Healthy and Balanced Living Curriculum Framework - Comprehensive School Health Education Comprehensive Physical Education
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Healthy and Balanced Living
Curriculum Framework
Comprehensive School Health Education
Comprehensive Physical Education
2006
Connecticut State Department of Education George A. Coleman Interim Commissioner of Education Division of Teaching and Learning Programs and Services George P. Dowaliby Interim Associate Commissioner Bureau of Health and Nutrition Services and Child/Family/School Partnerships Charlene Russell-Tucker Bureau Chief Coordinated School Health Partnership Staff Cheryl Ann Resha Bonnie Edmondson, Project Manager Susan Fiore Jo Ann Freiberg Jean Mee, Project Manager Scott Newgass Office of Communications Deborah Koval DTLPS Publications and Web Content Coordinator Matthew Falconer Editor
Healthy and Balanced Living
Curriculum Framework
Comprehensive School Health Education
Comprehensive Physical Education
2006
1
Acknowledgments
Numerous professionals contributed to the development of the Healthy and Balanced Living Curriculum
Framework. It was through their leadership, hard work, dedication and persistence that this document has be-
come a dynamic resource to address and promote the health and wellness of students in Connecticut.
A special thank you to the following individuals who served as the core writing team for the Healthy and Bal-
anced Living Curriculum Framework:
Patricia F. Miller, consultant and facilitator of committee;
Joe Amenta, Area Cooperative Educational Services;
Rosemarie Bonner, West Hartford Public Schools;
Cindy Garrey, Granby Public Schools;
Shirley Hughes, Ridgefield Public Schools;
John Novakowski, Bristol Public Schools;
Patty Pursell, Wallingford Public Schools;
Amanda Reed, early childhood consultant;
Kristen Trezza, New England Dairy & Food Council;
Heidi Zacchera, Canton Public Schools;
Charlene Russell-Tucker, State Department of Education;
Barb Westwater, State Department of Education; and
Joyce Staples, State Department of Education.
We would also like to thank Matt Falconer and Deb Koval for their editing and formatting of the document.
Bonnie J. Edmondson
Comprehensive School Health Education Consultant, HIV/STD Prevention Coordinator
Jean Mee
Comprehensive Physical Education and School Health Education Consultant
2
Healthy and Balanced Living Curriculum Framework
The Healthy and Balanced Liv- This continuum allows schools for Physical Education, 2nd Edi-
ing Curriculum Framework to appropriately use the Com- tion. The overarching standards
provides a blueprint for how prehensive School Health Edu- are consistent with the national
students can live an active and cation and Comprehensive standards, and sample per-
healthy life. The goal of the Physical Education Standards to formance indicators are spe-
Framework is to show the link- support and guide students’ cifically designed for Con-
ages between the components personal and academic necticut’s schools and learners.
of comprehensive school health achievement through devel-
education and comprehensive opment of skills needed to: live There is substantial evidence
physical education that lead to a healthy and balanced life- that poor health affects educa-
a healthy and balanced life. style; access, evaluate and use tional outcomes, behaviors and
The Framework supports stu- information from various attitudes, and that the attain-
dents in making connections sources to achieve overall ment of educational goals is
and applying skills for a life- health and well-being; com- dependent on the achievement
time of health and well-being. prehend concepts related to of good health. The Framework
Four overarching curricular health and fitness and imple- provides the blueprint for dis-
outcomes equip students to live ment realistic plans for lifelong tricts to address the health and
actively and fully in a state of healthy and balanced living; energy balance of students and
personal, interpersonal and and make plans and take ac- guide them toward becoming
environmental well-being: tions that lead to healthy and well-informed, health literate
skills, literacy, concepts and balanced living for themselves individuals, as well as compe-
plans, and advocacy. and for the world around them. tent, confident and joyful
movers.
Schools serve children from the The Comprehensive School
Pre-kindergarten level through Health Education and Compre- The standards were developed
Grade 12, which represents a hensive Physical Education by applying the following char-
continuum of development. The Standards incorporate the ex- acteristics of a literate person
Framework reflects appropri- pectations outlined in the Con- within the context of health and
ate expectations at the Pre- necticut Preschool Curriculum fitness: critical thinker and
kindergarten, Grade 4, Grade 8 Framework and are based on problem solver; responsible,
and Grade 12 levels that build the National Health Education productive citizen; self-
on one another. Standards and Moving into the directed learner; and effective
Future: The National Standards communicator.
3
4
BIG IDEA: How do I live a healthy and balanced life?
Healthy
and
Comprehensive Comprehensive
School Health
Balanced Physical
Education Living Education
Core Concepts Personal and Academic
CP Achievement through: Motor Skill S
Performance
SKILLS [S]
Accessing Health L
Essential Question: What do I need to
Information A be able to do in order to live a balanced
life? Applying Concepts CP
Curricular Outcome: Students will
develop skills needed to live a healthy and Strategies A
Self-Management of S and balanced lifestyle.
Healthy Behaviors A LITERACY [L] S
Essential Question: What do I need to Engaging in Physical
know to live a balanced life? CP
Curricular Outcome: Students will Activity
Analyzing Internal
CP access, evaluate and use information A
and External from various sources to achieve overall
Influences A wellness.
CONCEPTS AND PLANS [CP]
L
Physical Fitness CP
Communication S Essential Question: How do I use what I
have learned to develop a plan to live a
Skills A balanced life?
A
Curricular Outcome: Students will
comprehend concepts related to
S wellness and implement realistic plans S
Decision-Making for a lifetime of optimal well-being. Responsible
CP CP
Skills Behavior
A ADVOCACY [A]
A
S Essential Question: How can I promote
Goal-Setting Skills the value of healthy and balanced living
CP for myself and my family, school and
A community?
