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 6, students will:

A. Personal Health

1. Discuss the physical, social, emotional, and intellectual dimensions of wellness.

2. Describe the appropriate use of healthcare and personal hygiene products.

3. Discuss how health data, such as blood pressure, body composition, and cholesterol, can be used to assess and improve wellness.

4. Discuss how health knowledge, health choices, self-control, resistance and self-management skills influence wellness.

5. Discuss how technology impacts wellness.

B. Growth and Development

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

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

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

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

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.

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 6, students will:

A. Communication

1. Summarize health information from a variety of valid and reliable health resources.

2. Present health information using a multimedia approach, adapting the wording and delivery method for the topic and audience.

3. Demonstrate and evaluate the effective use of communication skills, including refusal, negotiation, and assertiveness.

4. Describe and demonstrate active and reflective listening.

5. Compare and contrast the economic and social purposes of health messages presented in the media.

B. Decision Making

1. Demonstrate effective decision making in health and safety situations.

2. Analyze the influence of family, peers, and the media on health decisions and investigate how conflicting interests may influence decisions and choices.

3. Analyze significant health decisions and discuss how the outcome(s) might have been different if a different decision had been made.

4. Explain how personal ethics influence decision making.

C. Planning and Goal Setting

1. Use health data and information to formulate health goals.

2. Develop strategies to support the achievement of short- and long-term health goals.

D. Character Development

1. Describe actions and situations that show evidence of good character.

2. Discuss the characteristics of a role model and how role models influence the personal goals and ethical standards of others.

E. Leadership, Advocacy, and Service

1. Compare various forms of leadership and implement appropriate leadership strategies when serving in a leadership role.

2. Evaluate personal and group contributions towards the achievement of a goal or task, analyze a group’s ability to improve its performance, and provide

appropriate feedback

3. Develop and articulate a group’s goals and vision.

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.

6. Formulate and express a position on health issues and educate peers about the health issue or cause.

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

1. Categorize health and fitness services available in the school and community and demonstrate how to access them.

2. Investigate health and fitness career opportunities.

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 6, students will:

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

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

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.

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 6, students will:

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.

3. Describe the characteristics of a healthy relationship and discuss factors that support and sustain it.

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

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

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.

4. Discuss the potential challenges faced by adolescent parents and their families.

5. Recommend sources of information and help for parents.

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 6, students will:

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.

5. Use visual and verbal cues to improve performance during a physical activity.

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

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

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

D. Sportsmanship, Rules, and Safety

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

1. Describe and demonstrate the use of mental preparation strategies prior to and during participation in 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 6, students will:

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

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

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.

4. Assess personal fitness, develop a personal fitness plan based on the findings, and use technology to implement the plan.

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

Link to Standard 2 Grade 3-4

Link to Standard 2 Grade 7-8

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