subjectHealth/physical education

organizerPhysical Education (K-8)

Standard 1

Demonstrate competency in many movement forms and proficiency in a few movement forms (see Appendix G)

K-2 Benchmarks

1. Show progress toward mature form of selected manipulative, locomotor, and non-locomotor skills with body control utilizing the concepts of spatial awareness (various levels, directions, ranges, pathways).

2. Show mature motor patterns in simple combinations - e.g., dribbling while running with smooth transitions between them - e.g., running into a jump.

4. Exhibit the ability to adapt and adjust movement skills to uncomplicated, yet changing environmental conditions and expectations - e.g., tossing a ball to a moving partner, rising and sinking while twisting using different rhythms.

K-2 Performance Indicators

1. Demonstrate/name selected locomotor and non-locomotor skills and patterns and manipulative skills (space/body awareness/shapes, stretch, twist, turn, push/pull, swing, sway, shake, freeze, balance, walk, run, jump, hop, leap, gallop,

slide, skip, roll, ball- handling/bounce/ roll, throw underarm/sidearm/ overarm, catch-1 or 2 hands, kick, strike-no implement/ short/long handle) (K-2).

2. Move in general space changing movements, skills, and patterns when cued by music (K-2).

4a. Show the differences between levels and pathways while moving in general space through an obstacle course (1-2).

4b. Receive and send an object in a continuous motion (2).

4c. Travel in general space around the gym; change speeds to the strike of a tambourine (K).

4d. Combine various movement skills to create sequences (1-2).

3-5 Benchmarks

1. Show mature form in all locomotor patterns and selected manipulative and non-locomotor skills with control utilizing the concepts of effort (various degrees of time, force, and flow), distance, and accuracy.

2. Adapt a skill to the demands of a dynamic, unpredictable environment.

3. Acquire beginning skills of a few specialized movement forms.

3-5 Performance Indicators

1. Demonstrate locomotor and non- locomotor skills and patterns and manipulative skills (space/body awareness/shapes, stretch, twist, turn,

push/pull, swing, sway, shake, freeze, balance, walk, run, jump, hop, leap, gallop, slide, skip, roll, ball- handling/ bounce/roll, throw underarm, sidearm, overarm, catch-1 or 2 hands, kick, strike- no implement/short/long handle) (3-5).

2. Adapt movement skills to changing situations in activities, dance, and games (3-5).

3. Develop and refine a creative dance sequence into a repeatable pattern (4-5).

6-8 Benchmarks

1. Show mature form for all basic manipulative, locomotor, and non- locomotor skills by demonstrating an awareness of the body and its capabilities while performing combinations of skills with body control in activities and game situations.

2. Show increasing competence in more advanced specialized movement skills.

3. Demonstrate beginning strategies for net and invasion games.

6-8 Performance Indicators

1. Demonstrate age-appropriate patterns of movement of locomotor and non- locomotor skills and patterns and manipulative skills (space/body awareness/shapes, stretch, twist, turn, push/pull, swing, sway, shake, freeze, balance, walk, run, jump, hop, leap, gallop, slide, skip, roll, ball- handling/ bounce/roll, throw underarm/sidearm/

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overarm, catch- 1 or 2 hands, kick, strike- no implement/short/long handle) (6-8).

2. Combine movement and manipulative skills in a mature movement pattern with a partner or small group (6-8).

3a. Place the ball away from an opponent in a racket sport activity (7-8).

3b. Develop a small group game that involves basic offensive and defensive strategy (7).

Standard 2

Apply movement concepts and principles to the learning and development of motor skills

K-2 Benchmarks

1. Identify fundamental movement patterns (skip, strike).

2. Establish a beginning movement vocabulary - e.g., personal space, high/ low, fast/slow, light/heavy, balance, twist.

3. Apply appropriate concepts to performance - e.g., change direction while running.

4. Identify the critical elements of basic movement patterns.

5. Apply movement concepts to a variety of basic skills.

6. Use feedback to improve performance.

K-2 Performance Indicators

1. When requested by the teacher, demonstrate relationships with objects such as over/under (K-1).

2a. Walk, hop, run, skip in either forward or sideways direction to the shaking of a tambourine (1-2).

