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Standard 2.1
Wellness
All students will learn and apply health promotion concepts and
skills to support a healthy, active lifestyle.
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Big Idea:
Taking responsibility for one’s own health is an essential step
towards developing and maintaining a healthy, active lifestyle. |
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2.1
A. Personal Health |
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Essential Questions |
Enduring Understandings |
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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. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Compare and
contrast healthcare and personal hygiene products and services commonly used by
adolescents and young adults. |
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2.
Investigate the
impact of health choices and behaviors on personal, family, and community
wellness. |
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3.
Use health data
to make predictions about wellness and recommend behavior changes to improve
lifelong wellness. |
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4.
Debate the social and ethical implications of the use of
technology and medical advances to support wellness. |
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2.1
B. Growth and Development |
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Essential Questions |
Enduring Understandings |
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-What causes optimal growth and development? |
- An individual’s health at different
life stages is dependent on heredity, environmental factors and
lifestyle choices. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1. Recommend behaviors to enhance and support the optimal functioning
of body systems. |
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2. Predict and
discuss significant developmental issues or concerns that impact each life
stage. |
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3. Predict the
impact of heredity and genetics on human growth and development. |
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2.1
C. Nutrition |
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Essential Questions |
Enduring Understandings |
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- 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. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1. Analyze and evaluate current dietary recommendations, resources,
and trends from a variety of sources.
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2.
Design and
evaluate a nutrition plan for a healthy young adult considering cost,
availability, nutritional balance, freshness, nutritional value, and culture. |
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3.
Recommend healthy
ways to lose, gain, or maintain weight. |
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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. |
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2.1
D. Diseases and Health Conditions |
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Essential Questions |
Enduring Understandings |
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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. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Analyze the
availability and effectiveness of current and emerging diagnostic and treatment
modalities for various diseases and health conditions. |
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2.
Discuss the relationship between signs and symptoms of disease and
the functioning of the body’s immune system. |
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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. |
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4.
Investigate and assess
local, state, national, and international public health efforts. |
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5.
Investigate the impact
of mental illness on personal, family, and community wellness.
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2.1
E. Safety |
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Essential Questions |
Enduring Understandings |
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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. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Evaluate work and
leisure situations for perceived and actual risk of intentional and
unintentional injuries. |
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2.
Develop personal
protection strategies to reduce the incidence of injuries and evaluate their
effectiveness. |
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3. Assess the short- and long-term impacts of injuries on the
individual, family members, the community, and the workplace. |
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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. |
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5.
Describe and demonstrate ways to
protect against sexual assault and discuss what to do if sexually assaulted. |
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2.1
F. Social and Emotional Health |
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Essential Questions |
Enduring Understandings |
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How can you
learn to like yourself and others? |
- Developing self esteem, resiliency,
tolerance and coping skills support social and emotional health. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1. Discuss psychological
principles and theories of personality development. |
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2.
Analyze the
impact of physical development, social norms and expectations, self-esteem, and
perceived vulnerability on adolescent social and emotional growth and behavior. |
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3. Analyze how peer
norms and expectations, the availability of weapons, substance abuse, media
images, and poor role models contribute to violent behavior. |
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4. Predict the consequences of
conflict, harassment, bullying, vandalism, and violence on individuals,
families, and the community. |
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5.
Predict how a family might cope
with crisis or change and suggest ways to restore family balance and function. |
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