STANDARD 2: Health and Physical Education

Standard 2: Health and Physical Education

STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

Descriptive Statement: This standard aims to increase student knowledge about the physical, social, emotional, and intellectual dimensions of wellness, thus enabling them to make informed choices about their health now and in the future. Wellness can be defined as a way of life that emphasizes health promotion measures such as healthy eating, learning to manage stress, reducing one’s risk of contracting a disease, and preventing and treating simple injuries. Taking responsibility for one’s own health is an essential step towards developing and maintaining a healthy, active lifestyle.

Cumulative Progress Indicators

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

A. Personal Health

1. Describe the physical, social, and emotional dimensions of wellness.

2. Describe and demonstrate personal hygiene practices that support wellness.

3. Analyze the impact of health choices and behaviors on wellness.

B. Growth and Development

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.

C. Nutrition

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.

D. Diseases and Health Conditions

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.

E. Safety

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.

F. Social and Emotional Health

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.

STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL USE HEALTH-ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

Descriptive Statement: This standard seeks to foster responsible health behaviors through the enhancement of critical thinking, decision making, problem solving, and communication skills used in situations impacting personal, family, and community health. It enables students to locate and evaluate health information and resources and to develop character, leadership, and advocacy skills so they can become more active participants in the promotion of wellness. Competency in these skills enables and empowers students to resist destructive behaviors and seek out positive opportunities for growth and learning. These skills may be cross-disciplinary and should be integrated into each Comprehensive Health and Physical Education Standard.

Cumulative Progress Indicators

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

A. Communication

1. Explain how to determine the validity and reliability of a health resource.

2. Present health information, orally and in writing, to peers.

3. Describe and demonstrate the effective use of communication skills, including refusal, negotiation, and assertiveness.

4. Identify and employ ways to improve listening skills.

5. Explain how to identify a health problem or issue for possible research.

B. Decision Making

1. Outline the steps to making an effective decision.

2. Discuss how parents, peers, and the media influence health decisions and behaviors.

3. Describe situations that might require a decision about health and safety.

C. Planning and Goal Setting

1. Develop a personal health goal and track progress.

2. Describe ways to support the achievement of health goals.

D. Character Development

1. Describe character traits and core ethical values such as trustworthiness, responsibility, respect, caring, justice, fairness, civic virtue, and citizenship

2. Discuss how an individual’s character positively impacts individual and group goals and success.

E. Leadership, Advocacy, and Service

1. Describe and demonstrate the characteristics of an effective leader.

2. Acknowledge the contributions of group members and choose appropriate ways to motivate them and celebrate their accomplishments.

3. Demonstrate respect for the opinions and abilities of group members.

4. Develop and articulate group goals.

5. Develop a position on a wellness issue.

6. Discuss laws and regulations created to enhance wellness.

7. Organize and participate in a school or community service activity and discuss how helping others impacts personal and community wellness.

F. Health Services and Careers

1. Describe health and fitness services provided in the school and community.

2. Describe and demonstrate how to seek help for a variety of health and fitness concerns.

3. Discuss wellness and fitness careers.

STANDARD 2.3 (DRUGS AND MEDICINES) ALL STUDENTS WILL LEARN AND APPLY INFORMATION ABOUT ALCOHOL, TOBACCO, OTHER DRUGS AND MEDICINES TO MAKE DECISIONS THAT SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

Descriptive Statement: This standard aims to provide students with information on the responsible use of medicines as well as the effects of alcohol, tobacco, and other drugs. The appropriate use of medicines can prevent serious health problems, reduce absenteeism from work and school, and enhance the quality of life. Conversely, the misuse or abuse of substances such as alcohol, tobacco, and other drugs can impair judgment and lead to illness and injury. Helping students to acknowledge the internal and external pressures that influence them to use substances enables and empowers them to make choices that support a healthy, active lifestyle.

Cumulative Progress Indicators

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

A. Medicines

1. Distinguish between over-the-counter and prescription medicines.

2. Identify commonly used medicines and discuss why they are used.

3. Discuss the importance of taking medicines as ordered, not sharing medicines with others, and reporting any side effects to a trusted adult.

B. Alcohol, Tobacco, and Other Drugs

1. Explain why it is illegal to use or possess certain drugs/substances.

2. Describe the short- and long-term physical effects of tobacco use.

3. Discuss the impact of second-hand/passive smoke on the health of nonsmokers.

4. Identify the short- and long-term physical and behavioral effects of alcohol use and abuse.

5. Identify the physical and behavioral effects of marijuana use.

6. Explain that brain damage, lung damage, and death can occur from inhaling certain substances, such as solvents, propellants, and medicinal gases.

C. Dependency/Addiction and Treatment

1. Discuss signs that a person might have a problem with the use of alcohol, tobacco, and other drugs.

2. Identify where individuals with a substance abuse problem can get help.

3. Differentiate among drug use, abuse, and misuse.

4. Describe how advertising, peers, and adults influence children and teenagers to try alcohol, tobacco, and other drugs.

