NJ Standards Health and PE
STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard aims to increase student knowledge about the physical, social, emotional, and intellectual dimensions of wellness, thus enabling them to make informed choices about their health now and in the future. Wellness can be defined as a way of life that emphasizes health promotion measures such as healthy eating, learning to manage stress, reducing one’s risk of contracting a disease, and preventing and treating simple injuries. Taking responsibility for one’s own health is an essential step towards developing and maintaining a healthy, active lifestyle.
Personal Health
Preschool Learning Outcomes
2.1.2.A Personal Health
Grade 2
2.1.4.A Personal Health
Grade 4
2.1.6.A Personal Health
Grade 6
2.1.8.A Personal Health
Grade 8
2.1.12.A Personal Health
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Define wellness and explain how making healthy choices and having healthy relationships contribute to wellness.
(CPI 2.1.2.A.1)
Describe the physical, social, and emotional dimensions of wellness.
(CPI 2.1.4.A.1)
Discuss the physical, social, emotional, and intellectual dimensions of wellness.
(CPI 2.1.6.1)
Discuss how health data, such as blood pressure, body composition, and cholesterol, can be used to assess and improve wellness.
(CPI 2.1.6.A.3)
Interpret health data to make predictions about wellness.
(CPI 2.1.8.A.3)
Use health data to make predictions about wellness and recommend behavior changes to improve lifelong wellness.
(CPI 2.1.12.A.3)
Wash hands at appropriate times.
(HSPE 2.1)
Discuss, describe and demonstrate personal and oral hygiene skills.
(HSPE 2.3)
Demonstrate brushing teeth, dressing and grooming techniques (e.g. dramatic play). (HSPE 2.4)
Demonstrate strategies that limit the spread of germs.
(HSPE 2.2)
Describe and demonstrate self-care practices that support wellness, such as brushing and flossing teeth, washing hands, and wearing appropriate attire for weather or sports.
(CPI 2.1.2.A.2)
Describe and demonstrate personal hygiene practices that support wellness. (CPI2.1.4.A.2)
Describe the appropriate use of healthcare and personal hygiene products.
(CPI 2.1.6.A.2)
Describe the appropriate selection and use of healthcare and personal hygiene products.
(CPI 2.1.8.A.1)
Compare and contrast healthcare and personal hygiene products and services commonly used by adolescents and young adults.
(CPI 2.1.12.A.1)
Analyze the impact of health choices and behaviors on wellness.
(CPI 2.1.4.A.3)
Discuss how health knowledge, health choices, self-control, resistance, and self-management skills influence wellness.
(CPI 2.1.6.A.4)
Evaluate the impact of health behaviors and choices on personal and family wellness.
(CPI 2.1.8.A.2)
Investigate the impact of health choices and behaviors on personal, family, and community wellness.
(CP1 2.1.12.A.2)
Discuss how technology impacts wellness.
(CPI 2.1.6.A.5)
Investigate how technology and medical advances impact wellness.
(CPI 2.1.8.A.4)
Debate the social and ethical implications of the use of technology and medical advances to support wellness.
(CPI 2.1.12.A.4)
2.1 Health and Physical Education Wellness
2.1 Health and Physical Education Wellness
STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard aims to increase student knowledge about the physical, social, emotional, and intellectual dimensions of wellness, thus enabling them to make informed choices about their health now and in the future. Wellness can be defined as a way of life that emphasizes health promotion measures such as healthy eating, learning to manage stress, reducing one’s risk of contracting a disease, and preventing and treating simple injuries. Taking responsibility for one’s own health is an essential step towards developing and maintaining a healthy, active lifestyle.
Growth and Development
Preschool Learning Outcomes
2.1.2.B Growth and Development
Grade 2
2.1.4.B Growth and Development
Grade 4
2.1.6.B Growth and Development
Grade 6
2.1.8.B Growth and Development
Grade 8
2.1.12.B Growth and Development
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Name and locate body organs and parts.
(CPI 2.1.2.B.1)
Describe the structure and function of human body systems.
(CPI 2.1.4.B.1)
Compare and contrast body systems, their parts and functions, and explain that body systems must work together to ensure wellness.
(CPI 2.1.6.B.1)
Discuss how body systems are interdependent and interrelated. (CPI 2.1.8.B.1)
Recommend behaviors to enhance and support the optimal functioning of body systems.
(CPI 2.1.12.B.1)
Describe each human life stage and the physical changes that occur at each stage.
(CPI 2.1.4.B.2)
Compare the rate of physical, social, emotional, and intellectual change during various life stages and discuss ways to foster healthy growth.
(CPI 2.1.6.B.2)
Investigate the physical, social, emotional, and intellectual changes that occur at each life stage and how those changes impact wellness.
(CPI 2.1.8.B.2)
Predict and discuss significant developmental issues or concerns that impact each life stage.
(CPI 2.1.12.B.2)
Compare charateristic of self with others. (SSFLS 1.2)
Describe how children are alike and how they are different.
(CPI 2.1.2.B.2)
Discuss the factors that contribute to healthy physical, social, emotional, and intellectual growth and uniqueness.
(CPI 2.1.4.B.3)
Discuss how heredity and physiological changes contribute to an individual’s uniqueness.
(CPI 2.1.6.B.3)
Discuss how heredity, physiological changes, environmental influences, and varying social experiences contribute to an individual’s uniqueness.
(CPI 2.1.8.B.3)
Predict the impact of heredity and genetics on human growth and development.
(CPI 2.1.12.B.3)
2.1 Health and Physical Education Wellness
2.1 Health and Physical Education Wellness
STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard aims to increase student knowledge about the physical, social, emotional, and intellectual dimensions of wellness, thus enabling them to make informed choices about their health now and in the future. Wellness can be defined as a way of life that emphasizes health promotion measures such as healthy eating, learning to manage stress, reducing one’s risk of contracting a disease, and preventing and treating simple injuries. Taking responsibility for one’s own health is an essential step towards developing and maintaining a healthy, active lifestyle.
Nutrition
Preschool Learning Outcomes
2.1.2.C Nutrition
Grade 2
2.1.4.C Nutrition
Grade 4
2.1.6.C Nutrition
Grade 6
2.1.8.C Nutrition
Grade 8
2.1.12.C Nutrition
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, sudents will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 4 students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Demonstrate and illustrate understanding of nutritious food choices (e.g. through dramatic play, art and creating stories). (HSPE 1.4 ) Compare and contrast foods that are representative of various cultures (e.g. matzo, plantains and bananas).
(HSPE 1.3)
Explain why some foods are healthier to eat than others.
(CPI 2.1.2.C.1)
Differentiate between healthy and unhealthy eating patterns.
(CPI 2.1.4.C.1)
Discuss how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems working.
(CPI 2.1.4.C.4)
Discuss the short- and long-term benefits and risks associated with nutritional choices.
(CPI 2.1.6.C.4)
Discuss factors that influence food choices.
(CPI 2.1.6.C.1)
Analyze how healthy eating patterns throughout life can reduce the risk of heart disease and high cholesterol, cancer, osteoporosis, and other health conditions. (CPI 2.1.8.C.4)
Analyze how culture, health status, age, and eating environment influence personal eating patterns and discuss ways to improve nutritional balance.
