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Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
Common Core Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the story and the ending
concludes the action.
ALABAMA Using captions, illustrations, and photographs to extend
meaning of written text
Respond to various types of literature read aloud.
• Focusing attention on a speaker without interrupting
• Following multistep oral directions
• Interpreting presented
information
Apply strategies of a skillful listener, including
maintaining eye contact, attending to the listening
task, and assigning meaning to the message.
Compare fictional characters and events to real-life
experiences.
ALASKA A student should be a
competent and thoughtful reader, listener, and viewer
of literature, technical materials, and a variety of
other information.
A student should understand
and respect the perspectives of others in order to
communicate effectively.
A student should be able to
think logically and reflectively in order to
present and explain positions based on relevant and
reliable information.
A student should understand
and respect the perspectives of others in order to
communicate effectively.
ARIZONA Use information gained from the illustrations and words in
a print or digital text to demonstrate understanding
of its characters, setting, or
plot.
Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel,
multimedia presentation of fiction, folktale, myth,
poem).
Recount or describe key ideas or details from a text
read aloud or information presented orally or through
other media.
Describe the overall structure of a story,
including describing how the beginning introduces the
story and the ending
concludes the action.
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Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
ARKANSAS Follow oral directions with
three or four steps
Distinguish the purpose of
various types of media presentations, including
persuasive presentations
Listen to acquire new
vocabulary
Identify/infer the purpose,
content, organization, and delivery of verbal
communication and nonverbal cues
CALIFORNIA Use information gained from the illustrations and words in
a print or digital text to demonstrate understanding
of its characters, setting, or
plot.
Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel,
multimedia presentation of fiction, folktale, myth,
poem).
Recount or describe key ideas or details from a text
read aloud or information presented orally or
through other media.
Describe the overall structure of a story,
including describing how the beginning introduces the
story and the ending
concludes the action.
COLORADO Use information gained from the illustrations and words in
a print or digital text to demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth,
poem).
Recount or describe key ideas or details from a text
read aloud or information presented orally or
through other media.
Describe the overall structure of a story,
including describing how the beginning introduces the
story and the ending concludes the action.
CONNECTICUT Use information gained from the illustrations and words in
a print or digital text to demonstrate understanding
of its characters, setting, or
plot.
Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel,
multimedia presentation of fiction, folktale, myth,
poem).
Recount or describe key ideas or details from a text
read aloud or information presented orally or
through other media.
Describe the overall structure of a story,
including describing how the beginning introduces the
story and the ending
concludes the action.
3
Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
DELAWARE Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the story and the ending
concludes the action.
FLORIDA The student develops the essential technology skills for
using and understanding
conventional and current tools, materials and
processes.
The student effectively applies listening and
speaking strategies.
The student develops and demonstrates an
understanding of media
literacy as a life skill that is integral to informed decision
making.
The student will identify and describe the elements of
story structure, including
setting, plot, character, problem, and resolution in a
variety of fiction
GEORGIA The student uses oral and visual strategies to
communicate. The student
Listens to and views a
variety of media to
acquire information.
The student listens to and views various forms of text
and media in order to gather
and share information, persuade others, and
express and understand ideas.
When responding to visual and oral texts and media
(e.g., television, radio, film
productions, and electronic media), the student:
Evaluates the role of the
media in focusing
attention and in forming an opinion.
When responding to visual and oral texts and media
(e.g., television, radio, film
productions, and electronic media), the student:
Judges the extent to
which media provide a
source of entertainment as well as a source of
information.
HAWAII Recall oral messages by noting key ideas and relating
them to the speaker's purpose
Form an opinion or draw a conclusion about key points
in oral messages
Identify techniques used to convey messages in visual
media
Use visual structures and summarize key ideas when
listening to oral messages in order to improve
comprehension
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Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
IDAHO Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the story and the ending
concludes the action.
ILLINOIS Use information gained from the illustrations and words in
a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
Analyze how visual and multimedia elements
contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of fiction, folktale, myth,
poem).
Recount or describe key ideas or details from a text
read aloud or information
presented orally or through other media.
