|
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. |
|
