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GORHAM PUBLIC SCHOOLS PAGE 1 HEALTH AND PHYSICAL EDUCATION CURRICULUM 11/21/2011

Health and Physical Education

CURRICULUM REVIEW YEAR 2010-2011

K – GRADE 12

TABLE OF CONTENTS PAGE Health and Physical Education Curriculum Philosophy 2 Health and Physical Education K – 12 Curriculum Committee 2 Health and Physical Education Standards 3 Health and Physical Education Course Descriptions 4 Health and Physical Education Course Overviews 6 Unit Planning Process Overview 9 K – Grade 2 Curriculum 12 Grades 3 – 5 Curriculum 21 Grades 6 – 8 Curriculum 30 Grades 9 – 12 Curriculum 39


Health and Physical Education Philosophy The Gorham School Health Department, in collaboration with the Gorham community, is dedicated to providing positive learning experiences for the development of students’ understanding of the comprehensive school health program. As a result, students will have knowledge and skills so that they may lead productive, satisfying lifestyles. The content areas of health education include knowledge of community, environmental, consumer, and personal health (social and emotional growth), prevention and control of diseases, substance abuse, nutrition, family life, safety and accident prevention, and human growth and development. With community support, our goal is to strive toward a high quality of life for each student as we focus on prevention and making healthy choices for now and in the future. Physical education is viewed as an integral part of the educational structure. Embedded in the curriculum, students develop skills which will empower them to successfully participate in regular, life-long physical activities. Through physical education, students are given the unique opportunity to experience leadership, sportsmanship, cooperation, and self-determination - all skills which will enable students to be successful in real life experiences. We believe physical education contributes to the development of the total child including psychomotor, cognitive and affective domains. Health and Physical Education K - 12 Grade Curriculum Committee

K – Grade 2 Grades 3 – 5 Grades 6 – 8 Grades 9 – 12 Facilitator Frank DeFrancesco Kathy Stager

Gary Speed SRO Mark Sanborn

Dave Kilborn Martha LaViolet Denis Albert

Rocky Myers Kim Turner Sarah Drury

Kim Slipp


Health and Physical Education Standards HEALTH EDUCATION*

A. HEALTH CONCEPTS Students will understand health promotion and disease prevention concepts.

B. HEALTH INFORMATION, SERVICES, AND PRODUCTS

Students will know how to acquire valid information about health issues, services, and products.

C. HEALTH PROMOTION AND RISK REDUCTION Students will understand how to reduce their health risks through the practice of healthy behaviors.

D. INFLUENCES ON HEALTH

Students will understand how media techniques, cultural perspectives, technology, peers, and family influence behaviors that affect health.

E. COMMUNICATION AND ADVOCACY SKILLS

Students will understand that skillful communication can contribute to better health for them, their families, and the community.

F. DECISION MAKING AND GOAL-SETTING SKILLS

Students will learn how to set personal goals and make decisions that lead to better health. PHYSICAL EDUCATION*

G. MOVEMENT/MOTOR SKILLS AND KNOWLEDGE Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

H. PHYSICAL FITNESS ACTIVITIES AND KNOWLEDGE

Students demonstrate and apply fitness concepts.

I. PERSONAL AND SOCIAL SKILLS and KNOWLEDGE* Students will demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.


Health and Physical Education Course Descriptions TITLE OF COURSE: PRE-REQUISITE: GRADE LEVEL: LENGTH OF INSTRUCTION: LENGTH OF COURSE: CREDIT AWARDED:

Kindergarten Health None K 1 Year N/A

TITLE OF COURSE: PRE-REQUISITE: GRADE LEVEL: LENGTH OF INSTRUCTION: LENGTH OF COURSE: CREDIT AWARDED:

Grade 2 Physical Education Grade 1 2 1 Year N/A


Kindergarten Physical Education None K N/A


Grade 3 Health 3 N/A






Grade 1 Physical Education K 1 1 Year N/A











Grade 7 Physical Education Grade 6 7 daily (one 7-week rotation/year) 7 weeks N/A