Describe the overall structure of a story,
including describing how the
beginning introduces the story and the ending
concludes the action.
INDIANA Determine the purpose or
purposes of listening (such as to obtain information, to
solve problems, or to enjoy humor).
Give and follow three- and
four-step oral directions.
Interpret a speaker's verbal
and nonverbal messages, purposes, and perspectives.
Analyze media as sources for
information, entertainment, persuasion, interpretation of
events, and transmission of culture.
IOWA Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of fiction, folktale, myth,
poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the story and the ending
concludes the action.
5
Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
KANSAS Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the story and the ending
concludes the action.
KENTUCKY Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or
through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the
story and the ending concludes the action.
LOUISIANA Identify basic story
elements, including simple plot sequences, setting, and
simple character descriptions, in a
favorite story using pictures
and/or oral responses
Interpret information from a
variety of grade-appropriate sources, including timelines,
charts, schedules, tables, diagrams, and maps
Follow procedures (e.g.,
read, question, write a response, form groups) from
detailed oral instructions
Evaluate media for various
purposes, including: • text structure
• images/sensory details • support for main position
• background information
• opinions vs. facts • sequence of ideas and
organization
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Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
MAINE Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the story and the ending
concludes the action.
MARYLAND Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or
through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the
story and the ending concludes the action.
MASSACHUSETTS Use information gained from
the illustrations and words in
a print or digital text to demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text
read aloud or information presented orally or
through other media.
Describe the overall
structure of a story,
including describing how the beginning introduces the
story and the ending concludes the action.
7
Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
MICHIGAN Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the story and the ending
concludes the action.
MINNESOTA Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or
through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the
story and the ending concludes the action.
MISSISSIPPI Use information gained from
the illustrations and words in
a print or digital text to demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text
read aloud or information presented orally or
through other media.
Describe the overall
structure of a story,
including describing how the beginning introduces the
story and the ending concludes the action.
8
Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
MISSOURI In Communication Arts,
students in Missouri public schools will acquire a solid
foundation which includes knowledge of and proficiency
in comprehending and
evaluating the content and artistic aspects of oral and
visual presentations (such as story-telling, debates,
lectures, multi-media productions)
In Communication Arts,
students in Missouri public schools will acquire a solid
foundation which includes knowledge of and proficiency
in participating in formal and
informal presentations and discussions of issues and
ideas
In Communication Arts,
students in Missouri public schools will acquire a solid
foundation which includes knowledge of and proficiency
in identifying and evaluating
relationships between language and culture
MONTANA Identify and use effective
listening strategies
Identify basic literary
elements (setting, plot, problem/solution, character)
Recognize that media
messages are constructed using specific techniques for
specific purposes (e.g., entertain, persuade, inform)
Identify the sources of
media messages
NEBRASKA Students will build literary,
general academic, and content specific grade level
vocabulary.
Demonstrate listening skills
needed for multiple situations and modalities
(e.g., electronic, one-to-one,
small/large group, presentation)
Listen, ask questions to
clarify, and take notes to ensure accuracy of
information
Listen to, summarize, and
explain thoughts, ideas, and information being
communicated
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Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
NEVADA Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the story and the ending
concludes the action.
NEW
HAMPSHIRE
Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or
through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the
story and the ending concludes the action.
NEW JERSEY Use information gained from
the illustrations and words in
a print or digital text to demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text
read aloud or information presented orally or
through other media.
Describe the overall
structure of a story,
including describing how the beginning introduces the
story and the ending concludes the action.
NEW MEXICO Locate and use a variety of resources to acquire
information across the curriculum.
Demonstrate critical thinking skills to comprehend written,
spoken, and visual information.
Use language, literature and media to gain and
demonstrate awareness of cultures around the
world.
Listen to, read, react to, and interpret information
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Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
NEW YORK Students will read, write,
listen, and speak for information and
understanding.
Students will read, write,
listen, and speak for literary response and expression.
Students will read, write,
listen, and speak for critical analysis and evaluation.
NORTH
CAROLINA
The learner will develop and
apply strategies and skills to
comprehend text that is read, heard, and viewed.
