Learning Standards for Health, Physical Education, and Family and Consumer Sciences at Three Levels docx

This is evident, for example, when students: ▲ demonstrate basic motor skills run, climb, hop, manipulativeskills throw, catch, strike, and non-locomotor skills balance,weight transfer u

Standard 1: Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Standard 2: A Safe and Healthy Environment.

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Standard 3: Resource Management.

Students will understand and be able to manage their personal and community resources.

Learning Standards for Health, Physical Education, and Family and Consumer Sciences at Three Levels

1

1 Students will understand human growth and

development and recognize the relationship between

behaviors and healthy development They will

understand ways to promote health and prevent

disease and will demonstrate and practice positive

health behaviors

Students:

• know how basic body systems work and interrelate in

normal patterns of growth and development

• possess basic knowledge and skills which support

positive health choices and behaviors

• understand how behaviors such as food selection,

exercise, and rest affect growth and development

• recognize influences which affect health choices and

behaviors

• know about some diseases and disorders and how they

are prevented and treated

• practice and support others in making healthy choices

This is evident, for example, when students:

▲ describe the basic structure and functions of human body

systems

▲ identify the harmful effects of alcohol, tobacco and other drugs

▲ explain how eating nutritionally balanced meals and snacks

▲ identify responsible health behaviors and demonstrate

strategies to improve or maintain personal health

▲ demonstrate health practices such as washing hands, covering

one’s mouth when coughing or sneezing, and brushing and

flossing teeth

▲ identify common health problems and indicate how they can be

prevented, detected and treated

▲ set a personal health goal and track progress toward its

achievement

1 Students will perform basic motor and manipulativeskills They will attain competency in a variety ofphysical activities and proficiency in a few selectcomplex motor and sports activities Students willdesign personal fitness programs to improvecardiorespiratory endurance, flexibility, muscularstrength, endurance, and body composition

• demonstrate mastery of fundamental motor,

non-l o c o m o t o r, and manipunon-lative skinon-lnon-ls, and understandfundamental principles of movement

• understand the effects of activity on the body, the risksassociated with inactivity, and the basic components ofhealth-related fitness (cardiovascular, muscle strength,muscle endurance, flexibility, and body composition)

• demonstrate and assess their fitness by performingexercises or activities related to each health-relatedfitness component, and establish personal goals toimprove their fitness

• understand the relationship between physical activityand individual well being

This is evident, for example, when students:

▲ demonstrate basic motor skills (run, climb, hop), manipulativeskills (throw, catch, strike), and non-locomotor skills (balance,weight transfer) using mature motor patterns while engaged in

a variety of activities

▲ apply the concepts and principles of human movement to thedevelopment of new skills (e.g., catching objects while moving,throwing objects using opposition)

▲ adjust performance of skill as a result of monitoring orassessing previous performance (e.g., moves closer to target orthrows at altered angle of release following toss that falls short)

▲ do additional push-ups each day to improve upper bodystrength, additional stretches to improve flexibility, andadditional running to develop cardiorespiratory fitness

▲ engage in physical activity and frequent monitoring of pulserate to reach and maintain a target heart rate for anappropriate amount of time

▲ perform appropriate warm-up and cool-down exercises beforeand after vigorous activity to avoid muscle injury

▲ set a personal physical activity goal and track progress towardits achievement

Standard 1—Personal Health and Fitness

Elementary

Health Education Physical Education

Key ideas are identified by numbers (1)

Performance indicators are identified by bullets (•)

Sample tasks are identified by triangles (▲)

STANDARD 1

1 Students will use an understanding of the elements

of good nutrition to plan appropriate diets for

themselves and others They will know and use the

appropriate tools and technologies for safe and

healthy food preparation

Students:

• understand the importance of nutritious food and how it

contributes to good health, make simple nutritious food

choices, and assist with basic food preparation

• use simple household tools safely to perform a variety of

everyday tasks

• recognize how a family contributes to personal health

This is evident, for example, when students:

▲ know the food groups as described in the food guide pyramid

and plan meals and snacks that include a nutritious balance of

foods

▲ prepare simple snacks, handling food properly, and using

utensils safely

▲ wash hands before and after handling food

▲ use age appropriate technology such as microwave for food

preparation

▲ identify ways a family helps its members maintain their health

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Elementary

Family and Consumer Sciences

3

STANDARD 1

1 Students will understand human growth and

development and recognize the relationship between

behaviors and healthy development They will

understand ways to promote health and prevent

disease and will demonstrate and practice positive

health behaviors

Students:

• integrate knowledge of basic body systems with an

understanding of the changes that accompany puberty

• apply prevention and risk reduction strategies to

adolescent health problems

• demonstrate the necessary knowledge and skills to

promote healthy adolescent development

• analyze the multiple influences which affect health

decisions and behaviors

This is evident, for example, when students:

▲ describe bodily changes that occur during adolescence

▲ demonstrate a variety of problem solving, communication and

stress management skills to address health compromising

behaviors such as fad dieting, alcohol, tobacco, and other drug

use, early sexual involvement and violent behavior

▲ predict how decisions regarding health behaviors have

consequences for self and others

▲ describe the interrelationship of social, emotional and physical

health during adolescence

▲ explain how lifestyle, family history and other factors are

related to the cause or prevention of diseases and other health

problems

1 Students will perform basic motor and manipulativeskills They will attain competency in a variety ofphysical activities and proficiency in a few selectcomplex motor and sports activities Students willdesign personal fitness programs to improvecardiorespiratory endurance, flexibility, muscularstrength, endurance, and body composition

Students:

• demonstrate competency in a variety of physical activities(games, sports, exercises) that provide conditioning foreach fitness area

• know that motor skills progress in complexity and need to

be used in the context of games and sports with additionalenvironmental constraints

• combine and integrate fundamental skills and adjust nique based on feedback, including self-assessment

tech-• understand the relationship between physical activityand the prevention of illness, disease, and prematuredeath

• develop and implement a personal fitness plan based onself-assessment and goal setting, understand physiologicalchanges that result from training, and understand thehealth benefits of regular participation in activity

• develop leadership, problem solving, cooperation, and teamwork by participating in group activities

This is evident, for example, when students:

▲ throw objects for accuracy and distance to moving targets, oruse a variety of strategies to gain offensive or defensiveadvantage in a game

▲ perform motor/movement skills in a variety of structured gamesand sport activities requiring the integration of skills (e.g., hand

or foot dribble while preventing opponent from taking ball)

▲ self-analyze a skill or strategy in order to improve performance,e.g., adjusting throw using principles of rotation and forceapplication

▲ select a variety of appropriate activities to improve one or morecomponents of health-related fitness based on a fitnessassessment

▲ monitor heart rate as a means for determining intensity andduration of activity

▲ demonstrate correct form in various physical activities toprevent injury (e.g., weight training, lifting, and climbing)

▲ analyze a partner’s performance in a movement task

▲ use video taping to assist in self assessment of a skill

Standard 1—Personal Health and Fitness

Intermediate

Health Education Physical Education

Key ideas are identified by numbers (1)

Performance indicators are identified by bullets (•)

Sample tasks are identified by triangles (▲) STANDARD 1

1 Students will use an understanding of the elements

of good nutrition to plan appropriate diets for

themselves and others They will know and use the

appropriate tools and technologies for safe and

healthy food preparation

Students:

• understand the relationships among diet, health, and

physical activities; evaluate their own eating patterns;

and use appropriate technology and resources to make

food selections and prepare simple, nutritious meals

• apply principles of food safety and sanitation

• recognize the mental, social, and emotional aspects of

good health

• apply decision making process to dilemmas related to

personal health

This is evident, for example, when students:

▲ plan a personal diet that accommodates nutritional needs,

activity level, and optimal weight

▲ prepare a meal with foods from the food groups described in the

food guide pyramid, handling food safely to avoid contamination,

and using appropriate cooking equipment safely and responsibly

▲ practice techniques to help reduce stress (e.g., time

management)

▲ identify the impact risky behavior can have on long-term goals

(e.g., health, career)

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Intermediate

Family and Consumer Sciences

5

STANDARD 1

1 Students will understand human growth and

development and recognize the relationship between

behaviors and healthy development They will

understand ways to promote health and prevent

disease and will demonstrate and practice positive

health behaviors

Students:

• understand human growth and development throughout

the life cycle

• demonstrate the necessary knowledge and skills to

promote healthy development into adulthood

• apply prevention and risk reduction strategies which can

delay the onset or reduce the risk of potential health

problems into adulthood

• evaluate how the multiple influences which affect health

decisions and behaviors can be altered

This is evident, for example, when students:

▲ analyze personal dietary patterns and develop dietary plans to

meet changing nutritional requirements

▲ evaluate a case study to determine strategies for health

enhancement and risk reduction

▲ identify the consequences associated with engaging in high risk

behaviors which compromise health, such as smoking, violent

behavior, or driving under the influence of alcohol/drugs

▲ identify the characteristics of social and emotional health which

are critical to adulthood

1 Students will perform basic motor and manipulativeskills They will attain competency in a variety ofphysical activities and proficiency in a few selectcomplex motor and sports activities Students willdesign personal fitness programs to improvecardiorespiratory endurance, flexibility, muscularstrength, endurance, and body composition

Students:

• demonstrate proficiency in selected complex physicalactivities (games, sports, exercises) that provideconditioning for each fitness area