Grade 8 Health Grade 7 8 50 minutes, 5 days 6 weeks N/A


Grade 6 Health 6 50 minutes, 5 days 9 weeks N/A


Grade 8 Physical Education Grade 7 8 daily (one quarter/year) 9 weeks N/A


Grade 6 Physical Education Grade 5 6 daily (one 7-week rotation/year) 7 weeks N/A


Health Education Grade 8 9 – 12 (10) 270 minutes/week 18 Weeks .5


Grade 7 Health Grade 6 7 50 minutes, 5 days 7 weeks N/A


Physical Education Grade 8 9 - 12 270 minutes/week 18 weeks .5 (grade 9) .5 (grades 10-12)


Health and Physical Education Course Overviews Kindergarten In Kindergarten students will participate in activities that will develop muscular strength and endurance, cardio-respiratory endurance, flexibility, agility, and skills of coordination. Kindergarten students will develop self-confidence and a positive self-image, learn to appreciate and enjoy a variety of movements, transfer physical education learning into life-long habits, and maintain proper safety practices. The Kindergarten health program focuses on school safety and personal health habits related to disease prevention. Students will also identify health helpers within the community. Grade 1 Grade 1 students will participate in activities that will develop muscular strength and endurance, cardio-respiratory endurance, flexibility, agility, and skills of coordination. First Graders will develop self-confidence and a positive self-image, learn to appreciate and enjoy a variety of movements, transfer physical education learning into life-long habits, and maintain proper safety practices. The grade 1 health program expands on school safety and introduces home safety. Personal health habits focus on the prevention of common illnesses. Grade 2 Grade 2 students will participate in activities that will develop muscular strength and endurance, cardio-respiratory endurance, flexibility, agility, and skills of coordination. Second grade students will develop self-confidence and a positive self-image, learn to appreciate and enjoy a variety of movements, transfer physical education learning into life-long habits, and maintain proper safety practices. The grade 2 health program continues to develop personal safety concepts including universal precaution measures. Personal health habits at this level include coping strategies, dental health, physical activity and proper nutrition. Grade 3 Students will participate in activities that will develop muscular strength and endurance, cardio-respiratory endurance, flexibility, agility, and skills of coordination. Third grade students will participate in sports, indoor/outdoor games, team building, climbing a rock wall, and health and fitness activities. The third grade health program expands on personal safety to include firearm awareness. Personal health habits at this level include problem solving strategies and decision-making skills. Disease prevention topics expand to include HIV/AIDS.


Grade 4 Students will participate in activities that will develop muscular strength and endurance, cardio-respiratory endurance, flexibility, agility, and skills of coordination. Fourth grade students will participate in sports, indoor/outdoor games, team building, climbing a rock wall, and health and fitness activities. Grade 4 health continues to develop personal safety concepts including rules for being home alone, social skills and water safety. Growth and development will focus on early body changes associated with puberty. Physical activity and proper nutrition will continue to be emphasized. Grade 5 Students will participate in activities that will develop muscular strength and endurance, cardio-respiratory endurance, flexibility, agility, and skills of coordination. Fifth grade students will participate in sports, indoor/outdoor games, team building, climbing a rock wall, and health and fitness activities. Grade 5 health expands on growth and development to include human reproduction, hygiene, puberty, and sexually transmitted infections. Nutrition related diseases become a focus, while the DARE program explores substance use and abuse prevention. Grade 6 The goal of this physical education course is to expand the student’s knowledge of a variety of team and individual sports, as well as to encourage the socialization and cooperation between students. Moreover, students continue to strengthen and/or master basic skills and begin to review lifetime sports and activities for lifetime wellness planning. The sixth grade health program emphasizes self-image, six-dimensions of health, substance use and abuse prevention growth and development, decision-making and refusal skills. Grade 7 The goal of this physical education course is to expand the student’s knowledge of a variety of team and individual sports, as well as to encourage the socialization and cooperation between students, Moreover, students continue to strengthen and/or master basic skills and begin to review lifetime sports activities for lifetime wellness planning. Students will begin work on creating a fitness plan and spending time utilizing this plan in class. The seventh grade health program reviews the anatomy and physiology of the reproductive system. This includes disease prevention strategies, abstinence education, contraception, pregnancy and birth. Students will understand how food choices affect the quality of life. Students will explain how healthy behaviors reduce their chances of developing a disease. Students will practice identifying resources from school and community that provide valid health information.


