|
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 6: |
|
|
1.
Discuss the physical, social, emotional, and intellectual dimensions of
wellness. |
|
|
2. Describe
the appropriate use of healthcare and personal hygiene products. |
|
|
3. Discuss
how health data, such as blood pressure, body composition, and cholesterol, can
be used to assess and improve wellness. |
|
|
4. Discuss
how health knowledge, health choices, self-control, resistance and
self-management skills influence wellness. |
|
|
5. Discuss
how technology impacts 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 6: |
|
|
1.
Compare and contrast body systems, their parts and functions, and explain
that body systems must work together to
ensure wellness. |
|
|
2. Compare the rate
of physical, social, emotional, and
intellectual change during various life stages and discuss ways to foster healthy
growth. |
|
|
3.
Discuss how heredity and physiological changes 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 6: |
|
|
1. Discuss factors
that influence food choices. |
|
|
2. Compare food
choices based on nutrient content and value, calories, and cost and create a
healthy meal plan. |
|
|
3.
Analyze
nutrition information on food packages and labels. |
|
|
4. Discuss the short- and long-term benefits and risks associated
with nutritional choices. |
|
|
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 6: |
|
|
1.
Compare and contrast methods used to diagnose and treat diseases
and health conditions. |
|
|
2. Differentiate among communicable, non-communicable, acute,
chronic, and inherited diseases and health conditions. |
|
|
3. Compare and contrast diseases and health conditions prevalent in
adolescents, including asthma, obesity, diabetes, Lyme disease, STDs, and
HIV/AIDS. |
|
|
4. Discuss the use of public health strategies to prevent diseases
and health conditions. |
|
|
5. Compare and contrast
forms of mental illness such as phobias, anxiety and panic disorders, and
depression. |
|
|
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 6: |
|
|
1. Compare and contrast the incidence and characteristics of
intentional and unintentional injuries in adolescents. |
|
|
2. Analyze the short- and long-term impacts of injuries on
individuals and families and develop strategies to reduce the incidence of such
injuries. |
|
|
3. Demonstrate and assess basic first aid procedures, including
victim and situation assessment, rescue breathing and choking, and care of
minor cuts, sprains, and bleeding. |
|
|
4. Discuss the physical,
social, and emotional impacts of all forms of abuse and discuss what to do if
any form of abuse is suspected or occurs. |
|
|
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 6: |
|
|
1.
Examine how personal assets, (e.g., self
esteem, positive peer relationships) and protective
factors (e.g., parental involvement) support
healthy social and emotional development. |
|
|
2. Choose and
justify appropriate strategies to deal with conflict, violence, harassment,
vandalism, and bullying. |
|
|
3. Describe home,
school, and community efforts to prevent conflict, vandalism, bullying,
harassment, and violence. |
|
|
4.
Describe the physical
and emotional signs of stress and the short-and long-term impacts of stress on
the human body. |
|
|
5. Compare and contrast ways that
individuals, families, and communities cope with change, crisis, rejection,
loss, and separation. |
|
|
6.
Discuss how
stereotyping might influence one’s goals, choices, and behaviors. |
|