STANDARD 2.4 (HUMAN RELATIONSHIPS AND SEXUALITY) ALL STUDENTS WILL LEARN THE PHYSICAL, EMOTIONAL, AND SOCIAL ASPECTS OF HUMAN RELATIONSHIPS AND SEXUALITY AND APPLY THESE CONCEPTS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

Descriptive Statement: This standard seeks to provide students with an understanding of the physical, emotional and social aspects of human relationships and sexuality and how they support a healthy, active lifestyle. Students learn how to develop and maintain healthy relationships with friends and family. Additionally, students learn medically-accurate information about both abstinence and contraception and learn the skills to enact behaviors to reduce or eliminate the occurrence of sexually transmitted diseases, HIV/AIDS, and unintended pregnancy.

Cumulative Progress Indicators

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

A. Relationships

1. Describe different kinds of families and discuss how families can share love, values, and traditions, provide emotional support, and set boundaries and limits.

2. Compare the roles, rights, and responsibilities of various family members.

3. Discuss ways that families adjust to changes in the nature or structure of the family.

4. Discuss how culture and tradition influence personal and family development.

5. Discuss factors that support healthy relationships with friends and family.

6. Describe the characteristics of a friend.

7. Describe appropriate ways to show affection and caring.

B. Sexuality

1. Describe the physical, social, and emotional changes occurring at puberty.

2. Discuss why puberty begins and ends at different ages for different people.

C. Pregnancy and Parenting

1. Explain that after fertilization, cells divide to create a fetus/embryo that grows and develops inside the uterus during pregnancy.

2. Discuss how the health of the birth mother impacts the development of the fetus.

STANDARD 2.5 (MOTOR SKILL DEVELOPMENT) ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.

Descriptive Statement: This standard enables students to understand how to move and why it is necessary. When individuals learn to move safely, effectively, and efficiently, and feel comfortable and confident in the performance of motor skills, they are more likely to participate in health-enhancing forms of physical activity throughout life. In order to meet this standard, students must participate in a wide range of developmentally-appropriate games, sports, dance, and lifetime recreational activities that will help students develop and maintain a healthy, active lifestyle.

Cumulative Progress Indicators

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

A. Movement Skills

1. Perform movement skills with developmentally appropriate form in both isolated and applied settings.

2. Demonstrate smooth transitions between sequential movement skills used in applied settings (e.g., creative dance, gymnastics routine, trap-dribble-shoot).

3. Demonstrate weight transfer, balance, coordination, and agility while employing various movement skills.

4. Employ various rhythms, tempos, musical styles, relationships, directions, pathways, speeds, and levels during movement.

5. Respond to multiple changes in rhythm, tempo, beat, and musical style.

6. Change the effort or range of a movement skill or combination to improve performance.

7. Modify and adapt movement skills in relation to body parts (e.g., clapping over one s head), other participants (e.g., dance partner, teammate), objects, and boundaries.

8. Respond appropriately to visual and verbal cues during physical activity.

9. Correct movement errors in response to feedback and explain how the change improves performance.

10. Apply a learned skill to another movement setting.

11. Demonstrate both improvised and choreographed movement sequences such as moving to poetry, or performing a folk dance or an aerobic routine.

B. Movement Concepts

1. Discuss the importance of proper body mechanics when performing movement skills.

2. Explain the fundamental principles of force, motion, base of support, and center of gravity as applied to physical activity.

3. Explain how changing the energy, flow, effort, or range of movement skill changes the quality of the movement (e.g., baby steps vs. giant steps).

4. Discuss ways to refine and increase control when performing movement skills.

5. Discuss ways that personal and general space is used in all forms of physical activity (e.g., using the entire dance floor, position play in a sport).

6. Explain how a movement skill can be used in another movement setting.

7. Give examples of verbal and visual cues used to improve movement skill performance.

8. Define and use skill- and activity-specific vocabulary.

C. Strategy

1. Explain and demonstrate the use of simple strategies, including player positioning, faking and dodging, and defending space.

D. Sportsmanship, Rules and Safety

1. Discuss the characteristics of good sportsmanship and demonstrate appropriate behavior as both a player and an observer during physical activity.

2. Describe activity-specific rules, explain their importance for the safety and enjoyment of participants, and follow the rules during physical activity.

3. Describe and demonstrate ways to handle and care for equipment safely and responsibly.

E. Sport Psychology

1. Describe a variety of mental strategies used to prepare for physical activity.

STANDARD 2.6 (FITNESS) ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.

Descriptive Statement: This standard enables students to understand the components of health-related fitness (cardiorespiratory endurance, body composition, flexibility, muscular strength and muscular endurance) and skill-related fitness (speed, agility, reaction time, coordination, and power). Students learn how each component is developed and measured and how to design and implement a personal fitness plan that supports a healthy, active lifestyle.

Cumulative Progress Indicators

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

A. Fitness and Physical Activity

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

2. Explain each component of health-related and skill-related fitness and explain how specific activities develop each component.

3. Describe how body systems respond to vigorous exercise.

4. Discuss factors such as heredity, training, and diet that influence fitness.

5. Describe how technology has improved fitness activities.

B. Training

1. Discuss the importance of regular physical activity.

2. Describe and apply the training principles of frequency, intensity, and time (FIT) during physical activity.

3. Explain that using performance-enhancing substances, including anabolic steroids and supplements, may be unsafe and illegal.