2b. In a space marked off by cones, move inside the space with a variety of locomotor techniques while maintaining their own self-space (K-1).

3. When seeing a demonstration of throwing, name four characteristics of a mature throw (1-2).

4a. When presented with different skills, point out movement concepts that are alike (K-2).

4b. State and show the mature forms of hopping, walking, running, and skipping (1-2).

5. Use concepts of space awareness and movement control to participate in chase and flee game skills (2).

6. Adjust conditions for success following feedback.

3-5 Benchmarks

1. Apply critical elements to improve personal performance in fundamental and selected motor skills.

2. Use critical elements of fundamental and specialized movement skills to provide feedback to others.

3. Recognize and apply concepts that affect the quality of increasingly complex movement performances.

3-5 Performance Indicators

1a. Show that appropriate practice will

improve performance (3-5).

1b. Accurately recognize the critical elements of striking a ball with a paddle using the correct grip (3-5).

2. Observe proper throwing technique; provide feedback - e.g., . praise, correcting to a classmate (5).

3a. List ways movement can be used to refine movement skills (5).

3b. Demonstrate essential elements of mature movement patterns - e.g., skipping through level and speed (3-5).

6-8 Benchmarks

1. Use information from a variety of sources of internal and external origin to improve performance.

2. Identify and apply principles of practice and conditioning that enhances performance.

3. Use basic offensive and defensive strategies in non-complex settings.

4. Identify and apply advanced movement and game strategies.

5. Identify critical elements for successful motor skills that allow for a higher skilled performance.

6-8 Performance Indicators

1. Rate their own performance (skill tests, written evaluations, peer observation, videotaping) (6-8).

2a. Apply strategies of performance and conditioning for self-improvement (proper warm-up, cool-down) (7-8).

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2b. From a list of three activities, plan a session of training and conditioning for that activity (7-8).

3. Use basic strategies (player-to-player, zone) (6).

4. List four strategies from an individual sport and a team sport (6-7).

5. Observe a varsity activity and summarize elements that lead to a highly skilled performance (timing, force, space, reaction time, anticipation) (8).

Standard 3

Exhibit a physically active lifestyle

K-2 Benchmarks

1. Engage in moderate to vigorous physical activity.

2. Select and participate in activities that require some physical exertion during unscheduled times.

3. Identify likes and dislikes connected with participation in physical activity.

4. Experience and express pleasure from participation in physical activity.

5. Identify at least one activity associated with each component of health-related physical activity.

K-2 Performance Indicators

1. Chart their weekly physical activities (2).

2. Participate in moderate to vigorous activities when given the opportunity (K- 2).

3. Describe the positive effects that physical

activity has on personal well-being (1-2).

4a. Chart weekly physical activities (2).

4b. Participate in a variety of activities outside of physical education class (1-2).

5. During physical activity, can describe what changes are occurring in the body (1- 2).

3-5 Benchmarks

1. Select and participate regularly in physical activities for the purpose of improving skill and health.

2. Identify the benefits derived from regular physical activity.

3. Identify several moderate to vigorous physical activities they like.

3-5 Performance Indicators

1. Chart their weekly physical activities (3-5).

2. Verbalize healthy benefits that result from physical activity (4-5).

3a. Identify an activity performed on a weekly basis (3).

3b. Discuss community opportunities for various physical activities (5).

6-8 Benchmarks

1. Identify opportunities in the school and community for regular participation in physical activity.

2. Participate daily in some form of health- enhancing physical activity.

3. Analyze personal interests and capabilities in regard to one's exercise behavior.

4. Identify the critical aspects of a healthy

lifestyle.

5. Establish personal activity goals.

6. Participate regularly in health-enhancing activities to accomplish these goals (in and out of class).

7. Explore a variety of new physical activities for personal interest in and out of physical education class.

6-8 Performance Indicators

1. Make a list of activities available in the community (6).

2, 3. With the teacher, plan and participate in individualized program (6-8).