(CPI 2.1.8.C.1) Describe healthy ways to lose, gain, or maintain weight.
(CPI 2.1.8.C.2)
Analyze and evaluate how healthy and unhealthy eating patterns impact the functioning of the human body, including healthy bone development and immune system functioning.
(CPI 2.1.12.C.4)
Recommend healthy ways to lose, gain, or maintain weight.
(CPI 2.1.12.C.3)
Identify and differentiate among foods and food groups (e.g. fruits, vegetables, meats).
(HSPE 1.1)
Describe tastes, colors, textures, smells, and shapes of food.
(HSPE 1.2)
Sort foods according to food groups and food sources.
(CPI 2.1.2.C.2)
Classify foods by food group, food source, nutritional content, and nutritional value.
(CPI 2.1.4.C.2)
Compare food choices based on nutrient content and value, calories, and cost and create a healthy meal plan.
(CPI 2.1.6.C.2)
Describe the impact of nutrients on the functioning of human body systems.
(CPI 2.1.8.C.3)
Design and evaluate a nutrition plan for a healthy young adult considering cost, availability, nutritional balance, freshness, nutritional value, and culture.
(CPI 2.1.12.C.2)
Explain what information can be found on food and product labels.
(CPI 2.1.2.C.3)
Interpret food product labels.
(CPI 2.1.4.C.3)
Analyze nutrition information on food packages and labels.
(CPI 2.1.6.C.3)
Analyze and evaluate current dietary recommendations, resources, and trends from a variety of sources.
(CPI 2.1.12.C.1)
2.1 Health and Physical Education Wellness
2.1 Health and Physical Education Wellness
STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard aims to increase student knowledge about the physical, social, emotional, and intellectual dimensions of wellness, thus enabling them to make informed choices about their health now and in the future. Wellness can be defined as a way of life that emphasizes health promotion measures such as healthy eating, learning to manage stress, reducing one’s risk of contracting a disease, and preventing and treating simple injuries. Taking responsibility for one’s own health is an essential step towards developing and maintaining a healthy, active lifestyle.
Disease and Health Conditions
Preschool Learning Outcomes
2.1.2.D Disease and Health Conditions
Grade 2
2.1.4.D Disease and Health Conditions
Grade 4
2.1.6.D Disease and Health Conditions
Grade 6
2.1.8.D Disease and Health Conditions
Grade 8
2.1.12.D Disease and Health Conditions
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Explain why diseases and health conditions need to be detected and treated early.
(CPI 2.1.2.D.1)
Discuss the importance of the early detection of diseases and health conditions.
(CPI 2.1.4.D.1)
Investigate ways to treat common childhood diseases and health conditions.
(CPI 2.1.4.D.2)
Compare and contrast methods used to diagnose and treat diseases and health conditions.
(CPI 2.1.6.D.1)
Investigate current and emerging methods to diagnose and treat diseases and health conditions.
(CPI 2.1.8.D.1)
Analyze the availability and effectiveness of current and emerging diagnostic and treatment modalities for various diseases and health conditions.
(CPI 2.1.12.1)
Explain the difference between communicable and non-communicable diseases.
(CPI 2.1.2.D.2)
Explain that some diseases and health conditions are preventable and some are not.
(CPI 2.1.4.D.3)
Differentiate among communicable, non-communicable, acute, chronic, and inherited diseases and health conditions.
(CPI 2.1.6.D.2)
Classify diseases and health conditions as communicable, noncommunicable, acute, chronic, or inherited.
(CPI 2.1.8.D.2)
Discuss the relationship between signs and symptoms of disease and the functioning of the body’s immune system.
(CPI 2.1.12.D.2)
Discuss common symptoms of diseases and health conditions.
(CPI 2.1.2.D.3)
Describe the signs and symptoms of diseases and health conditions common in children.
(CPI 2.1.4.D.4)
Compare and contrast diseases and health conditions prevalent in adolescents, including asthma, obesity, diabetes, Lyme disease, STDs, and HIV/AIDS.
(CPI 2.1.6.D.3)
Compare and contrast diseases and health conditions, including hepatitis, STDs, HIV/AIDS, breast cancer, and testicular cancer.
(CPI 2.1.8.D.3)
Compare and contrast diseases and health conditions occurring in adolescence and young adulthood with those occurring later in life, including cancer, cardiovascular diseases, respiratory diseases, arthritis, osteoporosis, and Alzheimer’s.
(CPI 2.1.12.D.3)
Explain ways to prevent the spread of diseases such as hand washing, immunizatiions, covering coughs and not sharing cups, hats, or combs. (CPI 2.1.2.D.4)
Investigate how the use of universal precautions, sanitation and waste disposal, proper food handling and storage, and environmental controls help to prevent diseases and health conditions.
(CPI 2.1.4.D.5)
Discuss the use of public health strategies to prevent diseases and health conditions.
(CPI 2.1.6.D.4)
Analyze local and state public efforts to prevent and control diseases and health conditions.
(CPI 2.1.8.D.4)
Investigate and assess local, state, national, and international public health efforts.
(CPI 2.1.12.D.4.)
Discuss myths and facts about mental illness.
(CPI 2.1.4.D.6)
Compare and contrast forms of mental illness such as phobias, anxiety and panic disorders, and depression.
(CPI 2.1.6.D.5)
Investigate various forms of mental illness including impulse disorders such as gambling or shopping, depression, eating disorders, and bipolar disorders.
(CPI 2.1.8.D.5)
Investigate the impact of mental illness on personal, family, and community wellness.
(CPI 2.1.12.D.5)
2.1 Health and Physical Education Wellness
2.1 Health and Physical Education Wellness
STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard aims to increase student knowledge about the physical, social, emotional, and intellectual dimensions of wellness, thus enabling them to make informed choices about their health now and in the future. Wellness can be defined as a way of life that emphasizes health promotion measures such as healthy eating, learning to manage stress, reducing one’s risk of contracting a disease, and preventing and treating simple injuries. Taking responsibility for one’s own health is an essential step towards developing and maintaining a healthy, active lifestyle.
Safety
Preschool Learning Outcomes
2.1.2.E Safety
Grade 2
2.1.4.E Safety
Grade 4
2.1.6.E Safety
Grade 6
2.1.8.E Safety
Grade 8
2.1.12.E Safety
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, Students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Recognize, identify and alert adults to potentially harmful conditions/situations.
(HSPE 3.1) Identify and recognize warning symbols and communicates their meaning (e.g. red light, stop sign, poison symbol, etc.).
(HSPE 3.2)
Explain and demonstrate ways to prevent injuries, including seat belts and child safety seats in motor vehicles, protective gear, and fire, bus, and traffic safety procedures.
(CPI 2.1.2.E.1)
Identify warning labels found on medicines and household products.
(CPI 2.1.2.E.5)
Describe the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and community.
(CPI 2.1.4.E.1)
Compare and contrast the incidence and characteristics of intentional and unintentional injuries in adolescents.
(CPI 2.1.6.E.1)
Assess situations in the home, school, and community for perceived vs. actual risk of injuries.
