Health, Physical Education, and Family and Consumer Sciences
Standard 1—Personal Health and Fitness
Students will have the necessary knowledge and skills to establish and
maintain physical fitness, participate in physical activity and maintain personal health.
Alternate Level - Health Education
Key ideas -
1. Students will develop, demonstrate and practice positive health
behaviors, skills and choicemaking.
Performance indicators -
Students:
- demonstrate basic knowledge and skills which support positive health choices and
behaviors.
- make good food selections and participate in exercise and recreation as part of growth
and development.
- develop personal care skills which affect health choices and behaviors.
- demonstrate the use of interpersonal communication skills regarding health related
issues.
- practice making healthy choices.
Sample tasks -
This is evident, for example, when students:
- are aware of the necessity for the administration of medication and how it benefits them
as individuals (if appropriate).
- are aware of safe and unsafe drugs.
- develop the ability to independently take care of personal care needs such as shaving
and hair care.
- communicate their wants and needs related to food choices.
- demonstrate knowledge of good food selections.
- develop exercise and physical skills and behaviors for life long recreational
purposes/enjoyment such as bike riding, bowling, swimming and community integration
experiences.
- demonstrate independence in activities of daily living such as toileting, showering,
toothbrushing.
- communicate about health needs such as illnesses and injuries to appropriate caretakers.
- participate in activities to develop recreation and leisure skills.
- demonstrate health practices such as washing hands before meals and covering one’s
mouth when coughing or sneezing.
- recognize and label feelings such as sadness, anger and frustration.
- demonstrate appropriate behaviors in response to feelings such as talking about anger or
crying when sad.
- respond to environmental cues and direct observation of the weather to choose clothing.
Alternate Level - Physical Education
Key ideas -
1. Students will perform basic motor and manipulative skills. Students
will improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and
body composition.
Performance indicators -
Students:
- participate in physical activities that develop physical fitness skills.
- demonstrate fundamental motor, non-locomotor, and manipulative skills.
- understand the effects of activity on the body and the risks associated with inactivity.
- understand the relationship between physical activity and individual well being.
Sample tasks -
This is evident, for example, when students:
- demonstrate basic motor skills (creep, roll, run, climb, hop), manipulative skills
(throw, catch, strike), and non-locomotor skills (balance, stand, kneel).
- adjust performance of skill as a result of monitoring or assessing previous performance
(e.g., moves closer to target or throws at altered angle of release following toss that
falls short).
- do additional push-ups each day to improve upper body strength, stretches to improve
flexibility, and running/walking to develop cardiorespiratory fitness.
- engage in physical activity each day.
- perform appropriate warm-up and cool-down exercises before and after vigorous activity
to avoid muscle injury.
- set a personal physical activity goal and track progress toward its achievement (e.g.,
going from three sit-ups to five sit-ups a day).
- participate in activities to promote mobility, strength, stability, balance and
equilibrium.
- participate in team sports such as basketball, soccer or baseball.
Students will have the necessary knowledge and skills to establish and
maintain physical fitness, participate in physical activity and maintain personal health.
Alternate Level - Family and Consumer Sciences
Key ideas -
1. Students will use an understanding of the elements of good nutrition
to plan appropriate diets for themselves and others. They will know and use the
appropriate tools and technology for safe and healthy food preparation and eating.
Performance indicators -
Students:
- make simple nutritious food choices and assist with basic food preparation.
- use simple household tools safely to perform a variety of everyday tasks.
- demonstrate appropriate eating skills.
- assist with basic food preparation.
Sample tasks -
This is evident, for example, when students:
- assist in preparing simple snacks, handling food properly, and using utensils safely.
- wash hands before and after handling food.
- use age-appropriate technology such as microwave toaster for food preparation.
- eat appropriate portions of food.
- select meals and snacks that include a nutritious balance of foods.
- display appropriate table manners.
- wash dishes or load dishwasher.
- plan a menu and shopping list and shop for items.
Standard 2—A Safe and Healthy Environment
Students will acquire the knowledge and ability necessary to create and
maintain a safe and healthy environment.
Alternate Level - Health Education
Key ideas -
1. Students will demonstrate personally and socially responsible
behaviors. They will care for and respect themselves and others.
Performance indicators -
Students:
- behave according to the rules of the home, school and community.
- understand basic safety rules.
- demonstrate the appropriate use of potentially dangerous objects.
- demonstrate personal and social skills which contribute to individual safety.
- communicate social/emotional needs or feelings to others.
- demonstrate caring and respect for themselves and others.
Sample tasks -
This is evident, for example, when students:
- develop independent mobility skills for safe navigation within the school building and
within the community such as street crossing skills.
- demonstrate that they are not to go with strangers.
- demonstrate the appropriate use and methods of carrying and storing sharp pencils,
scissors, silverware, etc.
- demonstrate safety precautions in a variety of settings such as pool safety, traffic
safety, kitchen safety, etc.
- respond to environmental cues for prompt and safe evacuation during fire drills or other
emergencies.
- communicate to an authority figure when they are being bothered by another’s
behavior.
- communicate their feelings of happiness, sadness, fear, anger, etc. to the person making
them feel that way.
- communicate and take pride in personal capabilities.
- demonstrate knowledge of their body parts and which ones are private.
- do not touch others without their approval or allow others to touch them without
approval.
- concentrate on school work ignoring the negative behaviors of a peer.
- demonstrate care for their own and respect others’ personal property.
- adapt to changes in routine or the environment.