Grade 8 The goal of the eighth grade physical education course is to expand the student’s knowledge of team and individual sports, as well as to encourage the socialization and cooperation between students. Moreover, students continue to strengthen and/or master basic skills and begin to review lifetime sports and activities for lifetime wellness planning. The students will continue to work on their fitness plan and goal setting to increase their ability to be lifelong learners. The eighth grade health program emphasizes injury prevention strategies and first aid techniques including CPR. Proper nutrition is taught through food preparation. Grades 9-12 Health Education The goal of secondary health is to provide the students with accurate information to help them make informed, educated decisions on many health related issues relevant to them. This is accomplished by focusing on decision making skills and strategies as they relate to health promotion and disease prevention both in the short-term and the long-term. An oral health project addresses these concerns and how decisions we make today will have an impact on our lives and health. We study how to reduce our risks by setting personal goals and practicing healthy behaviors. As part of the program we use communication skills, role playing, group and individual projects, guest speakers and videos to help students analyze and evaluate their success. Grades 9-12 Physical Education Grade 9 This class is designed for all first year students at Gorham High School. This course is focused on individual fitness, team building activities, and team sports. The focus on individual fitness includes: current fitness-level evaluations, review of the five health-related fitness components, understanding of the principles of training, and development of a personal fitness plan. Team building activities are presented through a Project Adventure unit. Students learn to be part of a group through diverse problem-solving dynamics. This unit will focus on the development of decision-making skills, leadership traits, and social interaction skills. The final portion of the course is a brief sampling of various activities which fall under the umbrella of team sports. These include but are not limited to: flag football, lacrosse, soccer, softball, ultimate Frisbee, volleyball, badminton, basketball and tennis. These activities allow students to develop skill while interacting with others in a responsible manner. Grades 10-12 This course allows students to get more in depth information and skill practice on various activities. Students are encouraged to participate in daily physical activity. Emphasis is on the realization that personal health is essential in their adult lives. Every effort is made to modify the class to meet individual needs and play games at the adult level. A concerted effort is made to create an environment that is relaxed and make fitness enjoyable to all students.


Unit Planning Process Overview

ü Implementation of Curriculum This curriculum document will be implemented for the 2010 – 2011 school year and will continue to be used for the next five years. This document represents the learning results in terms of essential knowledge and essential skills for each grade span and level; however, the Gorham Curriculum has three major components that must be connected using the unit planning process. These four components include:

§ Standards – a clear articulation of what our students are expected to know and be able to do § Assessment – tools and activities used to collect information about student learning § Methodology – identification of instructional strategies and practices utilized for instruction § Vocabulary – key words or phrases used within a unit of study that need explanation

ü Unit Plan Format Unit plans provide a teacher usable, student-centered approaches to curriculum. The combination of items in a typical unit plan will provide us with a clear perspective on both assessment and methodology aligned with our written curriculum standards. Our unit design template includes: (sample design template below)

§ Content standards § Essential understandings § Essential Questions § Essential knowledge and skills § Assessment evidence § Unit vocabulary § Tools and resources § Notes

ü Updating the Curriculum Throughout implementation, units of study may be revised. All changes will be recorded and maintained for future curriculum cycle review years.


Unit Planning

Unit Title: Grade Level:

Content Standard(s) measured: (may include performance indicators)

Essential Question(s): (what arguable, recurring, and thought-provoking questions will guide inquiry and point toward the essence of the unit?)