L
S Curricular Outcome: Students will Benefits of Physical CP
make plans and take actions that Activity
Advocacy Skills L lead to healthy and balanced living for
CP themselves and the world around them. A
A
An Environment that is Safe – Physically, Socially, Emotionally and Intellectually
5Comprehensive School Comprehensive
Health Education Physical Education
Standard 1: Core Concepts Standard 9: Motor Skill Performance
Essential Question: What do I need to know to stay healthy? Essential Question: What different ways can the body
Curricular Outcome: Students will comprehend concepts CP move given a specific purpose?
S
related to health-promotion and disease prevention to Curricular Outcome: Students will demonstrate
enhance health. competency in motor skills and movement patterns
needed to perform a variety of physical activities.
Standard 2: Accessing Health Information
L Standard 10: Applying Concepts and
Essential Question: How and where do I find information and
resources? Strategies CP
Curricular Outcome: Students will demonstrate the ability to
access valid health information and products and services A Essential Question: How can I move effectively and
to enhance health. efficiently?
Curricular Outcome: Students will demonstrate
understanding of movement concepts, principles,
Standard 3: Self-Management of Healthy strategies and tactics as they apply to the learning and A
Behaviors performance of physical activities.
Essential Question: What can I do to avoid or reduce health
S
risks?
Curricular Outcome: Students will demonstrate the ability Standard 11: Engaging in Physical Activity
to practice health-enhancing behaviors to avoid and reduce A Essential Question: What can I do to be physically
S
health risks. active, and why is this important? CP
Curricular Outcome: Students will participate regularly
Standard 4: Analyzing Internal and External in physical activity. A
Influences
Essential Question: What influences my healthy behaviors CP Standard 12: Physical Fitness
and decisions? Essential Question: Why is it important to be physically
L
Curricular Outcome: Students will analyze the influence of
family, peers, culture, media, technology and other factors A fit and how can I stay fit?
CP
Curricular Outcome: Students will incorporate fitness
on health. and wellness concepts to achieve and maintain a
health-enhancing level of physical fitness. A
Standard 5: Communication Skills
Essential Question: How can communication enhance my S Standard 13: Responsible Behavior
personal health?
Essential Question: How do I interact with others during S
Curricular Outcome: Students will demonstrate the ability to
use interpersonal communication skills to enhance health A physical activity?
CP
Curricular Outcome: Students will exhibit responsible
and avoid or reduce health risks.
personal and social behavior that respects self and
others in physical activity settings. A
Standard 6: Decision-Making Skills S
Essential Question: How do I make good decisions to keep
CP Standard 14: Benefits of Physical Activity
myself healthy?
Essential Question: How will physical activity help me
L
Curricular Outcome: Students will demonstrate the ability to
use decision-making skills to enhance health. A now and in the future?
Curricular Outcome: Students will choose physical CP
activity for health, enjoyment, challenge, self-expression
Standard 7: Goal-Setting Skills S and/or social interaction to sustain a physically active A
Essential Question: How do I use the goal-setting process to lifestyle.
improve my health? CP
Curricular Outcome: Students will use goal-setting skills to
enhance health. A SKILLS [S] CONCEPTS AND PLANS [CP]
Standard 8: Advocacy S
Essential Question: What can I do to promote accurate L LITERACY [L] ADVOCACY [A]
health information and healthy behaviors?
Curricular Outcome: Students will demonstrate the ability to CP
advocate for personal, family and community health. A
6Comprehensive School Health and Physical Education
Content Standard Narratives
The Healthy and Balanced Living Curriculum Framework provides a blueprint for how students can live an
active and healthy life. While strong linkages are made between Comprehensive School Health Education and
Comprehensive Physical Education, each remains a defined curricular content area taught by appropriately
certified teachers. The content narrative provides the foundation for each standard, as well as an explanation of
the performance indicators identified within the standards. Comprehensive School Health Education is
reflected in standards 1-8 and Comprehensive Physical Education is reflected in standards 9-14.
Standard 1 Comprehend concepts related to Standard 3 Demonstrate the ability to
health promotion and disease practice health-enhancing
prevention behaviors to reduce health risks
The intent of this standard is to provide a The intent of this standard is the achievement of
foundation of knowledge about the self-initiated behaviors that promote a healthy and
interrelationship of behavior and health, balanced life. Research confirms that many
interactions within the human body, and the diseases and injuries can be prevented by
prevention of diseases and other health problems. avoiding or reducing harmful risk-taking
Comprehension of current health information and behaviors. Strategies used to maintain and
concepts enables students to become health- improve positive health behaviors will use
literate, self-directed learners, which establishes a knowledge and skills that help students become
foundation of healthy and balanced living. Topics critical thinkers and problem-solvers.
to be included are: human growth and
development; community/ environmental health;
human sexuality; injury and disease prevention; Standard 4 Analyze the influence of culture,
mental and emotional health; nutrition and physical media, technology and other
activity; and alcohol, tobacco and other drugs. factors on health
This standard is designed to develop an awareness
Standard 2 Demonstrate the ability to access of the variety of factors that co-exist within society.
valid health information and These influences include family, peers, schools,
health-promoting products and communities, media, technology and cultural
services beliefs. A critical thinker and problem solver is
able to analyze, evaluate and interpret the
This standard addresses the ability of the learner to influence of these factors on health. The health-
enhance health and to access valid health literate, responsible and productive citizen draws
information, products and services. This is upon the contribution of culture, media,
important in prevention, early detection and technology and other factors to strengthen
treatment of most health problems. Critical individual, family and community health.
thinking involves the ability to identify valid health
information and to analyze, select and access
health-promotion services and products. Applying
skills of information analysis, organization,
comparison, synthesis and evaluation to health
issues provides a foundation for individuals to
move toward becoming health-literate and
responsible, productive citizens.