The learner will make
connections through the use
of oral language, written language, and media and
technology.
The learner will develop and
apply enabling strategies
and skills to read and write.
NORTH DAKOTA Describe the elements of a
fiction text i.e., setting, characters, events, problem,
and resolution/solution
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of
fiction, folktale, myth, poem).
Use a variety of text
comprehension strategies to improve and monitor
understanding i.e., building background, main
idea/details, fact/opinion,
predicting, questioning, synthesizing, inferring,
summarizing, visualizing/verbalizing, and
analyzing
Explain elements of a story
i.e., characters, events, setting, and ending
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Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
OHIO Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or
plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel,
multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the story and the ending
concludes the action.
OKLAHOMA Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or
through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the
story and the ending concludes the action.
OREGON Use information gained from
the illustrations and words in
a print or digital text to demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text
read aloud or information presented orally or
through other media.
Describe the overall
structure of a story,
including describing how the beginning introduces the
story and the ending concludes the action.
PENNSYLVANIA Use media and technology resources for directed and
independent learning activities.
Select media sources to locate information.
Use media and technology resources for problem
solving, self-directed learning, and extended
learning activities.
Understand and evaluate media as a source of
information and entertainment.
12
Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
RHODE ISLAND In oral communication,
students demonstrate interactive listening by ...
Following multi-step verbal instructions and directions
(e.g., to answer questions,
to perform tasks)
In oral communication,
students demonstrate interactive listening by ...
Conversing, and asking questions about content
(e.g., stories, songs or
poems)
In oral communication,
students demonstrate interactive listening by ...
Summarizing, paraphrasing, questioning, or contributing
to information presented
In oral communication,
students demonstrate interactive listening by ...
Reaching consensus to solve a problem, make a decision,
or achieve a goal (Local)
SOUTH
CAROLINA
Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text.
Recount or describe key
ideas or details from a text read aloud or information
presented orally or
through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the
story and the ending concludes the action.
SOUTH DAKOTA Students can identify the
purpose and content of a presentation through
listening and viewing.
Students can explain the
purpose and content of the presentation.
Students can select and
organize relevant information gathered
through listening and viewing.
Students can repeat and
follow four-step oral directions.
TENNESSEE Develop critical listening
skills essential for comprehension, problem
solving, and task completion.
Listen attentively to speaker
for specific information.
Understand and follow multi-
step oral directions.
Continue to develop critical
listening skills necessary for comprehension and
task completion.
TEXAS Students work productively
with others in teams.
Students are expected to
follow agreed-upon rules for discussion, including
listening to others, speaking when recognized, and
making appropriate contributions.
Students are expected to
participate in teacher- and student-led discussions by
posing and answering questions with appropriate
detail and by providing suggestions that build upon
the ideas of others.
Students are expected to
participate in student-led discussions by eliciting and
considering suggestions from other group members and
by identifying points of agreement and
disagreement.
13
Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
UTAH Use multiple resources to
learn new words by relating them to known words and/or
concepts.
Learn new words through
listening and reading widely.
Develop language through
listening and speaking.
Develop language through
viewing media and presenting.
VERMONT Use information gained from
the illustrations and words in
a print or digital text to demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth,
poem).
Recount or describe key
ideas or details from a text
read aloud or information presented orally or
through other media.
Describe the overall
structure of a story,
including describing how the beginning introduces the
story and the ending concludes the action.
VIRGINIA Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements contribute to the meaning,
tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
Recount or describe key
ideas or details from a text read aloud or information
presented orally or
through other media.
Describe the overall
structure of a story, including describing how the
beginning introduces the
story and the ending concludes the action.
WASHINGTON Use information gained from
the illustrations and words in
a print or digital text to demonstrate understanding
of its characters, setting, or plot.
Analyze how visual and
multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel, multimedia presentation of
fiction, folktale, myth,
poem).
Recount or describe key
ideas or details from a text
read aloud or information presented orally or
through other media.
Describe the overall
structure of a story,
including describing how the beginning introduces the
story and the ending concludes the action.