Essential Understanding(s): (what is the key knowledge and skill needed to develop the essential understanding? What knowledge and skill relates to the content standards on which the unit is built?) Students will know… Students will be able to…


Assessment Evidence: (what evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the standards met?)

Unit Vocabulary: (key terms that are essential to understanding) Tools and Resources: (materials, web sites, readings, etc. that will assist in the development of this unit)

Notes: (to help inform users of the unit over time)


K – Grade 2 Curriculum

Gorham Public Schools Kindergarten – Grade 2 Health and Physical Education Curriculum

HEALTH EDUCATION

Standard A: HEALTH CONCEPTS Students comprehend concepts related to health promotion and disease prevention to enhance health.

Essential Understandings K 1 2 1. Students recognize that there are multiple dimensions of health. 2. Students describe transmission and prevention of common childhood

communicable diseases.

3. Students describe ways a safe and healthy school environment can promote personal health.

4. Students identify basic health terms related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.



Standard B: HEALTH INFORMATION, PRODUCTS AND SERVICES Students demonstrate the ability to access valid health information, services, and products to enhance

health. Essential Understandings K 1 2 1. Students identify trusted adults and professionals who can help promote health. 2. Students identify ways to locate school and community health helpers.



Standard C: HEALTH PROMOTION AND RISK REDUCTION Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Essential Understandings K 1 2 1. Students demonstrate age appropriate healthy practices to maintain or improve

personal health. a. Choose healthy foods. b. Demonstrate personal hygiene skills, including hand-washing.

2. Students demonstrate behaviors to avoid or reduce personal health risks. a. Demonstrate a variety of safety skills for different situations. b. Differentiate between safe and harmful substances found at home and school. c. Recognize basic signs, symbols, and warning labels for health and safety.

3. Students demonstrate coping strategies to use when feeling too excited, anxious, upset, angry, or out of control.



Standard D: INFLUENCES ON HEALTH Students analyze the ability of family, peers, culture, media, technology, and other factors to enhance health.

Essential Understandings K 1 2 1. Students identify influences on personal health practices and behaviors.

a. Identify family influences on personal health practices and behaviors. b. Identify what the school can do to support personal health practices and

behaviors. c. Describe how the media can influence health behaviors.



Standard E: COMMUNICATION SKILLS Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance

personal, family, and community health. Essential Understandings K 1 2 1. Students demonstrate healthy ways to communicate.

a. Demonstrate healthy ways to express needs, wants, and feelings. b. Distinguish between verbal and nonverbal communication. c. Make requests to promote personal health. d. Demonstrate listening skills to enhance health. e. Demonstrate ways to respond to an unwanted, threatening, or dangerous

situation including telling a trusted adult if threatened or harmed.

2. Students encourage peers to make positive health choices.



Standard F: DECISION MAKING AND GOAL SETTING Students demonstrate the ability to make decisions and set goals to enhance health.

Essential Understandings K 1 2 1. Students identify situations where a health-related decision is needed.

a. Differentiate between situations when health-related decisions can appropriately be made by the individual and when assistance is needed.



PHYSICAL EDUCATION

Standard G: PHYSICAL FITNESS ACTVITIES AND KNOWLEDGE Students demonstrate and apply fitness concepts.

Essential Understandings K 1 2 1. Students identify components of health-related fitness. X X 2. Students participate in physical activities to introduce the health-related fitness components of flexibility, cardiovascular endurance, muscular endurance and muscular strength.

X X X

3. Students identify the physical benefits and bodily responses related to physical activities.

X

X

X



Standard H: MOVEMENT/MOTOR SKILLS AND KNOWLEDGE Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Essential Understandings K 1 2 1. Students demonstrate positions that create stability and force.

X

X X

2. Students demonstrate a variety of locomotor skills. X X X 3. Students identify the skill-related fitness components of balance and coordination. X X



Standard I: PERSONAL BEHAVIOR/SOCIAL SKILLS AND KNOWLEDGE Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

Essential Understandings K 1 2 1. Students demonstrate cooperative skills by taking turns and sharing while participating in physical activities.