(CPI 2.1.8.E.1)
Evaluate work and leisure situations for perceived and actual risk of intentional and unintentional injuries.
(CPI 2.1.12.E.1)
Identify community helpers who assist in maintaining a safe environment.
(HSPE 3.4)
Identify safe and appropriate behavior for use when interacting with strangers, acquaintances, and trusted adults.
(CPI 2.1.2.E.4)
Describe the characteristics of strangers, acquaintances, and trusted adults and demonstrate safe and appropriate ways to deal with each.
(CPI 2.1.4.E.4)
Describe and demonstrate strategies to increase personal safety while in public places and discuss what to do if one’s safety is compromised.
(CPI 2.1.8.E.5)
Develop personal protection strategies to reduce the incidence of injuries and evaluate their effectiveness.
(CPI 2.1.12.E.2)
Analyze the short- and long-term impacts of injuries on individuals and families and develop strategies to reduce the incidence of such injuries.
(CPI 2.1.6.E.2)
Investigate the short- and long-term impacts of injuries on the individual, the family and the community.
(CPI 2.1.8.E.2)
Assess the short- and long-term impacts of injuries on the individual, family members, the community, and the workplace.
(CPI 2.1.12.E.3)
Know how to dial 911 for help.
(HSPE 3.5)
Recognize, identify and alert adults to potentially harmful conditions/situations.
(HSPE 3.1)
Behave appropriately during emergency evacuation drills.
(HSPE 3.3)
Explain and demonstrate simple first aid procedures, including getting help and calling 911, knowing personal information such as address and phone number, avoiding contact with blood and other body fluids, and caring for small cuts.
(CPI 2.1.2.E.2)
Describe and demonstrate simple first aid procedures, including the assessment of choking and breathing, the control of bleeding, and the care of minor wounds and burns.
(CPI 2.1.4.E.2)
Demonstrate and assess basic first aid procedures, including victim and situation assessment, rescue breathing and choking, and care of minor cuts, sprains, and bleeding.
(CPI 2.1.6.E.3)
Describe and demonstrate first aid procedures including, situation and victim assessment, Basic Life Support, and the care of bleeding and wounds, burns, fractures, shock, and poisoning.
(CPI 2.1.8.E.3)
Describe and demonstrate first aid procedures, including Basic Life Support and automatic external defibrillation, caring for bone and joint emergencies, caring for cold and heat injuries, and responding to medical emergencies.
(CPI 2.1.12.E.4)
Distinguish among “good/safe touch,” “bad/unsafe touch,” and “confusing touch” and explain what to do if touching causes uncomfortable feelings.
(CPI 2.1.2.E.3)
Explain that abuse can take several forms, including verbal, emotional, sexual, and physical, and identify ways to get help should abuse be suspected.
(CPI 2.1.4.E.3)
Discuss the physical, social, and emotional impacts of all forms of abuse and discuss what to do if any form of abuse is suspected or occurs.
(CPI 2.1.6.E.4)
Discuss the short- and long-term physical, social, and emotional impacts of all forms of abuse.
(CPI 2.1.8.E.4)
Describe and demonstrate ways to protect against sexual assault and discuss what to do if sexually assaulted.
(CPI 2.1.12.E.5)
2.1 Health and Physical Education Wellness
2.1 Health and Physical Education Wellness
STANDARD 2.1 (WELLNESS) ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard aims to increase student knowledge about the physical, social, emotional, and intellectual dimensions of wellness, thus enabling them to make informed choices about their health now and in the future. Wellness can be defined as a way of life that emphasizes health promotion measures such as healthy eating, learning to manage stress, reducing one’s risk of contracting a disease, and preventing and treating simple injuries. Taking responsibility for one’s own health is an essential step towards developing and maintaining a healthy, active lifestyle.
Social and Emotional Health
Preschool Learning Outcomes
2.1.2.F Social and Emotional Health
Grade 2
2.1.4.F Social and Emotional Health
Grade 4
2.1.6.F Social and Emotional Health
Grade 6
2.1.8.F Social and Emotional Health
Grade 8
2.1.12.F Social and Emotional Health
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Explain that living things have special needs.
(S 2.2) Label and describe a wide range of feelings, including sadness, anger, fear and happiness. (SED 3.1)
Explain that all human beings have basic needs including food, water, sleep, shelter, clothing, and love. (CPI 2.1.2.F.1)
Describe and demonstrate appropriate ways to express wants, needs, and emotions. (CPI 2.1.2.F.3)
Describe basic human needs and how individuals and families attempt to meet those needs.
(CPI 2.1.4.F.1)
Examine how personal assets, (e.g., self esteem, positive peer relationships) and protective factors (e.g., parental involvement) support healthy social and emotional development.
(CPI 2.1.6.F.1)
Analyze how personal assets, resiliency, and protective factors support healthy social and emotional development.
(CPI 2.1.8.F.1)
Discuss psychological principles and theories of personality development.
(CPI 2.1.12.F.1)
Discuss the developmental tasks of adolescence, including the development of mature relationships, gender identification, a healthy body image, emotional independence, and life skills.
(CPI 2.1.8.F.2)
Analyze the impact of physical development, social norms and expectations, self-esteem, and perceived vulnerability on adolescent social and emotional growth and behavior. (CPI 2.1.12.F.2)
Demonstrate verbal problem solving skills without being aggressive.
(SED 4.6)
Identify the possible causes of conflict and discuss appropriate ways to prevent and resolve conflicts.
(CPI 2.1.2.F.4)
Describe and demonstrate strategies to prevent, reduce, or mediate conflict.
(CPI 2.1.4.F.4)
Describe home, school, and community efforts to prevent conflict, vandalism, bullying, harassment, and violence. (CPI 2.1.6.F.3)
Analyze the effectiveness of home, school, and community efforts to prevent conflict, harassment, vandalism, and violence. (CPI 2.1.8.F.4)
Predict the consequences of conflict, harassment, bullying, vandalism, and violence on individuals, families, and the community. (CPI 2.1.12.F.4)
Distinguish among conflict, violence, vandalism, harassment, and bullying and discuss factors that contribute to each.
(CPI 2.1.4.F.3) Discuss how culture, peers, and the media impact the way individuals communicate and express emotions, and how emotions can affect communication, choices, and behaviors. (CPI 2.1.4.F.2) Explain how stereotypes influence personal growth and behavior.
(CPI 2.1.4.F.7)
Choose and justify appropriate strategies to deal with conflict, violence, harassment, vandalism, and bullying. (CPI 2.1.6.F.2) Discuss how stereotyping might influence one’s goals, choices, and behaviors.
(CPI 2.1.6.F.6)
Investigate factors and choices that contribute to the incidence of conflict, harassment, bullying, vandalism, and violence and demonstrate strategies to deal with each.
(CPI 2.1.8.F.3)
Analyze how peer norms and expectations, the availability of weapons, substance abuse, media images, and poor role models contribute to violent behavior. (CPI 2.1.12.F.3)
Empathize with feelings of others (e.g., gets blanket for friend and comforts him / her when he/she feels sad). (SED 3.2)
Recognize various emotions and demonstrate sympathy and empathy. (CPI 2.1.2.F.2)
Explain and demonstrate ways to cope with rejection, loss, and separation.