14
Adventure to Fitness – Medieval Madness Education Standards
STATE Language Arts Language Arts Language Arts Language Arts
WEST VIRGINIA Recount or describe key
ideas or details from a text read aloud or information
presented orally or through other media.
Ask and answer questions
about what a speaker says in order to clarify
comprehension, gather additional information or
deepen understanding of a
topic or issue.
Summarize a written text
read aloud or information presented in diverse media
and formats, including visually, quantitatively and
orally.
Summarize the points a
speaker makes and explain how each claim is supported
by reasons and evidence.
WISCONSIN Use information gained from the illustrations and words in
a print or digital text to demonstrate understanding
of its characters, setting, or
plot.
Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a text
(e.g., graphic novel,
multimedia presentation of fiction, folktale, myth,
poem).
Recount or describe key ideas or details from a text
read aloud or information presented orally or
through other media.
Describe the overall structure of a story,
including describing how the beginning introduces the
story and the ending
concludes the action.
WYOMING Students engage with a variety of literature/ media.
Students follow simple one-step directions using actions,
words, symbols, pictures,
objects, and/ or logos.
Students demonstrate understanding of literary and
informational texts.
Students follow simple two-step directions using words,
symbols, pictures, objects,
and/or logos.
15
Adventure to Fitness – Medieval Madness Education Standards
STATE HEALTH HEALTH HEALTH
NATIONAL Standard 1: Students will comprehend
concepts related to health promotion and disease prevention to enhance
health.
Standard 2: Students will analyze the
influence of family, peers, culture, media, technology, and other factors
on health behaviors.
Standard 3: Students will
demonstrate the ability to access valid information, products, and services to
enhance health.
Standard 4: Students will
demonstrate the ability to use interpersonal communication skills to
enhance health and avoid or reduce health risks.
Standard 7: Students will
demonstrate the ability to practice health-enhancing behaviors and avoid
or reduce health risks.
Standard 8: Students will
demonstrate the ability to advocate for personal, family, and community
health.
ALABAMA Explain relationships among nutrition, health, and wellness.
-Describing how media, culture, and availability influence food choices
Identify benefits of adequate sleep, nutrition, and exercise for the body.
Describe the major components of MyPyramid, including food groups,
number of servings, variety of foods,
nutrients, and physical activity. • Distinguishing between healthy and
unhealthy dietary patterns
ALASKA A student should be able to acquire a
core knowledge related to
well-being.
A student should be able to
demonstrate responsibility for the
student’s well-being.
A student should understand how
well-being is affected by relationships
with others.
ARIZONA Students use the health skill of
analyzing the influence of culture,
media, technology, and other factors on health.
Students demonstrate the health skill
of practicing health-enhancing
behaviors and reduce health risks.
Students will comprehend concepts
related to health promotion and
disease prevention.
ARKANSAS Students shall demonstrate the ability to use decision-making, goal-setting,
and interpersonal communication
skills to enhance relationships and promote holistic wellness.
Students shall understand concepts related to nutrition and develop skills
for making healthy food choices.
Students shall recognize and practice health-enhancing behaviors to avoid
or reduce health risks.
16
Adventure to Fitness – Medieval Madness Education Standards
STATE HEALTH HEALTH HEALTH
CALIFORNIA All students will demonstrate the
ability to analyze internal and external influences that affect health.
All students will demonstrate the
ability to practice behaviors that reduce risk and promote health.
All students will demonstrate the
ability to access and analyze health information, products, and services.
COLORADO Analyze internal and external factors that influence mental and emotional
health
Apply personal safety knowledge and skills to prevent and treat intentional
or unintentional injury
Apply knowledge and skills related to health promotion, disease prevention,
and health maintenance
CONNECTICUT Analyze the influence of culture, media, technology and other factors
on health
Demonstrate competency in motor skills and movement patterns needed
to perform a variety of physical
activities
Demonstrate the ability to practice health-enhancing behaviors to reduce
health risks
DELAWARE Students will analyze the influence of
family, peers, culture, media, technology and other factors on
health behaviors.
