STANDARD 2.2: 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 2.2 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 6:
1. Summarize health information from a variety of valid and reliable health resources.
2. Present health information using a multimedia approach, adapting the wording and delivery method for the topic and audience.
3. Demonstrate and evaluate the effective use of communication skills, including refusal, negotiation, and assertiveness.
4. Describe and demonstrate active and reflective listening.
5. Compare and contrast the economic and social purposes of health messages presented 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 6:
1. Demonstrate effective decision making in health and safety situations.
2. Analyze the influence of family, peers, and the media on health decisions and investigate how conflicting interests may influence decisions and choices.
3. Analyze significant health decisions and discuss how the outcome(s) might have been different if a different decision had been made.
4. Explain how personal ethics influence decision making.

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 6:
1. Use health data and information to formulate health goals.
2. Develop strategies to support the achievement of short- and long-term 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 6:
1. Describe actions and situations that show evidence of good character.
2. Discuss the characteristics of a role model and how role models influence the personal goals and ethical standards of others.

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 6:
1. Compare various forms of leadership and implement appropriate leadership strategies when serving in a leadership role.
2. Evaluate personal and group contributions towards the achievement of a goal or task, analyze a group’s ability to improve its performance, and provide appropriate feedback
3. Develop and articulate a group’s goals and vision.
4. Compare the use of cooperative and competitive strategies to achieve a group goal and recommend strategies to keep a group on target and free from conflict.
5. Discuss how individuals can make a difference by helping others, investigate opportunities for volunteer service, and participate in activities through school or community-based health or service organizations.
6. Formulate and express a position on health issues and educate peers about the health issue or cause.
7. Discuss local and state laws that impact personal, family, and community wellness and formulate ways that individuals and groups can work together to improve wellness.

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 6:
1. Categorize health and fitness services available in the school and community and demonstrate how to access them.
2. Investigate health and fitness career opportunities.

Link to Standard 2.2 Grade 3-4

Link to Standard 2.2 Grade 7-8

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