(CPI 2.1.4.F.6)
Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.
(CPI 2.1.6.F.5)
Debate the consequences of conflict and violence on the individual, the family, and the community. (CPI 2.1.8.F.5)
Analyze how culture influences the ways families and groups cope with crisis and change. (CPI 2.1.8.F.7)
Predict how a family might cope with crisis or change and suggest ways to restore family balance and function.
(CPI 2.1.12.F.5)
Channel negative feelings such as anger and impulse through specific techniques (e.g., taking deep breaths). (SED 3.3)
Discuss the causes of stress and demonstrate ways to deal with stressful situations. (CPI 2.1.4.F.5)
Describe the physical and emotional signs of stress and the short-and long-term impacts of stress on the human body. (CPI 2.1.6.F.4)
Describe situations that may produce stress, describe the body’s responses to stress, and demonstrate healthy ways to manage stress. (CPI 2.1.8.F.6)
2.2 Health and Physical Education Integrated Skills
2.2 Health and Physical Education Integrated Skills
STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL USE HEALTH-ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard seeks to foster responsible health behaviors through the enhancement of critical thinking, decision making, problem solving, and communication skills used in situations impacting personal, family, and community health. It enables students to locate and evaluate health information and resources and to develop character, leadership, and advocacy skills so they can become more active participants in the promotion of wellness. Competency in these skills enables and empowers students to resist destructive behaviors and seek out positive opportunities for growth and learning. These skills may be cross-disciplinary and should be integrated into each Comprehensive Health and Physical Education Standard.
Communication
Preschool Learning Outcomes
2.2.2.A Communication
Grade 2
2.2.4.A Communication
Grade 4
2.2.6.A Communications
Grade 6
2.2.8.A Communications
Grade 8
2.2.12.A Communications
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Identify sources of health information.
(CPI 2.2.2.A.1)
Explain how to determine the validity and reliability of a health resource.
(CPI 2.2.4.A.1) Explain how to identify a health problem or issue for possible research.
(CPI 2.2.4.A.5)
Summarize health information from a variety of valid and reliable health resources.
(CPI 2.2.6.A.1)
Analyze health ideas, opinions, and issues from a variety of valid and reliable health sources.
(CPI 2.2.8.A.1)
Use appropriate research methodology to investigate a health problem or issue.
(CPI 2.2.12.A.1)
Express ideas and opinions about wellness issues.
(CPI 2.2.2.A.2)
Present health information, orally and in writing, to peers.
(CPI 2.2.4.A.2)
Present health information using a multimedia approach, adapting the wording and delivery method for the topic and audience.
(CPI 2.2.6.A.2)
Present health information using a multimedia approach, adapting the wording and delivery method for various topics and audiences.
(CPI 2.2.8.A.2)
Develop, present, and evaluate a multimedia health presentation and adapt it to address the needs and interests of varying audiences.
(CPI 2.2.12.A.2)
Express needs verbally to teachers and peers without being aggressive.
(SED 4.5)
Explain when and how to use refusal skills in health and safety situations.
(CPI 2.2.2.A.3)
Describe and demonstrate the effective use of communication skills, including refusal, negotiation, and assertiveness.
(CPI 2.2.4.A.3)
Demonstrate and evaluate the effective use of communication skills, including refusal, negotiation, and assertiveness.
(CPI 2.2.6.A.3)
Assess the use of refusal, negotiation, and assertiveness skills and recommend strategies for improvement.
(CPI 2.2.8.A.3)
Teach others how to use communication skills, including refusal, negotiation, and assertiveness.
(CPI 2.2.12.A.3)
Demonstrate conversation skills (e.g., listening and waiting for turn to talk).
(SED 6.4)
Listen for various purposes (e.g., demonstrate that a response is expected when a question is asked: enter into dialogue after listening to others; repeat parts of stories, poems, or songs).
(LAL 1.3)
Show interest, pleasure and enjoyment during listening activities by responding with appropriate eye contact, body language and facial expressions.
(LAL 1.4)
Demonstrate effective communication and listening skills.
(CPI 2.2.2.A.4)
Identify and employ ways to improve listening skills.
(CPI 2.2.4.A.4)
Describe and demonstrate active and reflective listening.
(CPI 2.2.6.A.4)
Assess the use of active and reflective listening.
(CPI 2.2.8.A.4)
Employ strategies to improve communication and listening skills and assess their effectiveness.
(CPI 2.2.12.A.4)
Compare and contrast the economic and social purposes of health messages presented in the media.
(CPI 2.2.6.A.5)
Analyze the economic and political purposes and impacts of health messages found in the media.
(CPI 2.2.8.A.5)
Evaluate the economic, political, social, and aesthetic impacts of health messages found in literature, art, music, theater, and television.
(CPI 2.2.12.A.5)
2.2 Health and Physical Education Integrated Skills
2.2 Health and Physical Education Integrated Skills
STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL USE HEALTH-ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard seeks to foster responsible health behaviors through the enhancement of critical thinking, decision making, problem solving, and communication skills used in situations impacting personal, family, and community health. It enables students to locate and evaluate health information and resources and to develop character, leadership, and advocacy skills so they can become more active participants in the promotion of wellness. Competency in these skills enables and empowers students to resist destructive behaviors and seek out positive opportunities for growth and learning. These skills may be cross-disciplinary and should be integrated into each Comprehensive Health and Physical Education Standard.
Decision Making
Preschool Learning Outcomes
2.2.2.B Decision Making
Grade 2
2.2.4.B Decision Making
Grade 4
2.2.6.B Decision Making
Grade 6
2.2.8.B Decision Making
Grade 8
2.2.12.B Decision Making
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Make independent choices and plans from a broad range of diverse interest centers.
(SED 1.2)
Explain the steps to making an effective health decision.
(CPI 2.2.2.B.1)
Outline the steps to making an effective decision. (CPI 2.2.4.B.1)
Describe situations that might require a decision about health and safety.
(CPI 2.2.4.B.3)
Demonstrate effective decision making in health and safety situations.
(CPI 2.2.6.B.1)
Demonstrate and assess the use of decision-making skills in health and safety situations.
(CPI 2.2.8.B.1) Critique significant health decisions and discuss how the outcome(s) might have changed if the appropriate communication and decision-making skills had been employed.
(CPI 2.2.8.B.5)
Demonstrate and evaluate the use of decision making skills.
(CPI 2.2.12.B.1) Critique significant health decisions and debate the choices made.
(CPI 2.2.12.B.5)
Discuss how parents, peers, and the media influence health decisions.
(CPI 2.2.2.B.2)
Discuss how parents, peers, and the media influence health decisions and behaviors.
(CPI 2.2.4.B.2)
Analyze the influence of family, peers, and the media on health decisions and investigate how conflicting interests may influence decisions and choices.
(CPI 2.2.6.B.2)
Compare and contrast the influence of peers, family, the media, and past experiences on the use of decision-making skills and predict how these influences may change or conflict as one ages.
(CPI 2.2.8.B.2)
Evaluate factors that influence major health decisions and predict how those factors will change or conflict at various life stages.
(CPI 2.2.12.B.2)
Analyze significant health decisions and discuss how the outcome(s) might have been different if a different decision had been made.