Students will demonstrate the ability
to practice health-enhancing behaviors and avoid or reduce health
risks. (self-management)
Students will understand essential
health concepts in order to transfer knowledge into healthy actions for
life.
FLORIDA Analyze the influence of family, peers,
culture, media, technology, and other
factors on health behaviors.
Demonstrate the ability to practice
advocacy, health-enhancing
behaviors, and avoidance or reduction of health risks for oneself.
Comprehend concepts related to
health promotion and disease
prevention to enhance health.
GEORGIA Students will analyze the influence of family, peers, culture, media,
technology, and other factors on health behaviors.
Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health risks.
Students will comprehend concepts related to health promotion and
disease prevention to enhance health.
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STATE HEALTH HEALTH HEALTH
HAWAII Understand the influences of culture,
family, peers, media, technology, and other factors on health
Practice health enhancing behaviors
and reduce health risks
Understand concepts related to health
promotion and disease prevention
IDAHO Students will analyze the influence of
family, peers, culture, media, technology, and other factors on
health behavior.
Students will demonstrate the ability
to practice health-enhancing behaviors and avoid or reduce health
risks.
Students will comprehend core
concepts related to health promotion and disease prevention to enhance
health including: Alcohol, Tobacco
and Other Drugs; Nutrition and Physical Activity, Injury Prevention
and Safety; Mental, Emotional and Social Health; Prevention and Control
of Disease; Consumer and Community Health; Growth, Development and
Family Life; and Environmental
Health.
ILLINOIS Promote and enhance health and
well-being through the use of
effective communication and decision-making skills.
Understand human body systems and
factors that influence growth and
development.
Understand principles of health
promotion and the prevention and
treatment of illness and injury.
INDIANA Students will analyze the influence of family, peers, culture, media,
technology and other factors on health behaviors.
Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health risks.
Students will comprehend concepts related to health promotion and
disease prevention to enhance health.
IOWA Identify influences that affect
personal health and the health of others.
Demonstrate behaviors that foster
healthy, active lifestyles for individuals and the benefit of society.
Understand and use basic health
concepts to enhance personal, family, and community health.
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Adventure to Fitness – Medieval Madness Education Standards
STATE HEALTH HEALTH HEALTH
KANSAS The student will analyze the influence
of culture, media, technology, and other factors on health.
The student will demonstrate the
ability to practice health-enhancing behaviors and reduce health risks.
The student will comprehend
concepts related to health promotion and disease prevention as related to:
(a) nutrition
KENTUCKY The student will analyze the influence
of culture, media, technology, and other factors on health.
The student will demonstrate the
ability to practice health-enhancing behaviors and reduce health risks.
The student will comprehend
concepts related to health promotion, disease prevention, and safety
practices.
LOUISIANA The student will analyze the influence of culture, media, technology, and
other factors on health.
Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health risks.
Students will comprehend concepts related to health promotion and
disease prevention to enhance health.
MAINE The student will analyze the influence
of culture, media, technology, and other factors on health.
Students will demonstrate the ability
to practice health-enhancing behaviors and avoid or reduce health
risks.
Students will comprehend concepts
related to health promotion and disease prevention to enhance health.
MARYLAND Students will demonstrate the ability to use human development
knowledge, social skills, and health enhancing strategies to promote
positive relationships and health growth and development throughout
the life cycle.
Students will demonstrate the ability to use nutrition and fitness
knowledge, skills, and strategies to promote a healthy lifestyle.
Students will demonstrate the ability to use mental and emotional health
knowledge, skills, and strategies to enhance wellness.
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Adventure to Fitness – Medieval Madness Education Standards
STATE HEALTH HEALTH HEALTH
MASSACHUSETTS Students will, by repeated practice,
acquire and refine a variety of manipulative, locomotor, and non-
locomotor movement skills, and will utilize principles of training and
conditioning, will learn biomechanics
and exercise physiology, and will apply the concept of wellness to their
lives.
Students will gain the knowledge and
skills to select a diet that supports health and reduces the risk of illness
and future chronic diseases.
Students will gain knowledge of the
interdependence between the environment and physical health, and
will acquire skills to care for the environment.
