STANDARD 2: Health and Physical Education

Standard 2: Comprehensive Health and Physical Education

Mission: .Knowledge of health and physical education concepts and skills empowers students to assume lifelong responsibility to develop physical, social and emotional wellness.

Standard 2.1 Wellness All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle.
Big Idea: Taking responsibility for one’s own health is an essential step towards developing and maintaining a healthy, active lifestyle.
2.1 A. Personal Health
Essential Questions	Enduring Understandings
- What are the consequences (especially unforeseen) of our choices in terms of wellness?	- Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Compare and contrast healthcare and personal hygiene products and services commonly used by adolescents and young adults.
2. Investigate the impact of health choices and behaviors on personal, family, and community wellness.
3. Use health data to make predictions about wellness and recommend behavior changes to improve lifelong wellness.
4. Debate the social and ethical implications of the use of technology and medical advances to support wellness.
2.1 B. Growth and Development
Essential Questions	Enduring Understandings
-What causes optimal growth and development?	- An individual’s health at different life stages is dependent on heredity, environmental factors and lifestyle choices.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Recommend behaviors to enhance and support the optimal functioning of body systems.
2. Predict and discuss significant developmental issues or concerns that impact each life stage.
3. Predict the impact of heredity and genetics on human growth and development.
2.1 C. Nutrition
Essential Questions	Enduring Understandings
- What makes a food healthy? - How do you determine appropriate portion sizes?	- There are many short and long term health benefits and risks associated with nutritional choices.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Analyze and evaluate current dietary recommendations, resources, and trends from a variety of sources.
2. Design and evaluate a nutrition plan for a healthy young adult considering cost, availability, nutritional balance, freshness, nutritional value, and culture.
3. Recommend healthy ways to lose, gain, or maintain weight.
4. Analyze and evaluate how healthy and unhealthy eating patterns impact the functioning of the human body, including healthy bone development and immune system functioning.
2.1 D. Diseases and Health Conditions
Essential Questions	Enduring Understandings
- To what extent can we keep ourselves disease free?	- Current and emerging diagnostic, prevention and treatment strategies can help people live healthier and longer than ever before.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Analyze the availability and effectiveness of current and emerging diagnostic and treatment modalities for various diseases and health conditions.
2. Discuss the relationship between signs and symptoms of disease and the functioning of the body’s immune system.
3. Compare and contrast diseases and health conditions occurring in adolescence and young adulthood with those occurring later in life, including cancer, cardiovascular diseases, respiratory diseases, arthritis, osteoporosis, and Alzheimer’s.
4. Investigate and assess local, state, national, and international public health efforts.
5. Investigate the impact of mental illness on personal, family, and community wellness.
2.1 E. Safety
Essential Questions	Enduring Understandings
- What is the difference between healthy and unhealthy risks? - Why do we sometimes take risks that can cause harm to ourselves or others?	- Being consistently aware of the environment and taking safety precautions can reduce the risk of injury to oneself and others.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Evaluate work and leisure situations for perceived and actual risk of intentional and unintentional injuries.
2. Develop personal protection strategies to reduce the incidence of injuries and evaluate their effectiveness.
3. Assess the short- and long-term impacts of injuries on the individual, family members, the community, and the workplace.
4. Describe and demonstrate first aid procedures, including Basic Life Support and automatic external defibrillation, caring for bone and joint emergencies, caring for cold and heat injuries, and responding to medical emergencies.
5. Describe and demonstrate ways to protect against sexual assault and discuss what to do if sexually assaulted.
2.1 F. Social and Emotional Health
Essential Questions	Enduring Understandings
- How can you learn to like yourself and others?	- Developing self esteem, resiliency, tolerance and coping skills support social and emotional health.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Discuss psychological principles and theories of personality development.
2. Analyze the impact of physical development, social norms and expectations, self-esteem, and perceived vulnerability on adolescent social and emotional growth and behavior.
3. Analyze how peer norms and expectations, the availability of weapons, substance abuse, media images, and poor role models contribute to violent behavior.
4. Predict the consequences of conflict, harassment, bullying, vandalism, and violence on individuals, families, and the community.
5. Predict how a family might cope with crisis or change and suggest ways to restore family balance and function.

Standard 2.2 Integrated Skills All students will use health-enhancing personal, interpersonal and life skills to support a healthy, active lifestyle.
Big Idea: The use of critical thinking, decision making, problem solving, leadership and communication skills are essential to making informed personal, family and community health decisions.
2.2 A Communication
Essential Questions	Enduring Understandings
- How do you know whether or not health information is accurate? - How do I learn to stand for and communicate my beliefs to others without alienating them?	- Making good health decisions requires the ability to access and evaluate reliable resources. - Effective communication skills enhance a person’s ability to express and defend their beliefs.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Use appropriate research methodology to investigate a health problem or issue.
2. Develop, present, and evaluate a multimedia health presentation and adapt it to address the needs and interests of varying audiences.
3. Teach others how to use communication skills, including refusal, negotiation, and assertiveness.
4. Employ strategies to improve communication and listening skills and assess their effectiveness.
5. Evaluate the economic, political, social, and aesthetic impacts of health messages found in literature, art, music, theater, and television.

