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.

 

Link to Standard 2.2 Grade 3-4

 

Link to Standard 2.2 Grade 7-8

 

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