MICHIGAN All students will analyze the influence
of family, peers, culture, media, and
technology on health.
All students will practice health-
enhancing behaviors and avoid or
reduce health risks.
All students will demonstrate
advocacy skills for enhanced personal,
family, and community health.
MINNESOTA The student will analyze the influence
of culture, media, technology, and
other factors on health.
Students will demonstrate the ability
to practice health-enhancing
behaviors and avoid or reduce health risks.
Students will comprehend concepts
related to health promotion and
disease prevention to enhance health.
MISSISSIPPI The student will analyze the influence of culture, media, technology, and
other factors on health.
Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health
risks.
Students will comprehend concepts related to health promotion and
disease prevention to enhance health.
MISSOURI Principles and practices of physical
and mental health (such as personal
health habits, nutrition, stress management)
Principles of movement and physical
fitness
Consumer health issues (such as the
effects of mass media and
technologies on safety and health)
MONTANA Students apply movement concepts and principles while learning and
developing motor skills.
Students achieve and maintain a challenging level of health-related
physical fitness.
Students have a basic knowledge and understanding of concepts that
promote comprehensive health.
NEBRASKA Students will analyze the influence of
family, culture, media, technology, and other factors on health.
Students will comprehend concepts
related to healthy lifestyles and disease prevention.
Students will demonstrate the ability
to practice health-enhancing behaviors and eliminate/reduce health
risks.
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Adventure to Fitness – Medieval Madness Education Standards
STATE HEALTH HEALTH HEALTH
NEVADA The student will analyze the influence
of culture, media, technology, and other factors on health.
Students will demonstrate the ability
to practice health-enhancing behaviors and avoid or reduce health
risks.
Students will comprehend concepts
related to health promotion and disease prevention to enhance health.
NEW HAMPSHIRE
Students need to know benefits of healthful eating (short-term and long-
term benefits and risks)
Students need to know how to select variety and proportions of foods
(consistent with Food Guide Pyramid)
Students need to know benefits of consuming more water, fruits,
vegetables, grains, and calcium-rich foods
NEW JERSEY The student will analyze the influence
of culture, media, technology, and other factors on health.
Students will demonstrate the ability
to practice health-enhancing behaviors and avoid or reduce health
risks.
Students will comprehend concepts
related to health promotion and disease prevention to enhance health.
NEW MEXICO The student will analyze the influence
of culture, media, technology, and
other factors on health.
Students will demonstrate the ability
to practice health-enhancing
behaviors and avoid or reduce health risks.
Students will comprehend concepts
related to health promotion and
disease prevention to enhance health.
NEW YORK Students will have the necessary
knowledge and skills to establish and maintain physical fitness, participate
in physical activity, and maintain personal health.
Students will acquire the knowledge
and ability necessary to create and maintain a safe and healthy
environment.
Students will understand and be able
to manage their personal and community resources.
NORTH
CAROLINA
The learner will apply knowledge and
behavior self-management skills to areas of nutrition and physical activity
for healthy growth, development, and
maintenance.
The learner will develop knowledge
and skills to enhance mental and emotional well-being.
The learner will develop knowledge
and skills to enhance personal and consumer health.
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Adventure to Fitness – Medieval Madness Education Standards
STATE HEALTH HEALTH HEALTH
NORTH DAKOTA Students understand concepts related
to the promotion of health and the prevention of disease.
Students understand the effect of
external factors on the health of individuals, families, communities,
and the environment.
Students demonstrate the ability to
access, use, and evaluate health-related information, products, and
services.
OHIO The student will analyze the influence
of culture, media, technology, and other factors on health.
Students will demonstrate the ability
to practice health-enhancing behaviors and avoid or reduce health
risks.
Students will comprehend concepts
related to health promotion and disease prevention to enhance health.
OKLAHOMA The student will analyze the influence of culture, media, technology, and
other factors on health.
Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health risks.
Students will comprehend concepts related to health promotion and
disease prevention to enhance health.
OREGON Acquire knowledge and skills to
determine how protecting the environment impacts health for
individuals and society.
Acquire knowledge and skills to
understand the role physical activity has in promoting health.