7Standard 5 Demonstrate the ability to use Standard 9 Demonstrate competency in
interpersonal communication motor skills and movement
skills to enhance health patterns needed to perform a
variety of physical activities
This standard involves the ability of the learner to
use effective communication to enhance health and The intent of this standard is development of the
avoid or reduce health risks. A responsible physical skills needed to enjoy participation in
individual will use verbal and nonverbal skills in physical activities. Mastering movement
developing and maintaining healthy personal fundamentals establishes a foundation to facilitate
relationships. The ability to organize and to convey continued motor skill acquisition and gives
information, beliefs, opinions and feelings are students the capacity for successful and advanced
skills that strengthen interactions and can reduce levels of performance to further the likelihood of
or avoid conflict. When communicating, participation on a daily basis.
individuals who are health literate demonstrate
care, consideration and respect of self and others.
Standard 10 Demonstrate understanding of
movement concepts, principles,
Standard 6 Demonstrate the ability to use strategies and tactics as they
decision-making skills to enhance apply to the learning and
health performance of physical activities
The intent of this standard is facilitation of learners’
This standard involves the ability of the learner to
ability to use cognitive information to understand
use the process of decision-making to implement
and enhance motor skill acquisition and
and sustain health-enhancing behaviors. This
performance. It enhances the ability to use the
essential, lifelong skill makes it possible for
mind to control or direct one’s performance. This
individuals to transfer health knowledge into
includes the application of concepts from
healthy and balanced living.
disciplines such as motor learning and
development, sport psychology and sociobiology,
Standard 7 Use the goal-setting process to and biomechanics and exercise physiology.
enhance health
Standard 11 Participate regularly in physical
This standard involves the ability of the learner to
activity
use the goal-setting process to improve health.
This essential, life-long skill enables individuals to
The intent of this standard is the establishment of
formulate and implement an effective plan for
patterns of regular participation in meaningful
healthy and balanced living.
physical activity. This standard connects what is
done in the physical education class with the lives
Standard 8 Demonstrate the ability to of students outside the classroom. Although
advocate for personal, family and participation within the physical education class is
community health important, what the student does outside the
physical education class is crucial to developing an
This standard is designed to develop a variety of active, healthy lifestyle that has the potential to
health advocacy skills. Responsible citizens who help prevent a variety of problems among future
are health literate are characterized by advocating generations of adults. Students make use of the
for positive healthy living in their communities. skills and knowledge learned in physical
education class as they engage in regular physical
activity outside the physical education class. They
demonstrate effective self-management skills that
enable them to participate in physical activity on a
regular basis.
8Standard 12 Achieve and maintain a health- Standard 14 Value physical activity for health,
enhancing level of physical enjoyment, challenge, self-
fitness expression and/or social
interaction
The intent of this standard is the development of
students’ knowledge, skills and willingness to The intent of this standard is development of an
accept responsibility for personal fitness, leading awareness of the intrinsic values and benefits of
to an active, healthy lifestyle. Students develop participation in physical activity that provides
higher levels of basic fitness and physical personal meaning. Physical activity provides
competence as needed for many work situations opportunities for self-expression and social
and active leisure participation. Health-related interaction and can be enjoyable, challenging and
fitness components include cardiorespiratory fun. These benefits develop self-confidence and
endurance, muscular strength and endurance, promote a positive self-image, thereby enticing
flexibility and body composition. people to continue participation in activity
throughout the life span.
Standard 13 Exhibit responsible personal and
social behavior that respects self
and others in physical activity
settings
The intent of this standard is the achievement of
self-initiated behaviors that promote personal and
group success in activity settings. These include
safe practices, adherence to rules and procedures,
etiquette, cooperation and teamwork, ethical
behavior and positive social interaction. Key to this
standard is developing respect for individual
similarities and differences through positive
interaction among participants in physical activity.
Similarities and differences include characteristics
of culture, ethnicity, motor performance,
disabilities, physical characteristics (e.g., strength,
size, shape), gender, age, race and socioeconomic
status.
910
Healthy and Balanced Living
Curriculum Framework
Comprehensive School Health Education
2006
1112
Comprehensive School Health Education
Content Standard 1: Core Concepts
Essential Question: What do I need to know to stay healthy?
Curricular Outcome: Students will comprehend concepts related to health promotion and disease prevention
to enhance health. Concepts include but are not limited to: human growth and development, community and
environmental health, human sexuality, injury and disease prevention, HIV/AIDS, sexually-transmitted diseases,
mental and emotional health, nutrition and physical activity, and alcohol, tobacco and other drugs.