X X

2. Students follow procedures for safe behaviors, including maintaining appropriate personal space, while participating in physical activities.

X X X

3. Students identify safety rules and rule of play for games/physical activities. X X X


Grades 3 - 5 Curriculum

Gorham Public Schools Grades 3 - 5 Health and Physical Education Curriculum

HEALTH EDUCATION

Standard A: HEALTH CONCEPTS Students comprehend concepts related to health promotion and disease prevention to enhance health.

Essential Understandings 3 4 5 1. Students explain the relationship between healthy behaviors and personal health. 2. Students identify examples of physical, mental, emotional, and social health

during childhood.

3. Students describe ways to detect and treat common childhood diseases and other health problems.

4. Students describe ways a safe and healthy school and community environment can promote personal health.

5. Students identify the general characteristics of human growth and development. X 6. Students define basic health concepts related to family life; nutrition; personal

health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.



Standard B: HEALTH INFORMATION, SERVICES, AND PRODUCTS Students demonstrate the ability to access valid health information, services, and products to enhance

health.

Essential Understandings 3 4 5

1. Students identify characteristics of valid health information, products, and services.

2. Students locate resources from home, school, and the community that provide valid health information.




Essential Understandings 3 4 5 1. Students demonstrate age appropriate healthy practices and/or behaviors to

maintain or improve personal health. a. Design healthy menus. b. Demonstrate basic care of the human body.

2. Students demonstrate a variety of behaviors to avoid or reduce personal health risks. a. Demonstrate healthy and safe ways to recognize, deal with, or avoid threatening situations. b. Develop injury prevention and safety strategies for personal health.

3. Students demonstrate strategies that can be used to manage stress, anger, or grief.




Essential Understandings 3 4 5 1. Students describe how a variety of factors influence personal health behaviors.

a. Describe how family, school, and community influence and support personal health practices and behaviors. b. Describe how peers and culture can influence health practices and behaviors. c. Explain how media influences thoughts, feelings, and health behaviors.

2. Students describe ways technology can influence personal health.




personal, family, and community health.

Essential Understandings 3 4 5

1. Students demonstrate effective verbal and nonverbal interpersonal communication skills to enhance health.

a. Demonstrate appropriate listening skills to enhance health. b. Demonstrate effective verbal and non-verbal communication skills including

assertiveness skills to enhance health. c. Demonstrate how to ask for assistance to enhance personal health. d. Demonstrate refusal skills to avoid or reduce health risks. e. Demonstrate non-violent strategies to manage or resolve conflict.

2. Students encourage others to make positive health choices. a. Express opinions about health issues. b. Give accurate information about health issues.




Essential Understandings 3 4 5 1. Students apply decision-making steps to enhance health.

a. Identify health-related situations that might require a thoughtful decision. b. List healthy options to healthrelated issues or problems and predict the

potential outcomes of each option when making a health-related decision. c. Choose a healthy option when making a decision.

2. Students utilize goal-setting skills to implement a short-term personal health goal. a. Set a short-term personal health goal. b. Identify resources to assist in achieving the health goal. c. Track progress toward achieving the goal.



PHYSICAL EDUCATION

Standard G: PHYSICAL FITNESS ACTIVITIES AND KNOWLEDGE Students demonstrate and apply fitness concepts.

Essential Understandings 3 4 5 1. Students participate in multiple health-related fitness assessments (including a cardiovascular assessment) and reassess to observe changes over time.

X X X

2. Students describe and give examples of the five health-related fitness components.

X X X

3. Students participate in physical activities that address each of the five health-related fitness components including flexibility, cardiovascular endurance, muscular endurance, muscular strength, and body composition.

X X X

4 Students identify physical and mental benefits and bodily responses related to regular participation in physical activity.

