Standard 2: Health and Physical Education

 

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. 

 

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

 

A.   Personal Health

1.     Compare and contrast healthcare and personal hygiene products and services commonly used by adolescents and young adults.

2.     Investigate the impact of health choices and behaviors on personal, family, and community wellness.

3.     Use health data to make predictions about wellness and recommend behavior changes to improve lifelong wellness.

4.     Debate the social and ethical implications of the use of technology and medical advances to support wellness.

 

B.   Growth and Development

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

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

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

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

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.

 

 

Link to Standard 2.1 Grade 7-8

 

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