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 8:
1. Describe the appropriate selection and use of healthcare and personal hygiene products.
2. Evaluate the impact of health behaviors and choices on personal and family wellness.
3. Interpret health data to make predictions about wellness.
4. Investigate how technology and medical advances impact 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 8:
1. Discuss how body systems are interdependent and interrelated.
2. Investigate the physical, social, emotional, and intellectual changes that occur at each life stage and how those changes impact wellness.
3. Discuss how heredity, physiological changes, environmental influences, and varying social experiences contribute to an individual’s uniqueness
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 8:
1. Analyze how culture, health status, age, and eating environment influence personal eating patterns and discuss ways to improve nutritional balance.
2. Describe healthy ways to lose, gain, or maintain weight.
3. Describe the impact of nutrients on the functioning of human body systems.
4. Analyze how healthy eating patterns throughout life can reduce the risk of heart disease and high cholesterol, cancer, osteoporosis, and other health conditions.
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 8:
1. Investigate current and emerging methods to diagnose and treat diseases and health conditions.
2. Classify diseases and health conditions as communicable, noncommunicable, acute, chronic, or inherited.
3. Compare and contrast diseases and health conditions, including hepatitis, STDs, HIV/AIDS, breast cancer, and testicular cancer.
4. Analyze local and state public health efforts to prevent and control diseases and health conditions.
5. Investigate various forms of mental illness including impulse disorders such as gambling or shopping, depression, eating disorders, and bipolar disorders.
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 8:
1. Assess situations in the home, school, and community for perceived vs. actual risk of injuries.
2. Investigate the short- and long-term impacts of injuries on the individual, the family and the community.
3. Describe and demonstrate first aid procedures including, situation and victim assessment, Basic Life Support, and the care of bleeding and wounds, bums, fractures, shock, and poisoning.
4. Discuss the short- and long-term physical, social, and emotional impacts of all forms of abuse.
5. Describe and demonstrate strategies to increase personal safety while in public places and discuss what to do if one’s safety is compromised.
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 8:
1. Analyze how personal assets, resiliency, and protective factors support healthy social and emotional development.
2. Discuss the developmental tasks of adolescence, including the development of mature relationships, gender identification, a healthy body image, emotional independence, and life skills.
3. Investigate factors and choices that contribute to the incidence of conflict, harassment, bullying, vandalism, and violence and demonstrate strategies to deal with each.
4. Analyze the effectiveness of home, school, and community efforts to prevent conflict, harassment, vandalism, and violence.
5. Debate the consequences of conflict and violence on the individual, the family, and the community.
6. Describe situations that may produce stress, describe the body’s responses to stress, and demonstrate healthy ways to manage stress.
7. Analyze how culture influences the ways families and groups cope with crisis and change.

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 8:
1. Analyze health ideas, opinions, and issues from a variety of valid and reliable health sources.
2. Present health information using a multimedia approach, adapting the wording and delivery method for various topics and audiences.
3. Assess the use of refusal, negotiation, and assertiveness skills and recommend strategies for improvement.
4. Assess the use of active and reflective listening.
5. Analyze the economic and political purposes and impacts of health messages found in the media.

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 8:
1. Demonstrate and assess the use of decision-making skills in health and safety situations.
2. Compare and contrast the influence of peers, family, the media, and past experiences on the use of decision-making skills and predict how these influences may change or conflict as one ages.
3. Predict social situations and conditions that may require adolescents and young adults to use decision making skills.
4. Discuss how ethical decision making requires careful thought and action.
5. Critique significant health decisions and discuss how the outcome(s) might have changed if the appropriate communication and decision-making skills had been employed

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 8:
1. Analyze factors that support or hinder the achievement of personal health goals.

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 8:
1. Analyze how character development can be enhanced and supported by individual, group, and team activities.
2. Compare and contrast the characteristics of various role models and the core ethical values they represent.
3. Explain how community and public service supports the development of core ethical values.
4. Analyze personal and group adherence to student codes of conduct.

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 8:
1. Demonstrate the ability to function effectively in both leadership and supportive roles.
2. Discuss motivational techniques used to improve personal and group achievement and develop rewards and sanctions for group accomplishments.
3. Develop and articulate a group’s goals, shared values, and vision.
4. Plan and implement volunteer activities to benefit a health organization or cause.
5. Develop and defend a position or opinion on a health issue or problem and educate students and parents about the health issue or cause.

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 8:
1. Compare and contrast health and fitness services available in the school and community, demonstrate how to access them, and evaluate each comparing benefits and costs.
2. Compare and contrast preparation and job requirements for health and fitness careers.

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 8:
1. Compare and contrast commonly used over-the-counter medicines.
2. Classify commonly administered medicines and describe the potential side effects of each classification.
3. Recommend safe practices for the use of prescription medicines.
4. Compare and contrast the benefits and dangers of naturally occurring substances, such as herbs, organics, and 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 8:
1. Investigate the relationship between tobacco use and respiratory diseases, cancer, heart disease, stroke, and injuries.
2. Investigate the health risks posed to nonsmokers by second hand/passive smoking.
3. Investigate how the use and abuse of alcohol contributes to illnesses such as cancer, liver disease, heart disease, and injuries.
4. Analyze how the use and abuse of alcohol impacts thinking, reaction time, and behavior.
5. Describe sudden sniffing syndrome and the resultant brain, nerve, and vital organ damage that can result from the use of inhaled substances.
6. Compare and contrast the physical and behavioral effects of each classification of drug.
7. Analyze health risks associated with injecting drug use.
8. Investigate the legal and financial consequences of the use, sale, and possession of illegal substances.
9. Discuss how the use of alcohol and other drugs influences decision-making and places one at risk for sexual assault, pregnancy, and STDs
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 8:
1. Analyze the physical, social, and emotional indicators and stages of dependency.