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 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.

Link to Standard 2.2 Grade 5-6

Link to Standard 2.2 High School

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