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.

 

 

Link to Standard 2.1 Grade 3-4

 

Link to Standard 2.1 Grade 7-8

 

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