By Kindergarten, By Grade 4, students By Grade 8, students will: By Grade 12, students
students will: will: will:
P (prekindergarten).1.1. E (elementary).1.1. Describe M (middle).1.1. Explain the H (high).1.1. Analyze how
List personal health relationships between relationship between positive behaviors can affect health
behaviors (e.g. hand personal health behaviors health behaviors and prevention maintenance and disease
washing, teeth brushing, and individual well-being of injury, illness, disease and prevention
independent toileting, E.1.2. Describe the premature death H.1.2. Describe the interrela-
use of tissues, interrelationship of mental, M.1.2. Describe the tionship of mental, emotional,
explaining feelings, emotional, social and interrelationship of mental, social and physical health
making healthy food physical health during emotional, social and physical throughout adulthood
choices, daily physical childhood; develop an health during pre-adolescence/
activity) H.1.3. Evaluate the impact of
appreciation of one’s own adolescence personal health behaviors on
P.1.2. Describe body
M.1.3. Explain how health is the functioning of body systems
similarities and E.1.3. Describe the basic influenced by the growth and
differences between self H.1.4. Evaluate how families,
structure and functions of the interaction of body systems
and others and peers and community members
human body systems using
understand that the M.1.4. Examine how families can influence the health of
medically accurate
body is good and and peers can influence the individuals
terminology and specific
special health of adolescents H.1.5. Analyze ways in which
functions of the body systems
P.1.3. Identify and M.1.5. Analyze ways in which the environment influences the
E.1.4. Explore how families
describe functions of the environment and personal health of the community
can influence personal health
body parts (e.g. health are interrelated H.1.6. Use and evaluate appro-
stomach, feet, hands, E.1.5. Examine how physical,
M.1.6. Use appropriate strate- priate strategies to promote
ears, eyes, mouth) social and emotional
gies to prevent/reduce risks and well-being, delay onset and
environments influence
P.1.4. Identify how promote well-being reduce risks of potential health
personal health
families can influence problems during adulthood
M.1.7. Explain how appropriate
personal health E.1.6. Identify health
health care can prevent prema- H.1.7. Assess how public health
problems and illnesses that
P.1.5. Describe a healthy can be prevented or treated ture death and disability policies and government regu-
and safe environment lations can influence health pro-
early M.1.8. Describe how pathogens,
motion and disease prevention
P.1.6. Identify health and E.1.7. Explain how childhood family history, individual deci-
safety problems that can injuries can be prevented or sions and other risk factors are H.1.8. Analyze how research
be treated early related to the cause or preven- and medical advances can
treated
tion of disease and other health influence the prevention and
P.1.7. Identify ways E.1.8. Recognize how family problems control of health problems
injuries can be history, individual decisions,
prevented M.1.9. Identify and discuss H1.9. Research and analyze
and other risk factors are
causes, modes of transmission, factors that increase the risk
P.1.8. Identify and related to cause and
symptoms and prevention meth- of contracting communicable
practice ways to prevent prevention of disease and ods of communicable and non- and non-communicable
disease and other health other health problems communicable diseases (e.g. diseases (e.g. HIV/AIDS,
problems E.1.9. Define the terms HIV/AIDS, sexually transmitted sexually transmitted diseases,
P.1.9. Discuss germs and communicable (infectious) diseases, diabetes, cancer, heart diabetes, cancer, heart disease,
their connection to and non-communicable (non- disease) hepatitis)
illness infectious) diseases and
M.1.10. Describe puberty and H.1.10. Describe and analyze
identify ways to help prevent
human reproduction as it relates the physical, mental, emotional
disease (e.g. HIV/AIDS,
to medically accurate compre- and sexual changes that occur
diabetes, cancer, heart
hensive sexuality education over a lifetime, from birth to
disease) death
M.1.11. Define abstinence,
E. 1.10. Describe the physical
explain the value of postponing H.1.11. Compare and contrast
and emotional changes that
sexual activity, identify the abstinence to other forms of
occur during puberty
methods of contraception and contraception to reduce risks of
the effectiveness of each disease/unintended pregnancy
13Comprehensive School Health Education
Content Standard 2: Accessing Health Information and Resources
Essential Question: How and where do I find information, products and resources?
Curricular Outcome: Students will demonstrate the ability to access valid health information, products and
services.
By Kindergarten, By Grade 4, students By Grade 8, students By Grade 12, students
students will: will: will: will:
P.2.1. Demonstrate the E.2.1. Demonstrate the M.2.1. Analyze the validity of H.2.1. Evaluate the validity of
ability to seek health ability to locate valid health health information and the cost health information and the cost
information from trusted information, products and of products and services of products and services
adults (e.g. common services M.2.2. Demonstrate the ability H.2.2. Demonstrate the ability
health and safety E.2.2. Demonstrate the to locate and use resources to access and evaluate
concerns, roles and ability to locate resources from home, school and resources from home, school
responsibilities of from home, school and community that provide valid and community that provide
community helpers) community that provide valid health information, products valid health information and
P.2.2. Demonstrate the health information and services services for themselves and
ability to seek help from E.2.3. Describe factors that M.2.3. Examine factors that
others
trusted adults (e.g. dial may influence the selection may influence the personal H.2.3. Evaluate factors that
911, ask for help from of health information, selection of health information, may influence the personal
firefighters or police products and services products and services selection of health products
officers) and services
E. 2.4. Discuss ways to obtain M.2.4. Demonstrate ways to
P.2.3. Identify information about human obtain medically accurate H.2.4. Analyze medically
characteristics of a growth and development information about accurate information about
trusted adult from family, school comprehensive sexuality comprehensive sexuality
personnel, health education from family, school education from family, school
professionals and other personnel, health professionals personnel, health professionals
responsible adults and other responsible adults and other responsible adults
14Comprehensive School Health Education
Content Standard 3: Self-management of Healthy Behaviors
Essential Question: What can I do to avoid or reduce health risks?
Curricular Outcome: Students will demonstrate the ability to practice health-enhancing behaviors to avoid and
reduce health risks.
By Kindergarten, By Grade 4, students By Grade 8, students By Grade 12, students
students will: will: will: will:
P.3.1. Identify healthy E.3.1. Identify responsible M.3.1. Explain the importance H.3.1. Assess the importance
behaviors (e.g. wearing health behaviors of assuming responsibility for of assuming responsibility for
seatbelts, hand washing) personal health behaviors personal health behaviors
E.3.2. List personal health
P.3.2. Identify personal needs M.3.2. Examine personal H.3.2. Analyze personal health
behaviors that are health- E.3.3. Compare behaviors health status to determine status to determine needs
enhancing needs
that are safe to those that are H.3.3. Distinguish between
P.3.3. Identify personal risky or harmful M.3.3. Distinguish between safe, risky or harmful
health behaviors that safe, risky or harmful behaviors affecting themselves
E.3.4. Demonstrate strategies
need to be changed behaviors involving and others in the community
to improve or maintain
themselves and/or others
P.3.4. Demonstrate good personal health by examining H.3.4. Apply and assess
hygiene practices to influences and rules that M.3.4. Apply strategies to strategies to improve or
improve and maintain affect decisions improve or maintain personal maintain personal, family and
personal health and family health by community health by
E.3.5. Develop and practice
examining influences, rules examining influences, rules
P.3.5. Understand and safety techniques to avoid
and legal responsibilities that and legal responsibilities that
follow rules and routines and reduce injury and
affect decisions affect decisions
P.3.6. Identify ways to disease
M.3.5. Examine and apply H.3.5. Use and evaluate safety
self-regulate stress (e.g. E.3.6. Identify and practice
safety techniques to avoid and techniques to avoid and reduce
take a break from skills to manage stress
reduce injury and prevent injury and prevent disease
playing hard, quiet time)
disease
H.3.6. Evaluate and apply
M.3.6. Apply skills to manage appropriate stress
stress management strategies
15Comprehensive School Health Education
Content Standard 4: Analyzing Internal and External Influences
Essential Question: What influences my healthy behaviors and decisions?