(CPI 2.2.6.B.3)
Predict social situations and conditions that may require adolescents and young adults to use decision making skills. (CPI2.2.8.B.3)
Use reliable and valid health information to assess social situations and conditions that impact health and safety.
(CPI 2.2.12.B.3)
Explain how personal ethics influence decision making.
(CPI 2.2.6.B.4)
Discuss how ethical decision making requires careful thought and action.
(CPI 2.2.8.B.4)
Analyze the use of ethics and personal values when making decisions.
(CPI 2.2.12.B.4)
2.2 Health and Physical Education Integrated Skills
2.2 Health and Physical Education Integrated Skills
STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL USE HEALTH-ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard seeks to foster responsible health behaviors through the enhancement of critical thinking, decision making, problem solving, and communication skills used in situations impacting personal, family, and community health. It enables students to locate and evaluate health information and resources and to develop character, leadership, and advocacy skills so they can become more active participants in the promotion of wellness. Competency in these skills enables and empowers students to resist destructive behaviors and seek out positive opportunities for growth and learning. These skills may be cross-disciplinary and should be integrated into each Comprehensive Health and Physical Education Standard.
Planning and Goal Setting
Preschool Learning Outcomes
2.2.2.C
Planning and Goal Setting
Grade 2
2.2.4.C
Planning and Goal Setting
Grade 4
2.2.6.C
Planning and Goal Setting
Grade 6
2.2.8.C
Planning and Goal Setting
Grade 8
2.2.12.C
Planning and Goal Setting
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Develop a wellness goal and explain why setting a goal is important.
(CPI 2.2.2.C.1)
Develop a personal health goal and track progress.
(CPI 2.2.4.C.1)
Use health data and information to formulate health goals.
(CPI 2.2.6.C.1)
Analyze factors that support or hinder the achievement of personal health goals.
(CPI 2.2.8.C.1)
Appraise individual and family needs in order to achieve and maintain wellness and design a plan for lifelong wellness.
(CPI 2.2.12.C.1)
Describe ways to support the achievement of health goals.
(CPI 2.2.4.C.2)
Develop strategies to support the achievement of short- and long-term health goals.
(CPI 2.2.6.C.2)
Evaluate how family, peers, healthcare providers, and the community support or hinder the achievement of a wellness plan.
(CPI 2.2.12.C.2)
2.2 Health and Physical Education Integrated Skills
2.2 Health and Physical Education Integrated Skills
STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL USE HEALTH-ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard seeks to foster responsible health behaviors through the enhancement of critical thinking, decision making, problem solving, and communication skills used in situations impacting personal, family, and community health. It enables students to locate and evaluate health information and resources and to develop character, leadership, and advocacy skills so they can become more active participants in the promotion of wellness. Competency in these skills enables and empowers students to resist destructive behaviors and seek out positive opportunities for growth and learning. These skills may be cross-disciplinary and should be integrated into each Comprehensive Health and Physical Education Standard.
Character Development
Preschool Learning Outcomes
2.2.2.D
Character Development
Grade 2
2.2.4.D
Character Development
Grade 4
2.2.6D
Character Development
Grade 6
2.2.8.D
Character Development
Grade 8
2.2.12.D
Character Development
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2,
students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Respect rights of others (e.g. “This painting belongs to Carlos.”).
(SED 4.4)
Perform assigned jobs and responsibilities.
(SSFLS 3.2)
Explain that a person’s character and values are reflected in the way the person thinks, feels, and acts.
(CPI 2.2.2.D.1)
Describe character traits and core ethical values such as trustworthiness, responsibility, respect, caring, justice, fairness, civic virtue, and citizenship.
(CPI 2.2.4.D.1) Discuss how an individual’s character positively impacts individual and group goals and success.
(CPI 2.2.4.D.2)
Describe actions and situations that show evidence of good character.
(CPI 2.2.6.D.1)
Analyze how character development can be enhanced and supported by individual, group, and team activities.
(CPI 2.2.8.D.1) Analyze personal and group adherence to student codes of conduct. (CPI2.2.8.D.4)
Demonstrate character based on core ethical values.
(CPI 2.2.12.D.1)
Discuss the characteristics of a role model and how role models influence the personal goals and ethical standards of others.
(CPI 2.2.6.D.2)
Compare and contrast the characteristics of various role models and the core ethical values they represent.
(CPI 2.2.8.D.2)
Analyze how role models, and the core ethical values they represent, influence society.
(CPI 2.2.12.D.2)
Explain how community and public service supports the development of core ethical values.
(CPI 2.2.8.D.3)
Analyze the impact of community or public service on individual and community core ethical values.
(CPI 2.2.12.D.3)
2.2 Health and Physical Education Integrated Skills
2.2 Health and Physical Education Integrated Skills
STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL USE HEALTH-ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard seeks to foster responsible health behaviors through the enhancement of critical thinking, decision making, problem solving, and communication skills used in situations impacting personal, family, and community health. It enables students to locate and evaluate health information and resources and to develop character, leadership, and advocacy skills so they can become more active participants in the promotion of wellness. Competency in these skills enables and empowers students to resist destructive behaviors and seek out positive opportunities for growth and learning. These skills may be cross-disciplinary and should be integrated into each Comprehensive Health and Physical Education Standard.
Leadership, Advocacy, and Service
Preschool Learning Outcomes
2.2.2.E Leadership, Advocacy, and Service
Grade 2
2.2.4.E Leadership, Advocacy, and Service
Grade 4
2.2.6.E Leadership, Advocacy, and Service
Grade 6
2.2.8.E Leadership, Advocacy, and Service
Grade 8
2.2.12.E Leadership, Advocacy, and Service
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Act as a leader and a follower.
(CPI 2.2.2.E.1)
Describe and demonstrate the characteristics of an effective leader.
(CPI 2.2.4.E.1)
Compare various forms of leadership and implement appropriate leadership strategies when serving in a leadership role. (CPI 2.2.6.E.1)
Demonstrate the ability to function effectively in both leadership and supportive roles.
(CPI 2.2.8.E.1)
Evaluate personal participation as both a leader and follower.
(CPI 2.2.12.E.2)
Work together (e.g., pair, triads and small groups) to complete projects and activities.
(SSFLS 3.5)
Identify factors that lead to group success and help solve group problems.
(CPI 2.2.2.E.2) Motivate group members to work together and provide constructive feedback.
(CPI 2.2.2.E.3)
Acknowledge the contributions of group members and choose appropriate ways to motivate them and celebrate their accomplishments.
(CPI 2.2.4.E.2)
Evaluate personal and group contributions towards the achievement of a goal or task, analyze a group’s ability to improve its performance, and provide appropriate feedback.
(CPI 2.2.6.E.2)
Discuss motivational techniques used to improve personal and group achievement and develop rewards and sanctions for group accomplishments.
(CPI 2.2.8.E.2)
Assess personal and group contributions and strengths that lead to the achievement of goals and tasks.
(CPI 2.2.12.E.1) Discuss factors that influence intrinsic and extrinsic motivation and employ motivational techniques to enhance group productivity. (CPI 2.2.12.E.3)
Know how to enter into play when a group of children are already involved in playing.