2.2 B Decision Making
Essential Questions	Enduring Understandings
-Why might educated people make poor health decisions? -How do I overcome negative influences when making decisions about my personal health?	-Decision-making can be affected by a variety of influences that may not be in a person’s best interest.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Demonstrate and evaluate the use of decision making skills.
2. Evaluate factors that influence major health decisions and predict how those factors will change or conflict at various life stages.
3. Use reliable and valid health information to assess social situations and conditions that impact health and safety.
4. Analyze the use of ethics and personal values when making decisions.
5. Critique significant health decisions and debate the choices made.

2.2 C Planning and Goal Setting
Essential Questions	Enduring Understandings
-In order to achieve lifetime wellness, what should I plan for and what should I just let happen?	-Developing and implementing a plan to reach realistic wellness goals increases the likelihood of reaching those goals.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Appraise individual and family needs in order to achieve and maintain wellness and design a plan for lifelong wellness.
2. Evaluate how family, peers, healthcare providers, and the community support or hinder the achievement of a wellness plan.

2.2 D Character Development
Essential Questions	Enduring Understandings
-How are character and health related? What aspects of our character can be changed? -To what extent do outside influences shape values?	-Character can be developed and supported through individual and group activities, the influence of positive role models and involvement in community service. -Character is who you are when no one is looking.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Demonstrate character based on core ethical values.
2. Analyze how role models, and the core ethical values they represent, influence society.
3. Analyze the impact of community or public service on individual and community core ethical values.

2.2 E Leadership, Advocacy and Service
Essential Questions	Enduring Understandings
-How can you inspire others to address health issues?	-Leadership and advocacy to promote personal and community wellness can impact the immediate community and society as a whole.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Assess personal and group contributions and strengths that lead to the achievement of goals and tasks.
2. Evaluate personal participation as both a leader and follower.
3. Discuss factors that influence intrinsic and extrinsic motivation and employ motivational techniques to enhance group productivity.
4. Evaluate a group’s ability to be respectful, supportive, and adherent to codes of conduct.
5. Develop and articulate the group’s goals, shared values, vision, and work plan.
6. Plan, implement, and evaluate activities to benefit a health organization, cause, or issue.
7. Assess community awareness and understanding about a local, state, national, or international health issue

2.2 F Health Services and Careers
Essential Questions	Enduring Understandings
-Where do I go to access information about good health and fitness services?	-There are numerous health and fitness programs available that provide a variety of services. Not all are created equal.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Access health and fitness services, programs, and resources and evaluate them for cost, availability, accessibility, benefits, and accreditation.
2. Analyze the preparation, licensing, and responsibilities of wellness and fitness professionals.
3. Compare and contrast health insurance and reimbursement plans.

Standard 2.3 Drugs and Medicine All students will learn and apply information about alcohol, tobacco, other drugs and medicines to make decisions that support a healthy, active lifestyle.
Big Idea: Knowledge about drugs and medicines informs decision making related to personal wellness and the wellness of others.
2.3 A Medicines
Essential Questions	Enduring Understandings
How do I determine whether or not a medication will be effective?	Medicines must be used correctly in order to be safe and have the maximum benefit.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Investigate the use of new or experimental medicines and discuss the potential risks and benefits.
2. Evaluate the effectiveness of a medicine, considering the dosage, side effects, route of administration, cost, and benefits vs. risks.
3. Debate the benefits and dangers of naturally occurring substances such as herbal supplements.
2.3 B Alcohol, Tobacco and Other Drugs
Essential Questions	Enduring Understandings
- Why do people choose to use alcohol, tobacco and other drugs when they are aware of the detrimental effects? - How do I make the “right” decisions in the face of peer, media and other pressures?	- Research has clearly established that alcohol, tobacco and other drugs have a variety of harmful effects on the human body.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Investigate tobacco use as a contributing or causative factor in the incidence of cancer, heart disease, emphysema and other lung diseases, and stroke.
2. Assess the impact of passive smoke on the health of children, individuals with allergies and asthma, and nonsmokers and describe initiatives created to lessen the impact.
3. Summarize the impact of alcohol use and abuse on body systems and organs including the cardiovascular system, the liver, the reproductive system, and the immune system.
4. Describe the impact of alcohol and other drugs on those areas of the brain that control vision, sleep, coordination, and reaction time and assess how the use and abuse of alcohol and other drugs impairs behavior, judgment, and memory.
5. Investigate the relationship between alcohol and other drug use and the incidence of motor vehicle crashes.
6. Predict the physical, behavioral, and legal impacts of commonly abused substances, such as marijuana, inhalants, anabolic steroids, and party drugs.
7. Investigate the relationship between injected drug use and the incidence of diseases such as HIV and hepatitis.
8. Investigate the relationship between the use of alcohol, GHB, Ecstasy, and other drugs and the incidence of date rape, sexual assault, STDs, and unintended pregnancy.
2.3 C Dependency/Addiction and Treatment
Essential Questions	Enduring Understandings
-Why does one person become an addict and another does not?	- There are common indicators, stages and influencing factors of chemical dependency.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 12:
1. Compare and contrast the physical, social, and emotional indicators of possible substance abuse. 2. Compare and contrast the physical and psychological stages of dependency.