• establish and maintain a high level of skilledperformance, demonstrate mastery of fundamentalmovement forms and skills that can contribute to dailyliving tasks, and analyze skill activities

• make physical activity an important part of their lifeand recognize such consequent benefits as self-renewal,greater productivity as a worker, more energy for familyactivities, and reduction in health care costs

• use the basic principles of skill analysis to improvepreviously acquired skills and to continue to learn newskills and activities

• know the components of personal wellness (nutrition andweight control, disease prevention, stress management,safety, and physical fitness), establish a personal profilewith fitness/wellness goals, and engage in appropriateactivities to improve or sustain their fitness

• follow a program that relates to wellness, including weightcontrol and stress management

• demonstrate competence in leading and participating ingroup activities

This is evident, for example, when students:

▲ demonstrate basic competence in a variety of physicalactivities, and intermediate to advanced competence in at leastthree activities, selected from the categories of aquatics; self-defense; dance; individual, dual, and team activities; andoutdoor pursuits

▲ demonstrate combinations of mature motor patterns as theyapply to a variety of activities, games, and sports (e.g., volleyballserve or basketball lay-up)

▲ analyze their own and others’ performance through theapplication of movement principles (e.g., adjust forward throw ofball by analysis of follow-through landing related to theprinciples of rotation and force)

▲ analyze offensive and defensive strategies in games and sports

▲ design a personal fitness/wellness program

▲ demonstrate alternative activities and assessments for related fitness components

health-▲ modify a fitness plan to accommodate space limitations,environmental conditions, and/or time constraints

▲ demonstrate a variety of skills and activities that can be enjoyedthroughout adult life

▲ use video taping to study effectiveness of an offensive/defensivestrategy

Standard 1—Personal Health and Fitness

Commencement

Health Education Physical Education

Key ideas are identified by numbers (1)

Performance indicators are identified by bullets (•)

Sample tasks are identified by triangles (▲)

STANDARD 1

1 Students will use an understanding of the elements

of good nutrition to plan appropriate diets for

themselves and others They will know and use the

appropriate tools and technologies for safe and

healthy food preparation

Students:

• apply knowledge of food choices and menus to plan a

balanced diet, use new technologies to plan and prepare

nutritious meals for a variety of dietary needs

• adjust their own diet to accommodate changing levels of

activity or to meet their nutritional needs throughout the

life cycle

• identify ways to meet basic needs of all family members

• take reasoned action toward reaching personal health

goals

This is evident, for example, when students:

▲ plan and prepare meals that meet the nutritional needs and

dietary restrictions of each family member (e.g., reduce sugar for

a diabetic, reduce fat and sodium for those at risk for heart

disease)

▲ create family menus taking into consideration budget,

individual tastes, and family schedules over a period of time

▲ use current technology for diet analysis, meal planning, and food

preparation

▲ are aware of and can access community resources available for

helping with dietary needs

▲ practice communication skills that foster positive interpersonal

relationships and optimum health for all family members

▲ apply decision making process to health-related situations

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Commencement

Family and Consumer Sciences

7

STANDARD 1

1 Students will demonstrate personally and socially

responsible behaviors They will care for and respect

themselves and others They will recognize threats to

the environment and offer appropriate strategies to

minimize them

Students:

• understand basic safety rules

• recognize potentially dangerous situations and know how

to avoid or reduce their risk

• know some personal and social skills which contribute to

individual safety

• recognize characteristics of the environment that

contribute to health

This is evident, for example, when students:

▲ describe personal safety rules to avoid such things as abuse,

abduction, poisoning, and accidents

▲ discuss how following safety rules help to protect people at

home and in the school and community

▲ apply safety rules to prevent injury

▲ demonstrate ways to avoid and reduce threatening situations

▲ identify ways to care for and show respect for self and others

▲ demonstrate refusal skills to protect health

▲ identify ways to protect and preserve a healthy environment

▲ develop a safety plan for healthy living

1 Students will demonstrate responsible personal andsocial behavior while engaged in physical activity.They will understand that physical activity providesthe opportunity for enjoyment, challenge, self-expression, and communication Students will be able

to identify safety hazards and react effectively toensure a safe and positive experience for allparticipants

Students:

• contribute to a safe and healthy environment byobserving safe conditions for games, recreation, andoutdoor activities

• come to know and practice appropriate participant andspectator behaviors to produce a safe and positiveenvironment

• work constructively with others to accomplish a variety

of goals and tasks

• know how injuries from physical activity can beprevented or treated

• demonstrate care, consideration, and respect of self andothers during physical activity

This is evident, for example, when students:

▲ handle equipment safely

▲ wear proper attire and protective gear as necessary

▲ demonstrate appropriate skill in fundamental movement tasks(e.g., lifting, carrying, climbing)