3a. State interest areas and how to participate in those activities (6-8).

3b. Chart a home exercise program (8).

4. With a small group, chart the long-term physiological, psychological, and cultural benefits from regular participation in physical activity (6-8).

5. With the teacher, plan and participate in an individualized program (6-8).

7. Select one activity to participate in at school or in the community (7).

Standard 4

Achieve and maintain a health enhancing level of physical fitness (see Appendix H)

K-2 Benchmarks

1. Sustain moderate to vigorous physical activity for short period of time that causes an increased heart rate and heavy breathing.

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2. Identify physiological signs of moderate physical activity - e.g., fast heart rate, heavy breathing.

3. Identify the components of health-related fitness (cardio-respiratory endurance, muscular strength and endurance, flexibility, and body composition).

K-2 Performance Indicators

1. Reach a fitness level suitable for moderate and vigorous activity for a short amount of time (K-2).

2. During physical activity, describe the physical changes the body undergoes (1- 2).

3a. Participate daily in sustained activity of sufficient length that causes positive cardiovascular changes (K-2).

3b. State the basic parts of health-related fitness (1-2).

3-5 Benchmarks

1. Identify several activities related to each component of physical fitness.

2. Meet the health-related fitness standards as identified by Fitnessgram.

3. Associate results of fitness testing to personal health status.

3-5 Performance Indicators

1a. Perform various activities to promote physical activities (3-5).

1b. Regularly participate in physical activity for the purpose of improving physical fitness (3-5).

2. Participate in Fitnessgram and meet age appropriate criteria (3-5).

3. After fitness testing, assess results with teacher and plans for self-improvement (3- 5).

6-8 Benchmarks

1. Participate in moderate to vigorous activity in a variety of settings.

2. Begin to develop a strategy; work independently for the improvement of personal fitness goals.

3. Meet the health-related fitness standards as defined by Fitnessgram.

6-8 Performance Indicators

1. Sustain twenty minutes of activity at target rate (6-8).

2. Demonstrate activities designed to improve and maintain muscular strength and endurance, flexibility, cardio- respiratory functioning, and proper body composition (6-8).

3a. Participate in Fitnessgram and meet age appropriate criteria (6-8).

3b. After fitness testing, assess results and plans for self-improvement (6-8).

Standard 5

Demonstrate responsible personal and social behavior in physical activity settings

K-2 Benchmarks

1. Apply rules, procedures, and safety procedures with little or no reinforcement.

2. Work cooperatively with partner or in a small group to complete an assigned task.

K-2 Performance Indicators

1a. Identify rules for the gym and playground (K-2).

1b. Handle equipment safely (K-2).

1c. Respond to teacher signal appropriately (K-2).

2. Work in a group setting without interfering with others (K-2).

3-5 Benchmarks

1. Identify the purposes and follow activity- specific rules and safety procedures with few reminders - e.g., standing in line quietly, listening politely to instructions.

2. Work cooperatively and productively with a partner or small group.

3. Work independently and on-task for short periods of time.

4. Resolve conflicts in appropriate ways.

3-5 Performance Indicators

1. Model appropriate activity, specific rules, and safety procedures (3-5).

2. Perform activities cooperatively and productively with a partner or a small group (3-5).

3. Demonstrate independent work on task for short periods of time (4-5).

4. Handle conflicts that arise with others without confrontation (3-5).

6-8 Benchmarks

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1. Participate in establishing and applying rules and safety procedures that are safe and effective for specific activity settings.

2. Work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive activities.

3. Use time effectively to complete assigned tasks.

4. Resolve conflicts in appropriate ways.

6-8 Performance Indicators

1. Make choices based on the safety of self and others (6-8).

2. Remain on-task in a group activity without close teacher monitoring (6-8).

3. Demonstrate the ability to use the time allotment to improve the skill (6-8).

4. Demonstrate conflict resolution skills (6- 8).

Standard 6

Demonstrate understanding and respect for differences among people in physical activity settings

K-2 Benchmarks

1. Interact positively with students in class regardless of personal differences - e.g., race, gender, disability.

2. Treat others with respect during play.

3. Resolve conflicts in acceptable ways.

K-2 Performance Indicators

1a. During activity, participate appropriately with others (K-2).