(SED 5.3)
Demonstrate respect for varying ideas and opinions.
(CPI 2.2.2.E.4)
Demonstrate respect for the opinions and abilities of group members.
(CPI 2.2.4.E.3) Develop and articulate group goals.
(CPI 2.2.4.E.4)
Compare the use of cooperative and competitive strategies to achieve a group goal and recommend strategies to keep a group on target and free from conflict. (CPI 2.2.6.E.4) Develop and articulate a group’s goals and vision. (CPI 2.2.6.E.3)
Develop and articulate a group’s goals, shared values, and vision.
(CPI 2.2.8.E.3)
Evaluate a group’s ability to be respectful, supportive, and adherent to codes of conduct. (CPI 2.2.12.E.4)
Develop and articulate the group’s goals, shared values, vision, and work plan. (CPI 2.2.12.E.5)
Participate in a class or school service activity and explain how volunteering enhances self-esteem.
(CPI 2.2.2.E.5)
Organize and participate in a school or community service activity and discuss how helping others impacts personal and community wellness.
(CPI 2.2.4.E.7)
Discuss how individuals can make a difference by helping others, investigate opportunities for volunteer service, and participate in activities through school or community-based health or service organizations. (CPI 2.2.6.E.5)
Plan and implement volunteer activities to benefit a health organization or cause.
(CPI 2.2.8.E.4)
Plan, implement, and evaluate activities to benefit a health organization, cause, or issue. (CPI 2.2.12.E.6)
Develop a position on a wellness issue.
(CPI 2.2.4.E.5) Discuss laws and regulations created to enhance wellness.
(CPI 2.2.4.E.6)
Formulate and express a position on health issues and educate peers about the health issue or cause.
(CPI 2.2.6.E.6) Discuss local and state laws that impact personal, family, and community wellness and formulate ways that individuals and groups can work together to improve wellness. (CPI 2.2.6.E.7)
Develop and defend a position or opinion on a health issue or problem and educate students and parents about the health issue or cause.
(CPI 2.2.8.E.5)
Assess community awareness and understanding about a local, state, national, or international health issue.
(CPI 2.2.12.E.7)
2.2 Health and Physical Education Integrated Skills
2.2 Health and Physical Education Integrated Skills
STANDARD 2.2 (INTEGRATED SKILLS) ALL STUDENTS WILL USE HEALTH-ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard seeks to foster responsible health behaviors through the enhancement of critical thinking, decision making, problem solving, and communication skills used in situations impacting personal, family, and community health. It enables students to locate and evaluate health information and resources and to develop character, leadership, and advocacy skills so they can become more active participants in the promotion of wellness. Competency in these skills enables and empowers students to resist destructive behaviors and seek out positive opportunities for growth and learning. These skills may be cross-disciplinary and should be integrated into each Comprehensive Health and Physical Education Standard.
Health Services and Careers
Preschool Learning Outcomes
2.2.2.F
Health Services and Careers
Grade 2
2.2.4.F
Health Services and Careers
Grade 4
2.2.6.F
Health Services and Careers
Grade 6
2.2.8.F
Health Services and Careers
Grade 8
2.2.12.F
Health Services and Careers
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Discuss how community helpers and healthcare workers contribute to personal and community wellness.
(CPI 2.2.2.F.1) Explain when and how to seek help when feeling ill, scared, sad, lonely, or bullied.
(CPI 2.2.2.F.2)
Describe health and fitness services provided in the school and community.
(CPI 2.2.4.F.1) Describe and demonstrate how to seek help for a variety of health and fitness concerns.
(CPI 2.2.4.F.2)
Categorize health and fitness services available in the school and community and demonstrate how to access them.
(CPI 2.2.6.F.1)
Compare and contrast health and fitness services available in the school and community, demonstrate how to access them, and evaluate each comparing benefits and costs.
(CPI 2.2.8.F.1)
Access health and fitness services, programs, and resources and evaluate them for cost, availability, accessibility, benefits, and accreditation.
(CPI 2.2.12.F.1) Compare and contrast health insurance and reimbursement plans.
(CPI 2.2.12.F.3)
Discuss wellness and fitness careers.
(CPI 2.2.4.F.3)
Investigate health and fitness career opportunities.
(CPI 2.2.6.F.2)
Compare and contrast preparation and job requirements for health and fitness careers.
(CPI 2.2.8.F.2)
Analyze the preparation, licensing, and responsibilities of wellness and fitness professionals.
(CPI 2.2.12.F.2)
2.3 Health and Physical Education Drugs and Medicines
2.3 Health and Physical Education Drugs and Medicines
STANDARD 2.3 (DRUGS AND MEDICINES) ALL STUDENTS WILL LEARN AND APPLY INFORMATION ABOUT ALCOHOL, TOBACCO, OTHER DRUGS AND MEDICINES TO MAKE DECISIONS THAT SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard aims to provide students with information on the responsible use of medicines as well as the effects of alcohol, tobacco, and other drugs. The appropriate use of medicines can prevent serious health problems, reduce absenteeism from work and school, and enhance the quality of life. Conversely, the misuse or abuse of substances such as alcohol, tobacco, and other drugs can impair judgment and lead to illness and injury. Helping students to acknowledge the internal and external pressures that influence them to use substances enables and empowers them to make choices that support a healthy, active lifestyle.
Medicines
Preschool Learning Outcomes
2.3.2.A Medicines
Grade 2
2.3.4.A Medicines
Grade 4
2.3.6.A Medicines
Grade 6
2.3.8.A Medicines
Grade 8
2.3.12.A Medicines
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Identify different kinds of medicines.
(CPI 2.3.2.A.1)
Distinguish between over-the-counter and prescription medicines.
(CPI 2.3.4.A.1)
Discuss factors to consider when choosing an over-the-counter medicine.
(CPI 2.3.6.A.1)
Compare and contrast commonly used over-the-counter medicines.
(CPI 2.3.8.A.1)
Investigate the use of new or experimental medicines and discuss the potential risks and benefits.
(CPI 2.3.12.A.1)
Explain that medicines can be helpful or harmful and that when used correctly, medicines can help keep people healthy.
(CPI 2.3.2.A.2) Discuss basic rules when taking medicines.
(CPI 2.3.2.A.3)
Identify commonly used medicines and discuss why they are used.
(CPI 2.3.4.A.2) Discuss the importance of taking medicines as ordered, not sharing medicines with others, and reporting any side effects to a trusted adult.
(CPI 2.3.4.A.3)
Discuss medicines used to treat common diseases and health conditions.
(CPI 2.3.6.A.2) Discuss the safe administration and storage of over-the-counter and prescription medicines.
(CPI 2.3.6.A.3)
Classify commonly administered medicines and describe the potential side effects of each classification.
(CPI 2.3.8.A.2) Recommend safe practices for the use of prescription medicines.
(CPI 2.3.8.A.3)
Evaluate the effectiveness of a medicine, considering the dosage, side effects, route of administration, cost, and benefits vs. risks.
(CPI 2.3.12.A.2)
Describe factors that impact the effectiveness of a medicine.
(CPI 2.3.6.A.4)
Compare and contrast the benefits and dangers of naturally occurring substances, such as herbs, organics, and supplements.