X X X



Standard H: MOVEMENT/MOTOR SKILLS AND KNOWLEDGE Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Essential Understandings 3 4 5 1. Students demonstrate a variety of movements that apply stability and force. X X X 2. Students demonstrate a variety of locomotor skills and manipulative skills.. X X X 3. Students identify the skill-related fitness components of balance, coordination, agility, and speed.

X X X

4. Students describe why practice is important to skill improvement. X X X



Standard I: PERSONAL BEHAVIOR/SOCIAL SKILLS AND KNOWLEDGE Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

Essential Understandings 3 4 5 1. Students demonstrate cooperative skills while participating in physical activities. X X X 2. Students demonstrate safe behaviors and appropriate equipment use while participating in physical activities.

X X X

3. Students describe safety rules and rules of play for games/physical activities. X X X




HEALTH EDUCATION

Standard A: HEALTH CONCEPTS

Students comprehend concepts related to health promotion and disease prevention to enhance health. Performance Indicators 6 7 8 1. A1B: Examine the relationship between healthy behaviors and the prevention of injury, illness, and disease.

X X X

2. A2: Describe the relationship among physical, mental, emotional, and social health.

X X

3. A4A: Analyze how the environment relates to personal health. X 4. A4C: Explain how appropriate health care can promote personal health. X X 5. A5: Describe the specific characteristics and stages of adolescent growth and development.

X X

6. A6: Explain essential health concepts related to family life, nutrition, personal health, safety and injury prevention and tobacco, alcohol and other drug use prevention.

X X X

7. A3: Identify causes of common adolescent diseases and other health problems and describe ways to reduce, prevent or treat them.

X


Gorham Public Schools Grades 6 – 8 Health and Physical Education Curriculum

Standard B: HEALTH INFORMATION, SERVICES, AND PRODUCTS Students demonstrate the ability to access valid health information, services, and products to enhance

health.

Performance Indicators 6 7 8 1. B1: Analyze the validity of health information, products, and use. X 2. B2: Locate valid and reliable health information and services. X




Performance Indicators 6 7 8 1. C2A: Demonstrate ways to recognize, avoid or change situations that threaten the safety of self and others.

X

2. C2B: Develop injury prevention and response strategies including first aid for personal and family health.

X




Performance Indicators 6 7 8 1. D3B: Describe the influence of alcohol and other drug use on judgement and self-control.

X X




personal, family, and community health. Performance Indicators 6 7 8 1. E1C: Demonstrate refusal and negotiation skills to avoid or reduce health risks. X




Performance Indicators 6 7 8 1. F1D: Choose healthy alternatives over unhealthy alternatives when making a decision.

X

2. F2A: Access personal health practices. X



PHYSICAL EDUCATION

STANDARD G: MOVEMENT/MOTOR SKILLS AND KNOWLEDGE Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved

performance. Essential Understandings 6 7 8 1. G1 - Students change their motion and the motion of objects by applying the

principles of stability and force during skill practice. X X X

2. G2 - Students demonstrate motor skills and manipulative skills during drills or modified games/physical activities. X X X

3. G3 - Students describe the following skill-related fitness components: balance, coordination, agility, speed, and power. X X X

4. G4 - Students explain how specific, positive, and correct feedback affect skill improvement. X X X



STANDARD H: PHYSICAL FITNESS ACTIVITIES AND KNOWLEDGE Students demonstrate and apply fitness concepts.

Essential Understandings 6 7 8 1. H1 - Students participate in a health-related fitness assessment that addresses a

variety of health-related fitness components to establish personal fitness goals. X X X

2. H2 - Students design a fitness program from established goals which addresses the five health-related fitness components and applies the frequency, intensity, time, and type (FITT) guidelines.

X X

3. H3 - Students participate in physical activities that address personal fitness goals for the health-related fitness components including flexibility, cardiovascular endurance, muscular endurance, muscular strength, and body composition.