Curricular Outcome: Students will analyze the influence of family, peers, culture, media, technology and other
factors on health.
By Kindergarten, By Grade 4, students By Grade 8, students By Grade 12, students
students will: will: will: will:
P.4.1. Discuss their roles E.4.1. Describe how family M.4.1. Examine the influence H.4.1. Analyze how family
in the family and the and culture influence of family beliefs and cultural and cultural diversity enriches
roles of their parents/ personal health behaviors beliefs on personal health and affects personal health
guardians behaviors behaviors
E.4.2. Explain how media
P.4.2. Recognize how and technology influence M.4.2. Analyze how media, H.4.2. Evaluate the effects of
media and technology personal and health technology and other factors media, technology and other
can influence their lives behaviors influence personal health factors on personal, family and
behaviors community health
P.4.3. Discuss how E.4.3. Explain how family,
families and school school and peers influence M.4.3. Analyze how family, H.4.3. Evaluate how
influence personal personal health school and peers influence information from family, school,
health personal health peers and the community
E.4.4. Identify and explain influences personal health
how the media may M.4.4. Identify and explain
influence messages one may how the media may influence H.4.4. Analyze the media
receive about body image behaviors and decisions in influence on behaviors and
regard to sexuality decisions as it relates to
sexuality
16Comprehensive School Health Education
Content Standard 5: Communication Skills
Essential Question: How can communication enhance my personal health?
Curricular Outcome: Students will demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
By Kindergarten, By Grade 4, students By Grade 8, students By Grade 12, students
students will: will: will: will:
P.5.1. Practice using E.5.1. Practice verbal and M.5.1. Apply effective verbal H.5.1. Compare and contrast
words to communicate as nonverbal communication as and nonverbal communication skills for communicating
a means of enhancing a means of enhancing health skills as a means of enhancing effectively with family, peers
health E.5.2. Demonstrate health and others
P.5.2. Describe characteristics needed to be M.5.2. Use characteristics H.5.2. Apply and evaluate
characteristics of a a responsible individual needed to be a responsible characteristics needed to be
responsible individual within their group, school, individual within their peer a responsible individual within
family and community group, school, family and their peer group, school,
P.5.3. Practice using
E.5.3. Describe emotions community family, and community
words to identify
emotions and how they can affect an M.5.3. Identify ways in which H.5.3. Demonstrate the ability
individual’s behavior emotions may affect to identify positive and
P.5.4. Identify healthy
E.5.4. Identify and communication, behavior and negative emotions and analyze
ways to express needs,
demonstrate healthy ways to relationships the impact on behavior
wants and feelings
express needs, wants and M.5.4. Compare and contrast H.5.4. Analyze situations and
P.5.5. Demonstrate caring
feelings healthy ways to express needs, demonstrate healthy ways to
and empathy for others
E.5.5. Identify, discuss and wants and feelings express needs, wants and
P.5.6. Demonstrate the feelings
demonstrate ways to M.5.5. Demonstrate ways to
ability to listen and speak
communicate care, communicate care, empathy, H.5.5. Demonstrate care,
in turn
consideration and respect for respect and responsibility for empathy, respect and
P.5.7. Identify ways to themselves and others others without bias, abuse, responsibility for others
deal with conflict without bias, abuse, discrimination or harassment without bias, abuse,
P.5.8. List examples of discrimination or harassment based on, but not limited discrimination or harassment
conflict based on, but not limited to, race, color, sex, religion, based on, but not limited to,
to, race, color, sex, religion, national origin, sexual race, color, sex, religion,
P.5.9 Engage in national origin, sexual orientation, ancestry, marital national origin, sexual
developing solutions to orientation, ancestry, marital status, mental retardation, orientation, ancestry, marital
resolve conflicts and status, mental retardation, mental disorder and learning status, mental retardation,
seek help when mental disorder and learning and/or physical disability mental disorder and learning
necessary and/or physical disability and/or physical disability
M.5.6. Use communication
E.5.6. Demonstrate active skills to build and maintain H.5.6. Prioritize and
listening skills to build and healthy relationships demonstrate strategies for
maintain healthy maintaining healthy
M.5.7. Demonstrate
relationships with peers and relationships and solving
avoidance, refusal and
family members interpersonal conflicts
negotiation skills to enhance
E.5.7. Demonstrate healthy relationships H.5.7. Demonstrate avoidance,
avoidance and refusal skills to refusal, negotiation and
M.5.8. Examine the possible
enhance health collaboration skills to enhance
causes of conflict among youth
healthy relationships
E.5.8. Identify possible in schools and communities
causes of conflict H.5.8. Analyze the possible
M.5.9. Demonstrate strategies
causes of conflict in families,
E.5.9. Demonstrate family, to prevent, manage and resolve
among peers, and in schools
peer, school and community conflicts in healthy ways and
and communities
strategies to prevent, manage identify adults and peers who
and resolve conflicts and might assist, when appropriate H.5.9. Demonstrate strategies
identify adults who might used to prevent, manage and
assist, when appropriate resolve conflict in healthy ways
and identify adults and peers
and community resources that
might assist, when appropriate
17Comprehensive School Health Education
Content Standard 6: Decision-Making Skills
Essential Question: How do I make good decisions to keep myself healthy?
Curricular Outcome: Students will demonstrate the ability to use decision-making skills to enhance health.
