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:

Sample tasks -

This is evident, for example, when students:

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:

Sample tasks -

This is evident, for example, when students:

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:

Sample tasks -

This is evident, for example, when students:

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:

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).