Acquire knowledge and skills to
understand and practice healthful nutrition that contributes to growth
and energy and helps prevent chronic
diseases.
PENNSYLVANIA Identify and engage in physical activities that promote physical fitness
and health.
Know the positive and negative effects of regular participation in
moderate to vigorous physical activities.
Know and recognize changes in body responses during moderate to
vigorous physical activity (heart rate and breathing rate).
RHODE ISLAND The student will analyze the influence of culture, media, technology, and
other factors on health.
Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health
risks.
Students will comprehend concepts related to health promotion and
disease prevention to enhance health.
SOUTH
CAROLINA
The student will analyze the influence
of family, peers, culture, media, technology, and other factors on
health behaviors.
The student will demonstrate the
ability to practice health-enhancing behaviors and to avoid or reduce
health risks.
The student will comprehend
concepts related to health promotion to enhance health.
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Adventure to Fitness – Medieval Madness Education Standards
STATE HEALTH HEALTH HEALTH
SOUTH DAKOTA The student will analyze the influence
of culture, media, technology, and other factors on health.
Students will demonstrate the ability
to practice health-enhancing behaviors and avoid or reduce health
risks.
Students will comprehend concepts
related to health promotion and disease prevention to enhance health.
TENNESSEE The student will understand the relationship of physical activity and
rest to healthy living.
The student will understand the relationship of nutrition to healthy
living.
The student will demonstrate the ability to implement decision making
and goal setting skills to promote his/her personal health and wellness,
thereby enhancing quality of life for himself/herself and those around
him/her.
TEXAS The student understands that
personal health decisions and
behaviors affect health throughout the life span.
The student recognizes factors that
influence the health of an individual.
The student recognizes the influence
of media and technology on personal
health.
UTAH The students will understand how a healthy diet and exercise can increase
the likelihood of physical and mental wellness.
The students will understand and respect self and others related to
human development and relationships.
The students will adopt behaviors to maintain personal health and safety
and develop appropriate strategies to resolve conflict.
VERMONT Students will show understanding of
how culture, media, peers, family, and other factors influence healthy
behaviors.
Students will understand how to
reduce their health risks through the practice of healthy behaviors.
Students will demonstrate the ability
to set personal goals to enhance health.
VIRGINIA The student will explain that personal
health decisions and health habits
influence health and wellness throughout life.
The student will explain how nutrition
affects personal health and academic
achievement.
The student will access and use
health resources to improve personal
and family health.
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Adventure to Fitness – Medieval Madness Education Standards
STATE HEALTH HEALTH HEALTH
WASHINGTON The student acquires the knowledge
and skills necessary to maintain an active life: Movement, physical
fitness, and nutrition.
The student analyzes and evaluates
the impact of real-life influences on health.
The student effectively analyzes
personal information to develop individualized health and fitness
plans.
WEST VIRGINIA Students will analyze the influence of family, peers, culture, media,
technology and other factors on health behaviors.
Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health risks.
Students will comprehend concepts related to health promotion and
disease prevention to enhance health.
WISCONSIN Students in Wisconsin will demonstrate the ability to access valid
health information and services.
Students in Wisconsin will practice behaviors to promote health, prevent
disease, and reduce health risks.
Students in Wisconsin will understand concepts related to personal health
promotion and disease prevention.
WYOMING Students will analyze the influence of family, peers, culture, media,
technology and other factors on
health behaviors.
Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health
risks.
Students will comprehend concepts related to health promotion and
disease prevention to enhance health.
24
Adventure to Fitness – Medieval Madness Education Standards
STATE SCIENCE
ALABAMA Identifying simple machines, including the inclined plane, lever, pulley, wedge, screw, and wheel and axle
ALASKA Develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base.
ARIZONA Examine forces and motion through investigations using simple machines (e.g., wedge, plane, wheel and axle, pulley,
lever).
ARKANSAS Relate simple machines to inventions and discoveries
CALIFORNIA Students know tools and machines are used to apply pushes and pulls (forces) to make things move.