By Kindergarten, By Grade 4, students By Grade 8, students By Grade 12, students
students will: will: will: will:
P.6.1. Discuss choices E.6.1. Demonstrate the ability M.6.1. Use a decision-making H.6.1. Demonstrate various
that enhance health to apply a decision-making process to enhance health strategies when making
process to enhance health decisions to enhance health
P.6.2. Identify adults who M.6.2. Describe and analyze
can assist in making E.6.2. Explain when to ask for how health-related decisions H.6.2. Demonstrate the ability
health-related decisions assistance in making health- are influenced by using to make health- enhancing
related decisions resources from family, school decisions using the
P.6.3. Discuss reasons
and community collaborative decision-making
to make and results of E.6.3. Predict outcomes of
process
making healthy choices positive health decisions M.6.3. Predict how decisions
regarding health behaviors H.6.3. Predict the immediate
have consequences for and long-term impact of health
themselves and others decisions on the individual,
family and community
18Comprehensive School Health Education
Content Standard 7: Goal-Setting Skills
Essential Question: How do I use the goal-setting process to improve my health?
Curricular Outcome: Students will use goal-setting skills to enhance health.
By Kindergarten, By Grade 4, students By Grade 8, students By Grade 12, students
students will: will: will: will:
P.7.1. Define a healthy E.7.1. Demonstrate the M.7.1. Use the goal-setting H.7.1. Demonstrate various
goal ability to apply the goal- process to enhance health strategies when making goal-
setting process to enhance setting decisions to enhance
health health
19Comprehensive School Health Education
Content Standard 8: Advocacy
Essential Question: What can I do to promote accurate health information and healthy behaviors?
Curricular Outcome: Students will demonstrate the ability to advocate for personal, family and community health.
By Kindergarten, By Grade 4, students By Grade 8, students By Grade 12, students
students will: will: will: will:
P.8.1. Use language to E.8.1. Describe a variety of M.8.1. Analyze various H.8.1. Evaluate the
convey healthy behaviors methods to convey accurate methods to accurately express effectiveness of methods for
health information, concepts health information, concepts accurately expressing health
P.8.2. Use language to
and skills and skills information, concepts and
express opinions about
skills
health topics E.8.2. Express opinions M.8.2. Support a healthy
about health issues based on position with accurate H.8.2. Support and defend a
P.8.3. Name trusted adults
accurate health information information position with accurate health
at home, in school and in
information
the community E.8.3. Identify and describe M.8.3. Analyze community
community agencies that agencies that advocate for H.8.3. Engage the support
P.8.4. Identify ways to
advocate for healthy healthy individuals, families of community agencies that
encourage others to
individuals, families and and communities advocate for healthy
make positive health
communities individuals, families and
choices M.8.4. Encourage and support
communities
P.8.5. Participate in small E.8.4. Describe ways to others in making positive
encourage and support health choices H.8.4. Use the ability to
and large group
others in making positive influence and support others
activities, interacting M.8.5. Demonstrate the ability
cooperatively with one or health choices in making positive health
to work cooperatively in small
choices
more children E.8.5. Identify ways to work groups when advocating for
cooperatively in small healthy individuals, families H.8.5. Demonstrate the ability
P.8.6. Discuss positive
groups when advocating for and schools to work cooperatively in
ways to show care,
healthy individuals, families larger, more diverse groups
consideration and M.8.6. Promote positive ways
and schools when advocating for healthy
concern for others to show care and consideration
communities
E.8.6. Demonstrate positive for others (e.g. persons living
ways to show care, with HIV/AIDS, diabetes, H.8.6. Engage others to
consideration and concern cancer) develop health campaigns
for others (e.g. persons which promote care,
M.8.7. Assess the impact of
living with HIV/AIDS, consideration and concern for
family, cultural, media and
diabetes, cancer) others (e.g. persons living with
societal messages on one’s
HIV/AIDS, diabetes, cancer)
E.8.7. Promote positive, thoughts, feelings, values and
healthy interpersonal behaviors related to sexuality H.8.7. Analyze the power of
relationships with respect choice with personal
and appreciation for each relationships and examine the
other responsibility and
consequences regarding
actions/behaviors related to
sexuality
20Healthy and Balanced Living
Curriculum Framework
Comprehensive Physical Education
2006
2122
Comprehensive Physical Education
Content Standard 9: Motor Skill Performance
Essential Question: What different ways can the body move given a specific purpose?
Curricular Outcome: Students will demonstrate competency in motor skills and movement patterns needed to
perform a variety of physical activities.
By Kindergarten, By Grade 4, students By Grade 8, students will: By Grade 12, students
students will: will: will:
P (prekindergarten).9.1. E (elementary).9.1. M (middle).9.1. Demonstrate H (high).9.1. Maintain and
Demonstrate Demonstrate developmentally mature form further develop the
coordination in gross developmentally mature form in the fundamental movement fundamental movement skills in
motor and fine motor in the fundamental movement skills in combinations of closed open environments
tasks using control, skills: locomotor, and open environments
H.9.2. Demonstrate competence
balance, strength and nonlocomotor and M.9.2. Demonstrate in applying basic locomotor,
coordination; and manipulative, in a closed developmentally mature nonlocomotor and manipulative
demonstrate progress environment (skills in applications combining skills in the execution of more
toward the mature form isolation) locomotor, nonlocomotor and complex skills
of selected fundamental
E.9.2. Demonstrate simple manipulative skills to participate
motor skills H.9.3. Use complex movements
applications combining in developmentally appropriate
and patterns within a variety of
P.9.2. Demonstrate the locomotor, nonlocomotor and movement and fitness activities dynamic environments
ability to stop and start manipulative skills to M.9.3. Adapt and combine skills
on a signal; combine participate in H.9.4. Develop advanced skills
to meet the demands of
sequences of several developmentally appropriate increasingly dynamic in selected physical activities
motor skills in an movement and fitness H.9.5. Participate in a wide
environments
organized way; and activities variety of activities, including
move through an M.9.4. Develop increasing
E.9.3. Explore and adapt dance, games, sports and
environment with body competence in more advanced
fundamental movement skills specialized skills lifetime physical activities
control
in a variety of dynamic
P.9.3. Apply environments M.9.5. Participate in a variety of
problem-solving skills in individual, dual and team tasks,
E.9.4. Acquire beginning activities, creative movement,
movement-related
skills for a few specialized dance, play, games and sports
activities by solving
movement forms
simple movement
challenges involving E.9.5. Participate in a variety
body parts in isolation or of modified games,
in combination developmentally appropriate
tasks, activities, creative
P.9.4. Acquire initial
movement, dance and play
gross- and fine-motor
skills needed for
engagement in
developmentally
appropriate tasks,
activities, creative
movement, dance and
play
P.9.5. Respond to cues
and problem-solve as
well as use whole self
in personal and general
space
23Comprehensive Physical Education
Content Standard 10: Applying Concepts and Strategies
Essential Question: How can I move effectively and efficiently?
