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

By the end of Grade 2, students will:

 

A.   Personal Health

1.    Define wellness and explain how making healthy choices and having healthy relationships contribute to wellness.

2.    Describe and demonstrate self-care practices that support wellness, such as brushing and flossing teeth, washing hands, and wearing appropriate attire for weather or sports.

 

B.   Growth and Development

1.     Name and locate body organs and parts.

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

 

C.   Nutrition

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.

 

D.  Diseases and Health Conditions

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.

 

E.   Safety

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.

 

F.   Social and Emotional Health

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.

 

 

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

 

By the end of Grade 2, students will:

 

A. Communication

        1. Identify sources of health information.

        2. Express ideas and opinions about wellness issues.

        3. Explain when and how to use refusal skills in health and safety situations.

        4. Demonstrate effective communication and listening skills.

 

B. Decision Making

        1. Explain the steps to making an effective health decision.

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

 

C. Planning and Goal Setting

        1. Develop a wellness goal and explain why setting a goal is important.

 

D. Character Development

        1. Explain that a person’s character and values are reflected in the way the person thinks, feels, and acts.

 

E. Leadership, Advocacy, and Service

        1. Act as a leader and a follower.

        2. Identify factors that lead to group success and help solve group problems.

        3. Motivate group members to work together and provide constructive feedback.

        4. Demonstrate respect for varying ideas and opinions.

        5. Participate in a class or school service activity and explain how volunteering enhances self-esteem.

 

F. Health Services and Careers

        1. Discuss how community helpers and healthcare workers contribute to personal and community wellness.

        2. Explain when and how to seek help when feeling ill, scared, sad, lonely, or bullied.

 

 

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

 

By the end of Grade 2, students will:

 

A. Medicines

        1. Identify different kinds of medicines.

        2. Explain that medicines can be helpful or harmful and that when used correctly, medicines can help keep people healthy.

        3. Discuss basic rules when taking medicines.

 

B. Alcohol, Tobacco and Other Drugs

        1. Define drug and give examples of harmful and/or illegal drugs.

        2. Explain that tobacco use contributes to lung diseases and fires.

        3. Discuss how tobacco smoke impacts the environment and the health of nonsmokers.

        4. Discuss how alcohol use contributes to injuries such as falls and motor vehicle crashes

        5. Identify substances that should never be consumed or inhaled such as drug look-alikes, glue, poisons, and cleaning fluids.

 

C. Dependency/Addiction and Treatment

        1. Explain that some people cannot control their use of alcohol, tobacco, and other drugs.

        2. Explain that people who abuse alcohol, tobacco, and other drugs can get help.

 

 

 

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

 

By the end of Grade 2, students will:

 

A.   Relationships

        1.    Identify different kinds of families and explain that families may differ for many reasons.

        2.    Explain that all family members have certain rights and responsibilities that contribute to the successful functioning of the family.

        3.    Explain that families experiencing a change or crisis can get help if they need it.

        4.    Define friendship and explain that friends are important throughout life.

        5.    Identify appropriate ways for children to show affection and caring.

 

B.   Sexuality

1.    Explain the physical differences and similarities of the genders.

 

C.   Pregnancy and Parenting

1.    Explain that human beings develop inside their birth mother, are helpless when born, and must be fed, clothed, and nurtur

 

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

 

By the end of Grade 2, students will:

 

A.   Movement Skills

1.   Perform movement skills (locomotor, nonlocomotor, and manipulative skills) with developmentally appropriate control in isolated (skill practice) and applied (game/sport/dance/recreational) settings.

2.   Demonstrate smooth transitions between sequential movement skills used in combination.

3.   Demonstrate control in traveling, weight bearing, and balance activities on a variety of body parts.

4.   Move in personal and general space at different levels, directions, and pathways.

5.   Respond in movement to changes in tempo, beat, rhythm, or musical style.

6.   Change the effort (force, flow, energy) or range (extension) of a movement skill or skill combination.

7.   Change a movement skill in response to a changing environment such as a dance partner, obstacle, smaller target, or larger space.

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

9.   Correct movement errors in response to feedback.

10. Demonstrate the use of creative movement in response to music, poetry, or stories.

 

 

B.   Movement Concepts

        1.    Identify correct body planes and parts.

        2.    Explain how changes in direction, pathways and levels can alter movement.

        3.    Explain how changes in rhythm, tempo, beat, and musical style can alter movement.

        4.    Distinguish between personal and general space.

        5.    Explain verbal and visual cues used to improve skill performance.

        6.    Define and use basic movement vocabulary to describe physical activity.

 

C.   Strategy

        1.    Differentiate between competitive and cooperative strategies.

 

D.   Sportsmanship, Rules, and Safety

1.    Explain why good sportsmanship is important and demonstrate positive behaviors during participation.

2.    Follow basic activity and safety rules and explain why they are important.

3.    Explain that practice and being healthy contribute to safe and improved performance.

 

E.   Sport Psychology

1.    Explain that mental attitude influences physical performance.

 

 

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

 

By the end of Grade 2, students will:

 

A.   Fitness and Physical Activity

1.     Identify the components of health-related and skill-related fitness and identify activities that develop each component.

2.     Identify body responses associated with moderate to vigorous physical activity including sweating, a fast heart rate, and heavy breathing.

 

B.   Training

1.     Explain that too much or not enough exercise can be harmful.

2.     Explain that participation in regular physical activity contributes to wellness.

 

C.   Achieving and Assessing Fitness

1.     Engage in moderate to vigorous physical activity that develops all components of fitness.

2.    Monitor heart rate and breathing before, during, and after exercise.

3.    Develop a fitness goal and monitor achievement of the goal.