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 2:
1. Identify sources of health information.  
2. Express ideas and opinions about wellness issues.  
3. Explain when and how to use refusal skills in health and safety situations.  

4. Demonstrate effective communication and listening skills.

  

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 2:
1. Explain the steps to making an effective health decision.  

2. Discuss how parents, peers, and the media influence health decisions.

  

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 2:
1. Develop a wellness goal and explain why setting a goal is important.  

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 2:
1. Explain that a person’s character and values are reflected in the way the person thinks, feels, and acts.  

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 2:
1. Act as a leader and a follower.  
2. Identify factors that lead to group success and help solve group problems.  
3. Motivate group members to work together and provide constructive feedback.  
4. Demonstrate respect for varying ideas and opinions.  

5. Participate in a class or school service activity and explain how volunteering enhances self-esteem.

  

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 2:
1. Discuss how community helpers and healthcare workers contribute to personal and community wellness.  

2. Explain when and how to seek help when feeling ill, scared, sad, lonely, or bullied.

  

 

Link to Standard 2.2 Grade 3-4

 

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For feedback, more information, or recommendations for future versions of this resource,

contact Mitchel Gerry - mgerry@ntuaft.com or Mike Maillaro - mmaillaro@ntuaft.com.

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