Curricular Outcome: Students will demonstrate understanding of movement concepts, principles, strategies and
tactics as they apply to the learning and performance of physical activities.
By Kindergarten, By Grade 4, students By Grade 8, students By Grade 12, students
students will: will: will: will:
P.10.1. Demonstrate an E.10.1. Demonstrate an M.10.1. Demonstrate an H.10.1. Demonstrate an
understanding of body understanding of what the understanding of what the understanding of what the
awareness concepts by body does, where the body body does, where the body body does, where the body
identifying large and moves, how the body moves, how the body performs moves, how the body performs
small body parts; show performs the movement and the movement and the movement and
understanding of quality relationships that occur in relationships that occur in relationships that enable
of movement concepts movement increasingly more complex skilled performances
and apply them to movement and game forms
E.10.2. Recognize critical H.10.2. Use self, peer, teacher
psychomotor skills (e.g., M.10.2. Use self, peer, teacher and technological resources
performance skill elements
demonstrating and technological resources as tools to implement
in self and others using
momentary stillness in to recognize and suggest performance improvements in
movement vocabulary
balance activities, performance improvements in self and others
distinguishing when to E.10.3. Demonstrate
self and others
kick a ball softly or knowledge of rules, safety H.10.3. Demonstrate
with force); and show practices and procedures of M.10.3. Demonstrate understanding of how rules,
understanding of space specific activities knowledge of rules, safety and safety practices and
concepts by identifying practices and procedures as procedures need to be
and demonstrating they apply to an increasing adjusted for different
personal and general range of movement situations movement situations
space
P.10.2. Recognize that
some movements,
activities and noises are
appropriate for
indoors/small spaces,
and some for outdoors/
large spaces
P.10.3. Follow safety and
age-appropriate
classroom and
playground rules and
procedures
24Comprehensive Physical Education
Content Standard 11: Engaging in Physical Activity
Essential Question: What can I do to be physically active and why is this important?
Curricular Outcome: Students will participate regularly in physical activity.
By Kindergarten, By Grade 4, students By Grade 8, students By Grade 12, students
students will: will: will: will:
P.11.1. Engage in E.11.1. Engage in a variety M.11.1. Engage in an H.11.1. Regularly engage in
physical activities when of moderate to vigorous increased variety of moderate moderate to vigorous physical
presented with developmentally appropriate to vigorous developmentally activities of their choice on a
opportunities and with physical activities on a appropriate physical activities regular basis
teacher encouragement. regular basis on a regular basis
H.11.2. Apply characteristics
Engage in a wide variety
E.11.2. Demonstrate an M.11.2. Apply an of performance in a variety
of gross-motor activities
understanding of a variety understanding of the of activities for purposeful,
that are child-selected
of movements and how they connections between the recreational, skill and fitness
and teacher-initiated
affect the body purposes of movements and outcomes
P.11.2. Demonstrate their effect on fitness
E.11.3. Apply the H.11.3. Apply, evaluate and
understanding that
understanding of physical M.11.3. Apply the analyze critical elements of
different movements are
activity concepts to understanding of physical physical activity concepts to
performed by different
developing movement activity concepts to increasingly complex game
body parts, singly and
sequences and game increasingly complex forms
in combination (e.g.,
strategies movement and game forms
kicking with foot, H.11.4. Engage in a variety of
throwing with hand) E.11.4. Engage in M.11.4. Engage in a variety of appropriate physical activities
appropriate physical activity appropriate physical activities with individualized goals,
P.11.3. Combine a
during and outside of school during and outside of school during and outside of school,
sequence of several
that promotes the that promote the development that promote the development
motor skills in an
development and and improvement of physical and improvement of physical
organized way
improvement of physical fitness level fitness level
P.11.4. Participate in fitness level
healthy physical activity,
and demonstrate
understanding that
physical activity is
beneficial to good health
25Comprehensive Physical Education
Content Standard 12: Physical Fitness
Essential Question: Why is it important to be physically fit and how can I stay fit?
Curricular Outcome: Students will incorporate fitness and wellness concepts to achieve and maintain a health
enhancing level of physical fitness.
