Healthy and Balanced Living Curriculum Framework - Comprehensive School Health Education Comprehensive Physical Education

 
Healthy and Balanced Living Curriculum Framework - Comprehensive School Health Education Comprehensive Physical Education
Healthy and Balanced Living
   Curriculum Framework
Comprehensive School Health Education
  Comprehensive Physical Education
                2006
Healthy and Balanced Living Curriculum Framework - Comprehensive School Health Education Comprehensive Physical Education
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
Healthy and Balanced Living
  Curriculum Framework
Comprehensive School Health Education
  Comprehensive Physical Education
                2006

                  1
Healthy and Balanced Living Curriculum Framework - Comprehensive School Health Education Comprehensive Physical Education
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 - Comprehensive School Health Education Comprehensive Physical Education
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.

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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
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
                                                     5
Comprehensive 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
                                                                    6
Comprehensive 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.

                                                         7
Standard 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.

                                                         8
Standard 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.

                                                          9
10
Healthy and Balanced Living
    Curriculum Framework
Comprehensive School Health Education
                2006

                 11
12
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
                                                              13
Comprehensive 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

                                                              14
Comprehensive 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

                                                              15
Comprehensive 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

                                                            16
Comprehensive 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

                                                            17
Comprehensive 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

                                                              18
Comprehensive 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

                                                        19
Comprehensive 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

                                                            20
Healthy and Balanced Living
  Curriculum Framework
Comprehensive Physical Education
             2006

               21
22
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

                                                              23
Comprehensive 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

                                                           24
Comprehensive 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

                                                              25
Comprehensive 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

                                                                26
Comprehensive 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

                                                                27
Comprehensive 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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