

5.    Debate the consequences of conflict and violence on the individual, the family, and the community.

6.    Describe situations that may produce stress, describe the body’s responses to stress, and demonstrate healthy ways to manage stress.

7.    Analyze how culture influences the ways families and groups cope with crisis and change.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

1.    Discuss psychological principles and theories of personality development.

2.    Analyze the impact of physical development, social norms and expectations, self-esteem, and perceived vulnerability on adolescent social and emotional growth and behavior.

3.    Analyze how peer norms and expectations, the availability of weapons, substance abuse, media images, and poor role models contribute to violent behavior.

4.    Predict the consequences of conflict, harassment, bullying, vandalism, and violence on individuals, families, and the community.

5.    Predict how a family might cope with crisis or change and suggest ways to restore family balance and function.