1b. Choose playmates without regard to personal differences (K-2).

1c. When in a small group, work with different classmates (K-2).

2. Display consideration of others in physical activity settings (K-2).

3. When in conflict with a classmate, achieve a positive resolution (1-2).

3-5 Benchmarks

1. Explore cultural/ethnic self-awareness through participation in physical activity.

2. Experience differences and similarities among people of different backgrounds by participating in activities of national, cultural, and ethnic origins.

3-5 Performance Indicators

1. Acknowledge, through behavior, respect for people of various backgrounds and the cultural significance they attribute to different games, dances, physical activities (4).

2. State several differences and similarities in the physical activities of other cultures (3- 5).

6-8 Benchmarks

1. Acknowledge differences in the behaviors of people of different gender, culture, ethnicity, and disability and seek to learn more about both similarities and differences.

2. Work cooperatively with both more and less skilled peers.

3. Recognize the role of sports, games, and dance in modern cultures.

6-8 Performance Indicators

1. State how games/sports/dance of other cultures help give a better understanding of that group (6-8).

2. Demonstrate a willingness to work with classmates who have a different skill level than their own (6-8).

3. Demonstrate an understanding of the ways sports/games/dance influence our culture and others (6-8).

subjectHealth/physical education

Organizer--physical education (9-12)

Standard 1

Demonstrate competency in many movement forms and proficiency in a few movement forms

9-12 Benchmarks

1. Understand basic competence in three physical activities from the following categories: aquatics; self-defense; dance; individual, dual, and team activities and sports; and outdoor pursuits.

2. Understand intermediate or advanced competence in at least one activity from three of the six following categories: dance; outdoor pursuits (hiking, biking, canoeing); individual activities/sports;

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dual activities/sports (tennis, badminton); team activities/sports.

9-12 Performance Indicators

1. Demonstrate basic competence (basic skills, strategies, rules) in three physical activities from the following categories: aquatics; self-defense; dance; individual, dual, and team activities and sports; and outdoor pursuits.

2. Demonstrate intermediate or advanced competence (advanced skills, rules, game strategy, movement patterns) in at least two activities: dance; outdoor pursuits (hiking, biking, canoeing); individual activities/sports; dual activities/sports (tennis, badminton); team activities/ sports.

Standard 2

Apply movement concepts and principles to the learning and development of motor skills

9-12 Benchmarks

1. Identify and apply critical elements to enable the development of movement competence/proficiency.

2. Identify and apply characteristics of highly skilled performance to the development of movement competence/ proficiency.

9-12 Performance Indicators

1a. Model biomechanical concepts and

principles; analyze and improve performance of self and others (levers, force, rotation).

1b. Implement plan for self-improvement in a movement activity; explain critical elements for competency (force, strength, rotation, reaction).

2a. Develop and practice physiological principles in development of motor skills.

2b. Model behavior of successful performers.

2c. After observing a varsity level/ accomplished performers, identify and model motor skills.

Standard 3

Exhibit a physically active lifestyle

9-12 Benchmarks

1. Participate regularly in health-enhancing and personally rewarding physical activity outside the physical education class setting.

2. Seek and select physical activities from a variety of movement forms based on personal interest, meaning, and fulfillment.

3. Develop and conduct independently a personal activity program meeting their needs.

4. Demonstrate the skills, knowledge, interest, and desire to maintain an active, healthy lifestyle throughout their life.

9-12 Performance Indicators

1. Participate in physical activities that will contribute to the attainment of and maintenance of personal physical activity goals.

2. Identify health-enhancing activities that can be pursued in the community.

3a. Recognize and revise personal fitness profile.

3b. Demonstrate and describe personal fitness behavior that supports and does not support a healthy lifestyle.