By Kindergarten, By Grade 4, students By Grade 8, students By Grade 12, students
students will: will: will: will:
P.12.1 Demonstrate E.12.1 Demonstrate M.12.1 Demonstrate the skills H.12.1. Assess and adjust
understanding that understanding of the and knowledge to assess levels activities to maintain or
different physical relationship between of physical fitness and improve personal level of
activities have different activities and physical fitness participate in activities that health-related fitness
effects on the body (e.g., components (e.g., develop and maintain each
running, walking and cardiorespiratory endurance, component H.12.2. Use physiological data
sitting cause heartbeat muscular strength and to adjust levels of exercise
and breathing to be endurance, flexibility, M.12.2. Assess physiological and nutrient intake to promote
faster, not as fast, and nutritional status and body responses to exercise wellness
slow, respectively) composition) associated with one’s level of
physical fitness and nutritional H.12.3. Use the results of
P.12.2 Developmentally E.12.2 Recognize balance fitness assessments to guide
appropriate recognition physiological indicators (e.g., changes in her or his personal
of the effects of physical heart rate, body temperature, M.12.3. Analyze the results of programs of physical activity
activity and exercise perspiration, thirst) of one or more components of
health-related fitness H.12.4. Design and implement
exercise during and after a personal wellness program
P.12.3 Use words, physical activity
symbols and other media M.12.4 Plan a wellness based upon information
to express feelings and E.12.3 Understand the results program demonstrating an obtained from the fitness
sensations about physical of formal fitness testing and understanding of basic assessment and in accordance
activity correctly associate these exercise (e.g., frequency, with appropriate training and
results with overall physical intensity, duration) and nutritional principles
P.12.4 Collect, describe fitness, nutritional levels and nutritional principles designed
and record feelings and personal health status to meet personal wellness
observations about goals
physical activity and its E.12.4 Maintain a wellness
effects on the body and log including exercise and
on how one feels during food intake for a set period of
and after exercise, and time
before, during and after
eating
26Comprehensive Physical Education
Content Standard 13: Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others
in physical activity settings.
By Kindergarten, By Grade 4, students By Grade 8, students By Grade 12, students
students will: will: will: will:
P.13.1. Demonstrate safe E.13.1. Understand, M.13.1. Understand, H.13.1. Apply safe practices,
behavior for self and participate in the participate in the development rules, procedures etiquette and
toward others by development of, and follow of, and follow classroom rules; good sportsmanship in all
following established classroom rules; follow follow activity-specific rules, physical activity settings, and
class rules, procedures activity-specific rules, safety safety practices and take initiative to encourage
and safe practices with practices and procedures; procedures; and apply safe others to do the same
teacher guidance and and demonstrate etiquette practices, rules, procedures,
H.13.2. Demonstrate
reinforcement and good sportsmanship in etiquette and good
leadership and cooperation in
P.13.2. Interact a variety of physical activity sportsmanship in all physical
order to accomplish the goals
appropriately with peers settings activity settings
of different physical activities
and familiar adults (e.g., M.13.2. Continue to develop
E.13.2. Work independently
sharing, taking turns, H.13.3. Develop and
or cooperatively and skills to participate
following rules) with demonstrate initiative in
productively with partners or productively in groups, in both
teacher guidance and implementing strategies for
in small groups to complete cooperative and competitive
reinforcement; stay on including all persons, despite
assigned tasks activities
task for short periods individual differences, in
with teacher supervision; E.13.3. Demonstrate M.13.3. Develop strategies physical activity settings
listen quietly without behaviors that are sensitive for including all persons,
H.13.4. Demonstrate initiative
interruption for short to individual differences despite individual differences,
in using appropriate skills for
periods with teacher (e.g., physical, gender, in physical activity settings
resolving conflicts peacefully
reinforcement; and cultural/ethnic, social and M.13.4. Apply appropriate and encouraging others to do
exhibit self-control in emotional) that can affect skills for resolving conflicts the same
group situations group activities peacefully
P.13.3. Demonstrate E.13.4. Develop skills
willingness to play with needed for resolving conflicts
any child in the class; peacefully
and recognize
similarities and
appreciate differences in
people
P.13.4. Use
age-appropriate conflict
resolution strategies;
seek help from adults
or peers when conflict
arises; and engage in
developing solutions and
work to resolve conflicts
27Comprehensive Physical Education
Content Standard 14: Benefits of Physical Activity
Essential Question: How will physical activity help me now and in the future?
Curricular Outcome: Students will choose physical activity for health, enjoyment, challenge, self-expression
and/or social interaction to sustain a physically active lifestyle.
By Kindergarten, By Grade 4, students By Grade 8, students By Grade 12, students
students will: will: will: will:
P.14.1. Use words to E.14.1. Express and identify M.14.1. Make decisions about H.14.1. Make decisions and
express feelings and feelings about participating participating in different implement plans to participate
emotions; begin to in physical activity and begin physical activities based on in different physical activities
develop positive feelings to make choices based on feelings and interests based on interests and positive
about being physically those feelings feelings of accomplishment in
M.14.2. Use physical activity
active; and with teacher daily living
E.14.2. Use physical activity as a means of self- and group
encouragement, make as a means of self-expression expression H.14.2. Use physical activity as
connections between
E.14.3. Use physical activity M.14.3. Use physical activity a means of creative expression
physical activity and fun
P.14.2. Participate in as a positive opportunity for as a positive opportunity for H.14.3. Use physical activity
creative movement and social and group interaction social and group interaction as a positive opportunity for
dance; identify several E.14.4. Experience personal and development of social and group interaction
activities that are challenges through physical leadership skills and development of lifelong
personally enjoyable; activity M.14.4. Realize that physical skills and relationships
and use a variety of activity and challenges present H.14.4. Seek personally
means for E.14.5. Understand that
practicing activities increases opportunities for personal challenging experiences
self-expression growth through physical activity as a
specific skill competence
P.14.3. Demonstrate M.14.5. Value the skill means to personal growth
appropriate social E.14.6. Experiment with new
physical activities competence that results from H.14.5. Persist in practicing
interactions with peers practice activities to increase specific
during physical activity skill competence in areas of
(e.g., sharing, taking M.14.6. Demonstrate
willingness to attempt a variety interest
turns, following rules,
playing cooperatively) of new physical activities H.14.6. Experiment with new
with teacher guidance physical activities as part of a
and reinforcement personal improvement plan
P.14.4 Demonstrate
recognition that physical
activity is beneficial to
good health
P.14.5. Recognize the
difference between
physical activity levels in
different children’s tasks
(e.g., sitting at sand table
compared to playing tag)
P.14.6. Develop
individual success and
confidence by
attempting movement
skills and activities with
teacher guidance
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