▲ properly use facilities with attention to safety hazards

▲ create a dance with a partner that combines movement to musicfrom a specific culture

▲ modify a game so that individuals with less ability mayparticipate more

▲ demonstrate self-control and the ability to cope with success andfailure

▲ take turns in playing various roles in games

▲ follow directions to perform safely and correctly

▲ accept teammates regardless of ability and treat opponents withrespect and courtesy

▲ know and demonstrate practices necessary to insure safeconditions for physical activity

▲ demonstrate responsible personal and social behavior whileengaged in physical activities

Standard 2—A Safe and Healthy Environment

Elementary

Health Education Physical Education

Key ideas are identified by numbers (1)

Performance indicators are identified by bullets (•)

Sample tasks are identified by triangles (▲)

STANDARD 2

1 Students will know the basic principles of home and

community safety They can demonstrate the skills

necessary to maintain their homes and workplaces in a

safe and comfortable condition They can provide a

safe and nurturing environment for themselves and

others

Students:

• understand some basic requirements of nurturing people

of various ages, and demonstrate appropriate ways to

interact with them

• know some conditions necessary for a safe and healthy

home and school environment and recognize the various

ways individuals contribute to that environment

This is evident, for example, when students:

▲ demonstrate procedures to be followed in case of fire, floods,

other natural disasters, or personal danger

▲ describe procedures for safe handling and storage of hazardous

materials (e.g., cleaning materials)

▲ describe aspects of a nurturing and safe environment for self

and others

▲ assist with simple classroom maintenance by disposing of litter

properly and keeping aisles and doorways free of obstacles

▲ describe safe and appropriate toys and activities for young

children at different ages

▲ demonstrate procedures for getting emergency assistance (e.g.,

calling a neighbor, 911, police)

▲ maintain personal belongings

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.

Elementary

Family and Consumer Sciences

9

STANDARD 2

1 Students will demonstrate personally and socially

responsible behaviors They will care for and respect

themselves and others They will recognize threats to

the environment and offer appropriate strategies to

minimize them

Students:

• assess potentially dangerous situations and demonstrate

the skills to avoid or reduce their risks

• demonstrate personal and social skills which enhance

personal health and safety

• understand the need for personal involvement in

improving the environment

This is evident, for example, when students:

▲ demonstrate conflict management and negotiation skills

▲ analyze how environment and personal health are inter-related

▲ analyze the possible causes of conflict among youth in schools

and communities

▲ identify strategies to avoid or reduce threatening peer situations

▲ apply safety rules in situations which have the potential for

harm

▲ demonstrate ways to care for and show respect for self and

others

▲ demonstrate accurate use of the heimlich manuver

1 Students will demonstrate responsible personal andsocial behavior while engaged in physical activity.They will understand that physical activity providesthe opportunity for enjoyment, challenge, self-expression, and communication Students will be able

to identify safety hazards and react effectively toensure a safe and positive experience for allparticipants

Students:

• understand the risks of injury if physical activity is formed incorrectly or performed in extreme

per-environmental conditions, and recognize the importance

of safe physical conditions (equipment, facilities) as well

as the emotional conditions essential for safety

• develop skills of cooperation and collaboration, as well asfairness, sportsmanship, and respect for others

• work constructively with others to accomplish a goal in agroup activity, demonstrating consideration for othersinvolved

• understand the physical and environmental dangersassociated with particular activities and demonstrateproper procedures for safe participation in games,sports, and recreational pursuits

• understand the role of physical activity, sport, and games

as a balance between cooperative and competitivebehaviors and as a possible arena in which to developand sharpen leadership and problem solving skills, andunderstand the physical, emotional, and social benefits ofparticipation in physical activities

This is evident, for example, when students:

▲ describe risks and preventive measures associated with beingphysically active in the extreme heat or cold

▲ analyze facilities and equipment in the gymnasium and fieldsfor possible safety hazards and demonstrate proper use and care

of equipment

▲ identify and take precautions to avoid hazards associated withoutdoor activities (e.g., proper clothing and equipment forhiking, cycling, cross country skiing)

▲ in group challenge activities, take various roles in turn(sometimes leading the team and sometimes supporting the team)

in order to accomplish group goals

▲ demonstrate concern for the safety of all others, includingopponents, when engaged in competitive activities

▲ demonstrate appropriate player and spectator behavior

▲ show respect to all players regardless of ability, acknowledgingthe accomplishments of the other players

▲ adhere to the rules and conventions of an activity in order toparticipate in a worthwhile competitive experience

Standard 2—A Safe and Healthy Environment

Intermediate

Health Education Physical Education

Key ideas are identified by numbers (1)

Performance indicators are identified by bullets (•)

Sample tasks are identified by triangles (▲)

STANDARD 2