4. Analyze and relate health and fitness benefits derived from various physical activities.

Standard 4

Achieve and maintain a health-enhancing level of physical fitness (see Appendix H)

9-12 Benchmarks

1. Participate in a variety of health- enhancing physical activities in both school and non-school setting.

2. Use principles of training for the purpose of improving levels of fitness.

3. Design a personal health-related fitness program based on assessed fitness profile.

4. Meet the health-related fitness standards as defined by the Fitnessgram.

9-12 Performance Indicators

1. Participate in a variety of physical activities appropriate for enhancing physical fitness.

2. Assess personal fitness status in terms of

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cardiovascular endurance, muscular strength and endurance, flexibility, and body composition.

3. Use the result of fitness assessments to plan for self-improvement.

4. Participate in Fitnessgram and meet established age appropriate criteria.

Standard 5

Demonstrate responsible personal and social behavior in physical activity settings

9-12 Benchmarks

1. Apply safe practices, rules, and procedures in physical activity setting.

2. Resolve conflicts in appropriate ways.

9-12 Performance Indicators

1. Create a safe environment for their own skill performance.

2. Listen and examine information from all sides prior to taking action in conflict situations.

Standard 6

Demonstrate understanding and respect for differences among people in physical activity settings

9-12 Benchmarks

1. Recognize the value of sports and physical activity in understanding multi- culturalism.

2. Develop strategies for understanding persons from diverse backgrounds and

characteristics in physical activities they select for leisure pursuit.

9-12 Performance Indicators

1. Compare and contrast the historical role of games, sports, and dance in the cultural life of a population.

2a. Examine the influence physical activity and participation has had on cultural development.

2b. Explain and design a personal philosophy for inclusion of others in physical activities.

Standard 7

Understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction

9-12 Benchmarks

1. Enjoy participating in a variety of physical activities in competitive and recreational settings on a regular basis.

2. Pursue new activities alone or with others.

3. Enjoy working with others in a sport activity to achieve a common goal.

9-12 Performance Indicators

1. Perform activities that provide enjoyment and allow for self-expression.

2. Explore and participate in new activities.

3. Provide support, both verbally and actively, for the success of the team.

subjecthealth/Physical education

organizerwellness (k8)

Standard 1

Students will comprehend concepts related to health promotion and disease prevention

K-2 Benchmarks

1. Understand relationships between personal health behaviors and individual well-being.

2. Understand indicators of mental, emotional, social, and physical health during childhood.

3. Understand how the family influences personal health.

4. Understand how physical, social, and emotional environments influence personal health.

5. Understand common health problems of kids.

K-2 Performance Indicators

1. Describe the relationship between what we do and how we feel.

2. Name two indicators each of mental, emotional, social, and physical health during childhood (rest, exercise, nutrition).

3. Describe how the family influences personal health (check-ups, healthy snacks, physical activities, and emotional support).

4. Discuss the ways in which the above

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environments affect each of us.

5. Name three common health problems of kids such as "colds," sore throats, and toothaches.

3-5 Benchmarks

1. Know the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death.

2. Know health problems that should be prevented, detected, and, if necessary, treated early - e.g., proper and routine dental and eye exams, getting proper nutrients for growth and development.

3. Have knowledge of how childhood injuries can be prevented.

4. Have knowledge of how childhood injuries can be treated.

3-5 Performance Indicators

1. Give specific examples of the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death.

2. Name four health problems that should be prevented or treated early - e.g., sunburn, poor hygiene.

3. Explain how childhood injuries can be prevented by practicing safety - e.g., avoid roughhousing, wear a bike helmet when bike riding, follow the rules of the road.

4. Demonstrate understanding of basic first aid.

6-8 Benchmarks

1. Understand the interrelationship of mental, social, and physical health during adolescence.

2. Comprehend how health is influenced by the interaction of body systems.

3. Know how family and peers influence the health of adolescents.

4. Understand the connection between the environment and personal health.

5. Know ways to reduce risks related to adolescent health problems.

6. Understand how lifestyle, infectious agents, environment, and heredity are related to the cause and prevention of health problems.