COLORADO Recognize and investigate cause-and-effect relationships in everyday experiences - pushing, pulling, kicking, rolling, or blowing objects
CONNECTICUT Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural
phenomena.
DELAWARE People have invented new technologies to solve problems.
FLORIDA Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
GEORGIA Choose appropriate common materials for making simple mechanical constructions and repairing things.
HAWAII Discover, invent, and investigate using the skills necessary to engage in the scientific process
IDAHO Explain how the shape or form of an object or system is frequently related to its use or function.
ILLINOIS Identify an innovative technological design from ordinary surroundings or circumstances.
INDIANA Describe both in writing and verbally, objects as accurately as possible and compare observations with those of other people.
IOWA Students can understand and apply the processes and skills of scientific inquiry.
KANSAS The student will experience science as full inquiry. In the elementary grades, students begin to develop the physical
and intellectual abilities of scientific inquiry.
KENTUCKY Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
LOUISIANA The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
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Adventure to Fitness – Medieval Madness Education Standards
STATE SCIENCE
MAINE Students understand the history and nature of scientific knowledge and technology, the processes of inquiry and
technological design, and the impacts science and technology have on society and the environment.
MARYLAND Seek better reasons for believing something than "Everybody knows that..." or "I just know" and discount such
reasons when given by others.
MASSACHUSETTS Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists.
MICHIGAN Generate questions based on observations.
MINNESOTA Scientific inquiry is a set of interrelated processes incorporating multiple approaches that are used to pose questions about the natural world and investigate phenomena.
MISSISSIPPI Develop abilities necessary to conduct scientific investigations.
MISSOURI Use quantitative and qualitative data as support for reasonable explanations.
MONTANA Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.
NEBRASKA Students will combine scientific processes and knowledge with scientific reasoning and critical thinking to ask
questions about phenomena and propose explanations based on gathered evidence.
NEVADA Students know how to plan and conduct a safe and simple investigation.
NEW HAMPSHIRE Describe how most things are made up of multiple parts and explain that things may not work if some parts are
missing.
NEW JERSEY All students will understand that science is both a body of knowledge and an evidence-based, model-building
enterprise that continually extends, refines, and revises knowledge.
NEW MEXICO Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically.
NEW YORK Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved.
NORTH CAROLINA The learner will observe and conduct investigations to build an understanding of changes in properties.
NORTH DAKOTA Identify details of an object’s form which determine its function (e.g., webbed feet for use in water, human feet for
walking, shovel for scooping dirt, a rake for collecting leaves, tape measure and ruler to measure distance)
OHIO Processes of energy transfer and transformation are introduced.
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Adventure to Fitness – Medieval Madness Education Standards
STATE SCIENCE
OKLAHOMA Experimenting is a method of discovering information. It requires making observations and measurements to test
ideas.
OREGON Engineering design is a process used to design and build things to solve problems or address needs.
PENNSYLVANIA Describe the positive and negative, intended and unintended, effects of specific scientific results or technological developments.
RHODE ISLAND Demonstrate and identify reasons for the development of technology and its effects on humankind.
SOUTH CAROLINA The student will demonstrate an understanding of scientific inquiry, including the foundations of technological design and the processes, skills, and mathematical thinking necessary to conduct a controlled scientific investigation.
SOUTH DAKOTA Explain science as a process involving asking and answering questions.
TENNESSEE Describe how tools, technology, and inventions help to answer questions and solve problems.
TEXAS The student knows that energy, force, and motion are related and are a part of their everyday life.
UTAH Students will be able to use Science Process and Thinking Skills.
VERMONT Students raise scientifically oriented questions that can be answered through observations, experimentation and/or
research.
VIRGINIA Develop an understanding of the interrelationship of science with technology, engineering and mathematics.
WASHINGTON Technology involves changing the natural world to meet human needs or wants.
WEST VIRGINIA Students will demonstrate an understanding of science as a human endeavor encompassing the contributions of
diverse cultures and scientists.
WISCONSIN Acquire information about people who have contributed to the development of major ideas in the sciences and learn
about the cultures in which these people lived and worked.
WYOMING Students recognize the nature and history of science.