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 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.
By the end of Grade 4:
1. Explain how to determine the validity and reliability of a health resource.
2. Present health information, orally and in writing, to peers.
3. Describe and demonstrate the effective use of communication skills, including refusal, negotiation, and assertiveness.
4. Identify and employ ways to improve listening skills.
5. Explain how to identify a health problem or issue for possible research.
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
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.
By the end of Grade 12:
1. Use appropriate research methodology to investigate a health problem or issue.
2. Develop, present, and evaluate a multimedia health presentation and adapt it to address the needs and interests of varying audiences.
3. Teach others how to use communication skills, including refusal, negotiation, and assertiveness.
4. Employ strategies to improve communication and listening skills and assess their effectiveness.
5. Evaluate the economic, political, social, and aesthetic impacts of health messages found in literature, art, music, theater, and television.

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.
By the end of Grade 4:
1. Outline the steps to making an effective decision.
2. Discuss how parents, peers, and the media influence health decisions and behaviors.
3. Describe situations that might require a decision about health and safety.
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.
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
By the end of Grade 12:
1. Demonstrate and evaluate the use of decision making skills.
2. Evaluate factors that influence major health decisions and predict how those factors will change or conflict at various life stages.
3. Use reliable and valid health information to assess social situations and conditions that impact health and safety.
4. Analyze the use of ethics and personal values when making decisions.
5. Critique significant health decisions and debate the choices made.

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.
By the end of Grade 4:
1. Develop a personal health goal and track progress.
2. Describe ways to support the achievement of health goals.
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.
By the end of Grade 8:
1. Analyze factors that support or hinder the achievement of personal health goals.
By the end of Grade 12:
1. Appraise individual and family needs in order to achieve and maintain wellness and design a plan for lifelong wellness.
2. Evaluate how family, peers, healthcare providers, and the community support or hinder the achievement of a wellness plan.

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.
By the end of Grade 4:
1. Describe character traits and core ethical values such as trustworthiness, responsibility, respect, caring, justice, fairness, civic virtue, and citizenship
2. Discuss how an individual’s character positively impacts individual and group goals and success.
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.
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.
By the end of Grade 12:
1. Demonstrate character based on core ethical values.
2. Analyze how role models, and the core ethical values they represent, influence society.
3. Analyze the impact of community or public service on individual and community core ethical values.

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.
By the end of Grade 4:
1. Describe and demonstrate the characteristics of an effective leader.
2. Acknowledge the contributions of group members and choose appropriate ways to motivate them and celebrate their accomplishments.
3. Demonstrate respect for the opinions and abilities of group members.
4. Develop and articulate group goals.
5. Develop a position on a wellness issue.
6. Discuss laws and regulations created to enhance wellness.
7. Organize and participate in a school or community service activity and discuss how helping others impacts personal and community wellness.
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.
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.
By the end of Grade 12:
1. Assess personal and group contributions and strengths that lead to the achievement of goals and tasks.
2. Evaluate personal participation as both a leader and follower.
3. Discuss factors that influence intrinsic and extrinsic motivation and employ motivational techniques to enhance group productivity.
4. Evaluate a group’s ability to be respectful, supportive, and adherent to codes of conduct.
5. Develop and articulate the group’s goals, shared values, vision, and work plan.
6. Plan, implement, and evaluate activities to benefit a health organization, cause, or issue.
7. Assess community awareness and understanding about a local, state, national, or international health issue

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.
By the end of Grade 4:
1. Describe health and fitness services provided in the school and community.
2. Describe and demonstrate how to seek help for a variety of health and fitness concerns.
3. Discuss wellness and fitness careers.
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.
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.