- share classroom materials or personal belongings.
- recognize safety signs.
Alternate Level - Physical Education
Key ideas -
1. Students will demonstrate responsible personal and social behavior
while engaged in physical activity. They will understand that physical activity provides
the opportunity for enjoyment, challenge, self-expression, and communication. Students
will be able to identify safety hazards and react effectively to ensure a safe and
positive experience for all participants.
Performance indicators -
Students:
- contribute to a safe and healthy environment by observing safe conditions for games,
recreation, and outdoor activities.
- learn and practice appropriate participation and spectator behaviors to produce a safe
and positive environment.
- work constructively with others to accomplish a variety of tasks.
- demonstrate how injuries from physical activity can be prevented.
- demonstrate care, consideration, and respect of self and others during physical
activity.
Sample tasks -
This is evident, for example, when students:
- handle equipment safely.
- wear proper attire and protective gear as necessary.
- demonstrate appropriate skill in fundamental movement tasks (e.g., lifting, carrying,
climbing).
- create a dance with a partner that combines movement to music.
- demonstrate self-control and the ability to cope with success and failure.
- take their turn in playing (e.g. waiting for their turn in playing a game).
- follow directions to perform activities safely.
- accept teammates regardless of ability and treat opponents with respect and courtesy.
- demonstrate responsible personal and social behavior while engaged in physical
activities.
Students will acquire the knowledge and ability necessary to create and
maintain a safe and healthy environment.
Alternate Level - Family and Consumer Sciences
Key ideas -
1. Students will know the basic principles of home and community
safety. They can demonstrate the skills necessary to maintain their homes and workplaces
in a safe and comfortable condition. They can recognize a safe and nurturing environment
for themselves and others.
Performance indicators -
Students:
- understand some basic requirements of nurturing people of various ages, and demonstrate
appropriate ways to interact with them.
- demonstrate some conditions and rules necessary for a safe and healthy home, school and
community environment and recognize the various ways individuals contribute to that
environment.
Sample tasks -
This is evident, for example, when students:
- demonstrate procedures to be followed in case of fire, floods, other natural disasters,
or personal danger (e.g., abductions and abuse prevention).
- demonstrate the safe handling and storage of materials (e.g., putting food and activity
items away).
- demonstrate a caring for self and others.
- assist with simple classroom and residence maintenance by disposing of litter properly
and keeping aisles and doorways free of obstacles.
- demonstrate procedures for getting emergency assistance (e.g., calling a neighbor, 911,
police).
- maintain personal belongings.
- use a washing machine and dryer.
Standard 3—Resource Management
Students will understand and be able to manage their personal and
community resources.
Alternate Level - Health Education
Key ideas -
1. Students will know about and use valid health information, products
and services. Students will advocate for healthy families and communities.
Performance indicators -
Students:
- demonstrate the use of various health care/health promoting products appropriately.
- demonstrate how to access help when illness, injury or emergency situations occur.
Sample tasks -
This is evident, for example, when students:
- demonstrate the use of health care products such as personal care products, basic first
aid equipment, and/or generic medications such as aspirin or vitamins.
- demonstrate how to use "911" or similar emergency services.
- recognize when a situation merits adult intervention and is able to act accordingly.
- communicate their name, address, phone number and who to contact in emergency
situations.
- identify individual health concerns/alerts to appropriate personnel (e.g., I am
diabetic, I have allergies).
Alternate Level - Physical Education
Key ideas -
1. Students will be aware of and able to access opportunities available
to them within their community to engage in physical activity.
Performance indicators -
Students:
- participate and know about resources available at home and in the community which offer
opportunities to participate in and enjoy a variety of physical activities.
- choose a preferred physical activity offered at home or in the community.
Sample tasks -
This is evident, for example, when students:
- identify and participate in community facilities for recreational activities, such as
parks, swimming pools, and skating rinks.
- identify and participate in community programs, such as YMCA/YWCA, Boys/Girls Clubs,
Sport Camps, and Youth Sports Leagues.
Students will understand and be able to manage their personal and
community resources.
Alternate Level - Family and Consumer Sciences
Key ideas -
1. Students will understand and be able to manage personal resources of
talent, time, energy, and money and make effective decisions in order to balance their
obligations to work, family, and self. They will nurture and support positive
relationships in their homes, workplaces, and communities. They will develop and use their
abilities to contribute to society through pursuit of a career and commitment to
long-range planning for their personal, professional, and academic futures. They will know
and access community resources.
Performance indicators -
Students:
- communicate knowledge about the kinds of resources available in their community (e.g.,
fire department, grocery store).
- communicate and demonstrate how people acquire, use, and protect money (e.g., job
training, supported employment, banking).
- communicate about the different jobs in their communities (e.g., learning about stocking
shelves through a job mentoring program).
Sample tasks -
This is evident, for example, when students:
- use the decision making process to make good choices regarding the use of money, leisure
time and work activities.
- identify family, school, and community members who can assist with personal decisions.
- participate in a school/community service project (e.g., water conservation or recycling
program).
- select clothing appropriate for their activities (e.g., select coat for cold weather).
- demonstrate knowledge of the relationship between jobs and money.
- participate in procedures for keeping money safe.
- contribute to a class decision on how to raise and spend funds.
- identify specific careers related to personal interests (e.g., participate in a
vocational assessment to determine career interests/aptitudes).
- utilize money functionally (e.g., purchasing items at a store or restaurant, using a
vending machine).