(CPI 2.3.8.A.4)
Debate the benefits and dangers of naturally occurring substances such as herbal supplements.
(CPI 2.3.12.A.3)
2.3 Health and Physical Education Drugs and Medicines
2.3 Health and Physical Education Drugs and Medicines
STANDARD 2.3 (DRUGS AND MEDICINES) ALL STUDENTS WILL LEARN AND APPLY INFORMATION ABOUT ALCOHOL, TOBACCO, OTHER DRUGS AND MEDICINES TO MAKE DECISIONS THAT SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard aims to provide students with information on the responsible use of medicines as well as the effects of alcohol, tobacco, and other drugs. The appropriate use of medicines can prevent serious health problems, reduce absenteeism from work and school, and enhance the quality of life. Conversely, the misuse or abuse of substances such as alcohol, tobacco, and other drugs can impair judgment and lead to illness and injury. Helping students to acknowledge the internal and external pressures that influence them to use substances enables and empowers them to make choices that support a healthy, active lifestyle.
Alcohol, Tobacco, and Other Drugs
Preschool Learning Outcomes
2.3.2.B Alcohol, Tobacco, and Other Drugs
Grade 2
2.3.4.B Alcohol, Tobacco, and Other Drugs
Grade 4
2.3.6.B Alcohol, Tobacco, and Other Drugs
Grade 6
2.3.8.B Alcohol, Tobacco, and Other Drugs
Grade 8
2.3.12.B Alcohol, Tobacco, and Other Drugs
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Explain that tobacco use contributes to lung diseases and fires.
(CPI 2.3.2.B.2)
Describe the short- and long-term physical effects of tobacco use.
(CPI 2.3.4.B.2)
Describe how tobacco use contributes to the incidence of respiratory diseases, cancer, and cardiovascular disease.
(CPI 2.3.6.B.1)
Investigate the relationship between tobacco use and respiratory diseases, cancer, heart disease, stroke, and injuries. (CPI 2.3.8.B.1)
Investigate tobacco use as a contributing or causative factor in the incidence of cancer, heart disease, emphysema and other lung diseases, and stroke. (CPI 2.3.12.B.1)
Discuss how tobacco smoke impacts the environment and the health of nonsmokers.
(CPI 2.3.2.B.3)
Discuss the impact of second-hand/passive smoke on the health of nonsmokers.
(CPI 2.3.4.B.3)
Describe ways to reduce the health impact of tobacco smoke on non-smokers.
(CPI 2.3.6.B.2)
Investigate the health risks posed to nonsmokers by second hand/passive smoking.
(CPI 2.3.8.B.2)
Assess the impact of passive smoke on the health of children, individuals with allergies and asthma, and nonsmokers and describe initiatives created to lessen the impact. (CPI 2.3.12.B.2)
Discuss how alcohol use contributes to injuries such as falls and motor vehicle crashes.
(CPI 2.3.2.B.4)
Identify the short- and long-term physical and behavioral effects of alcohol use and abuse.
(CPI 2.3.4.B.4)
Describe how the use and abuse of alcohol impacts behavior and contributes to the incidence of illness and injuries.
(CPI 2.3.6.B.3)
Investigate how the use and abuse of alcohol contributes to illnesses such as cancer, liver disease, heart disease, and injuries. (CPI 2.3.8.B.3) Analyze how the use and abuse of alcohol impacts thinking, reaction time, and behavior. (CPI 2.3.8.B.4)
Summarize the impact of alcohol use and abuse on body systems and organs including the cardiovascular system, the liver, the reproductive system, and the immune system. (CPI 2.3.12.B.3)
Describe the impact of alcohol and other drugs on those areas of the brain that control vision, sleep, coordination, and reaction time and assess how the use and abuse of alcohol and other drugs impairs behavior, judgment, and memory. (CPI 2.3.12.B.4) Investigate the relationship between alcohol and other drug use and the incidence of motor vehicle crashes. (CPI 2.3.12.B.5)
2.3. B Alcohol, Tobacco, and Other Drug Topical Strand Continued on Next Page
2.3. B Alcohol, Tobacco, and Other Drug Topical Strand Continued on Next Page
2.3 Health and Physical Education Drugs and Medicines
2.3 Health and Physical Education Drugs and Medicines
STANDARD 2.3 (DRUGS AND MEDICINES) ALL STUDENTS WILL LEARN AND APPLY INFORMATION ABOUT ALCOHOL, TOBACCO, OTHER DRUGS AND MEDICINES TO MAKE DECISIONS THAT SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard aims to provide students with information on the responsible use of medicines as well as the effects of alcohol, tobacco, and other drugs. The appropriate use of medicines can prevent serious health problems, reduce absenteeism from work and school, and enhance the quality of life. Conversely, the misuse or abuse of substances such as alcohol, tobacco, and other drugs can impair judgment and lead to illness and injury. Helping students to acknowledge the internal and external pressures that influence them to use substances enables and empowers them to make choices that support a healthy, active lifestyle.
Alcohol, Tobacco, and Other Drugs
Preschool Learning Outcomes
2.3.2.B Alcohol, Tobacco, and Other Drugs
Grade 2
2.3.4.B Alcohol, Tobacco, and Other Drugs
Grade 4
2.3.6.B Alcohol, Tobacco, and Other Drugs
Grade 6
2.3.8.B Alcohol, Tobacco, and Other Drugs
Grade 8
2.3.12.B Alcohol, Tobacco, and Other Drugs
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Identify substances that should never be consumed or inhaled such as drug look-alikes, glue, poisons, and cleaning fluids.
(CPI 2.3.2.B.5)
Explain that brain damage, lung damage, and death can occur from inhaling certain substances, such as solvents, propellants, and medicinal gases.
(CPI 2.3.4.B.6)
Discuss the short- and long-term physical and behavioral effects of inhalant use, including brain, heart, and lung damage and death.
(CPI 2.3.6.B.4)
Describe sudden sniffing syndrome and the resultant brain, nerve, and vital organ damage that can result from the use of inhaled substances.
(CPI 2.3.8.B.5)
Discuss the relationship between injected drug use and diseases such as HIV/AIDS and hepatitis.
(CPI 2.3.6.B.7)
Analyze health risks associated with injecting drug use.
(CPI 2.3.8.B.7)
Investigate the relationship between injected drug use and the incidence of diseases such as HIV and hepatitis.
(CPI 2.3.12.B.7)
Discuss how the use of alcohol and other drugs influences decision-making and places one at risk for sexual assault, pregnancy, and STDs.
(CPI 2.3.8.B.9)
Investigate the relationship between the use of alcohol, GHB, Ecstasy, and other drugs and the incidence of date rape, sexual assault, STDs, and unintended pregnancy.
(CPI 2.3.12.B.8)
Define drug and give examples of harmful and/or illegal drugs. (CPI 2.3.2.B.1)
Identify the physical and behavioral effects of marijuana use.
(CPI 2.3.4.B.5) Explain why it is illegal to use or possess certain drugs/substances. (CPI 2.3.4.B.1)
Discuss the classifications of illegal drugs and controlled substances and give examples of each.
(CPI 2.3.6.B.5) Describe the physical and behavioral effects of each classification of drugs.