X

4. H4 - Students describe physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.

X



STANDARD I: PERSONAL AND SOCIAL SKILLS AND KNOWLEDGE Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

Essential Understandings 6 7 8 1. I1 - Students demonstrate cooperative and inclusive skills while participating in

physical activities. X X X

2. I2 - Students demonstrate responsible personal behaviors while participating in physical activities.

X X X

3. I3 -Students describe game/physical activity rules and safety rules and their purposes.

X X X




HEALTH EDUCATION

Standard A: HEALTH CONCEPTS

Students comprehend concepts related to health promotion and disease prevention to enhance health.

Essential Understandings 9 10 11 12 1. Predict how behaviors can impact health status. X 2. Analyze the interrelationship of physical, mental/intellectual, emotional, and social health. X 3. Explain causes of common diseases, disorders, and other health problems and propose ways to reduce, prevent, or treat them.

X

4. Determine the interrelationship between the environment and other factors and personal health.

X

5. Describe the characteristics of human growth and development throughout the various changes of life.

X

6. Analyze complex health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.

X



Standard B: HEALTH INFORMATION, PRODUCTS AND SERVICES Students demonstrate the ability to access valid health information, services, and products to enhance health.

Essential Understandings 9 10 11 12

1. Evaluate the validity and accessibility of health information, products, and services. X 2. Access valid and reliable health information, products and services. X





1. Demonstrate healthy practices and/or behaviors to maintain or improve the health of self and others in each of the following areas: healthy eating; physical activity; tobacco, alcohol, and other drug use prevention; and prevention of STDs, HIV and unintended pregnancy.

X

2. Demonstrate a variety of behaviors to avoid or reduce health risks to self and others. X 3. Design, implement, and evaluate a plan for stress management.





1. Analyze and evaluate influences on health and health behaviors. X 2. Evaluate the impact of technology, including medical technology, on personal, family, and

community health. X

3. Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.

X



Standard E: COMMUNICATION AND ADVOCACY SKILLS Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community

health. Essential Understandings 9 10 11 12

1. Utilize skills for communicating effectively with family, peers, and others to enhance health.

X

2. Demonstrate ways to influence and support others in making positive health choices.



Standard F: DECISION-MAKING AND GOAL-SETTING SKILLS Students demonstrate the ability to make decisions and set goals to enhance health.

Essential Understandings 9 10 11 12 1. Apply a decision-making process to enhance health. X 2. Develop and analyze a plan to attain a personal health goal. X 3. Formulate a long-term personal health plan, incorporating decision-making and goal-setting

strategies.



PHYSICAL EDUCATION

Standard A: MOVEMENT/MOTOR SKILLS and KNOWLEDGE Students demonstrate the fundamental and specialized movement skills and apply principles of movement for improved performance.

Essential Understandings 9 10 11 12 1. Change their motion and the motion of objects by applying the principles of stability and force to modify their performance in games/physical activities.

X X X X

2. Demonstrate a variety of specialized movement skills specific to a game/physical activity while participating in a game/physical activity.

X X X X

3. Explain the relationship of skill-related fitness components to specialized movement skills. X X X 4. Design appropriate practice sessions utilizing fundamental movement skills to improve performance.

X X X X



Standard B: PHYSICAL FITNESS ACTIVITES and KNOWLEDGE Students will

Essential Understandings 9 10 11 12 1. Participate in a health-related fitness assessment to establish personal fitness goals and reassess their fitness over time.

X

2. Design and critique a fitness plan, from established goals, that applies the five health-related fitness components and the principles of training (specificity, overload, and progression).

X

3. Select and participate in physical activities that address their personal fitness plans and apply the five health-related fitness components.

X X X X

4. Explain the interrelationship of physiological responses and physical/mental/intellectual, emotional, and social benefits related to participation in physical activity.

X X X X



Standard C: PERSONAL AND SOCIAL SKILLS and KNOWLEDGE Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.

Essential Understandings 9 10 11 12 1. Demonstrate collaborative skills while participating in physical activities. X X X X 2. Demonstrate responsible and ethical personal behavior while participating in physical activities.

X X X X

3. Predict how etiquette/rules improve games/activities. X X X X

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