(CPI 2.3.6.B.6) Discuss the legal and financial consequences of the use, sale, and possession of illegal substances.
(CPI 2.3.6.B.8)
Compare and contrast the physical and behavioral effects of each classification of drugs.
(CPI 2.3.8.B.6) Investigate the legal and financial consequences of the use, sale, and possession of illegal substances.
(CPI 2.3.8.B.8)
Predict the physical, behavioral, and legal impacts of commonly abused substances, such as marijuana, inhalants, anabolic steroids, and party drugs. (CPI 2.3.12.B.6)
2.3 Health and Physical Education Drugs and Medicines
2.3 Health and Physical Education Drugs and Medicines
STANDARD 2.3 (DRUGS AND MEDICINES) ALL STUDENTS WILL LEARN AND APPLY INFORMATION ABOUT ALCOHOL, TOBACCO, OTHER DRUGS AND MEDICINES TO MAKE DECISIONS THAT SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard aims to provide students with information on the responsible use of medicines as well as the effects of alcohol, tobacco, and other drugs. The appropriate use of medicines can prevent serious health problems, reduce absenteeism from work and school, and enhance the quality of life. Conversely, the misuse or abuse of substances such as alcohol, tobacco, and other drugs can impair judgment and lead to illness and injury. Helping students to acknowledge the internal and external pressures that influence them to use substances enables and empowers them to make choices that support a healthy, active lifestyle.
Dependency/Addiction and Treatment
Preschool Learning Outcomes
2.3.2.C Dependency/Addiction and Treatment
Grade 2
2.3.4.C Dependency/Addiction and Treatment
Grade 4
2.3.6.C Dependency/Addiction and Treatment
Grade 6
2.3.8.C Dependency/Addiction and Treatment
Grade 8
2.3.12.C Dependency/Addiction and Treatment
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Explain that some people cannot control their use of alcohol, tobacco, and other drugs.
(CPI 2.3.2.C.1)
Discuss signs that a person might have a problem with the use of alcohol, tobacco, and other drugs.
(CPI 2.3.4.C.1)
Differentiate among drug use, abuse, and misuse.
(CPI 2.3.4.C.3)
Describe the signs and symptoms of a substance abuse problem and the stages that lead to dependency/ addiction.
(CPI 2.3.6.C.1)
Analyze the physical, social, and emotional indicators and stages of dependency. (CPI 2.3.8.C.1) Discuss theories about dependency, such as genetic predisposition, gender-related predisposition, and multiple risks.
(CPI 2.3.8.C.6)
Compare and contrast the physical, social, and emotional indicators of possible substance abuse.
(CPI 2.3.12.C.1) Compare and contrast the physical and psychological stages of dependency.
(CPI 2.3.12.C.2)
Describe how advertising, peers, and adults influence children and teenagers to try alcohol, tobacco, and other drugs.
(CPI 2.3.4.C.4)
Discuss factors that contribute to the use and abuse of alcohol, tobacco, and other drugs by adolescents, such as advertising and the media, group pressures, low self-esteem, genetics, and poor role models.
(CPI 2.3.6.C.3)
Analyze factors that influence the use and abuse alcohol, tobacco, and other drugs.
(CPI 2.3.8.C.3) Discuss how tolerance, synergistic effects, and antagonistic effects have an impact on the use of drugs and medicines.
(CPI 2.3.8.C.5)
Assess and evaluate factors that influence the use of alcohol, tobacco, and other drugs.
(CPI 2.3.12.C.3)
Explain that people who abuse alcohol, tobacco, and other drugs can get help. (CPI 2.3.2.C.2)
Identify where individuals with a substance abuse problem can get help.
(CPI 2.3.4.C.2)
Identify ways to quit using alcohol, tobacco, and other drugs and discuss factors that support an individual to quit.
(CPI 2.3.6.C.2)
Discuss ways to quit using substances and discuss factors that support the ability to quit.
(CPI 2.3.8.C.2)
Evaluate factors that support an individual to quit using substances.
(CPI 2.3.12.C.4)
Describe how substance abuse affects the individual and the family and describe ways that family and friends can support a drug-free lifestyle.
(CPI 2.3.6.C.4)
Describe how substance abuse affects the individual, the family, and the community.
(CPI 2.3.8.C.4)
Predict the short-and long term impacts of substance abuse on the individual, the family, the community, and society.
(CPI 2.3.12.C.5)
2.4 Health and Physical Education Relationships
2.4 Health and Physical Education Relationships
STANDARD 2.4 (HUMAN RELATIONSHIPS AND SEXUALITY) ALL STUDENTS WILL LEARN THE PHYSICAL, EMOTIONAL, AND SOCIAL ASPECTS OF HUMAN RELATIONSHIPS AND SEXUALITY AND APPLY THESE CONCEPTS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard seeks to provide students with an understanding of the physical, emotional and social aspects of human relationships and sexuality and how they support a healthy, active lifestyle. Students learn how to develop and maintain healthy relationships with friends and family. Additionally, students learn medically-accurate information about both abstinence and contraception and learn the skills to enact behaviors to reduce or eliminate the occurrence of sexually transmitted diseases, HIV/AIDS, and unintended pregnancy.
Relationships
Preschool Learning Outcomes
2.4.2.A Relationships
Grade 2
2.4.4.A Relationships
Grade 4
2.4.6.A Relationships
Grade 6
2.4.8.A Relationships
Grade 8
2.4.12.A Relationships
Grade 12
Before entering Kindergarten students will:
(Preschool Learning Content Area Codes can be found on page 1)
By the end of Grade 2, students will:
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
Building upon the knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
Identify, compare, and contrast family members from a photograph (e.g., “This is my mommy and she has brown hair).
(SSFLS 2.2) Illustrate representations of families, roles, and traditions through different media (e.g., paints, crayons, play dough, collage, cut-outs, etc.).
(SSFLS 2.5)
Talk about family routines and activities (e.g. languages, foods, celebrations, music, meals, etc.).
(SSFLS 2.3)
Identify different kinds of families and explain that families may differ for many reasons.
(CPI 2.4.2.A.1)
Describe different kinds of families and discuss how families can share love, values, and traditions, provide emotional support, and set boundaries and limits.
(CPI 2.4.4.A.1)
Discuss changes in family structures and the forces that influence change.
(CPI 2.4.8.A.2)
Investigate how different family structures, values, rituals, and traditions meet basic human needs.
(CPI 2.4.12.A.1)
Dramatize roles and responsibilities of different family members.
(SSFLS 2.4) Talk with classmates and teachers about his/her family.
(SSFLS 2.3)
Explain that all family members have certain rights and responsibilities that contribute to the successful functioning of the family.
(CPI 2.4.2.A.2)
Compare the roles, rights, and responsibilities of various family members.
(CPI 2.4.4.A.2)
Discuss how culture and tradition influence personal and family development.
(CPI 2.4.4.A.4)
Compare and contrast the interconnected and cooperative roles of family members.
(CPI 2.4.6.A.1)
Compare and contrast the current and historical role of marriage and the family in community and society.
(CPI 2.4.8.A.1)
Describe how various cultures date or select life partners.
(CPI 2.4.8.A.5)