7. Know communicable, chronic, and degenerative processes and the differences between them.

8. Understand personal rights and responsibilities involved in the treatment of disease.

6-8 Performance Indicators

1. Write about the interrelationship of mental, social, and physical health during adolescence.

2. Diagram how health is influenced by the interaction of body systems.

3. Discuss how social environment influences the health of adolescents.

4. Analyze how environment and personal health are interrelated using an environmental concern of Maine.

5. List ways to reduce risks related to

adolescent health problems.

6. Research and report the effects of lifestyle, infectious agents, and family history on the cause and prevention of disease.

7. Define communicable, chronic, and degenerative processes and understand the differences.

8. Outline and clarify personal rights and responsibilities involved in the healing process.

Standard 2

Demonstrate the ability to access valid health information and health-promoting products and services

K-2 Benchmarks

1. Know school and community helpers and where to find them.

2. Understand the basics of good nutrition and a healthy diet.

3. Understand what "emergency" means and how to call for help.

K-2 Performance Indicators

1a. Circle or draw pictures of school and community helpers.

1b. Construct a village and role-play community workers.

2. Learn the four basic food groups and develop the ability to make healthy food choices.

3-5 Benchmarks

1. Know where to locate resources from

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home, school, and community that provide valid health information.

2. Identify characteristics of valid health information and health promoting products and services.

3. Know how media influences the selection of health information, products, and services.

3-5 Performance Indicators

1. Demonstrate the ability to gather health information from home, school, and community resources.

2. List characteristics of truthful vs. misleading health information, products, and services.

3. Recognize and discuss how the media influences the selection of health information (positive/negative - i.e., sunscreen, tobacco, alcohol) products and services.

6-8 Benchmarks

1. Have the ability to locate community health products and services.

2. Know the effectiveness of health products.

3. Know how to utilize resources from home, school, and community that provide valid health information.

4. Understand the validity of health information, products, and services.

5. Understand how media influences the selection of health information and products.

6. Know what kinds of situations require

professional health services.

7. Know the cost of various health products and services and how they vary.

8. Know community health consumer organizations and the advocacy services they provide (American Heart/Lung/ Diabetes Associations).

9. Know cultural and socioeconomic factors within a community that influence the health of its members (values, status, cultural experiences).

10. Know local, state, federal, and international efforts to contain an environmental crisis and prevent a recurrence (acid rain, oil spills, solid waste).

6-8 Performance Indicators

1. Make a map and phone list of where adolescents can receive health information, products, and services.

2. Compare the effectiveness of health products by choosing a type of product and doing research.

3a. Interview resources from home, school, and community that provide valid health information.

3b. Research and develop a support network of services for a hypothetical person in need of services.

4. Analyze the validity of health information, products, and services.

5. Demonstrate how the media influences the selection of health and products - i.e., commercial spot.

6. Demonstrate understanding of those situations requiring professional health services.

7. Research the cost of various health products and services.

8. Make a list of health consumer agencies and their services (8).

9. Select a health product and do research on its costs (6).

10. Research a past crisis and report on how it was handled (7, 8).

Standard 3

Demonstrate the ability to practice health-enhancing behaviors and reduce health risks

K-2 Benchmarks

1. Understand what constitutes a dangerous situation.

2. Understand responsible health behaviors.

3. Identify safe behaviors in stressful situations.

K-2 Performance Indicators

1. Demonstrate ways to avoid and reduce threatening situations such as fire or injury.

2. Identify and practice responsible health behaviors such as sound nutrition and disease prevention.

3. Compare behaviors that are safe to those that are risky or harmful at home or at school.

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3-5 Benchmarks

1. Understand personal health needs.

2. Know the importance of assuming responsibility for personal health behaviors.

3. Recognize strategies to improve or maintain personal health.

4. Understand when stress is present and how to manage it.

3-5 Performance Indicators

1. Discuss and demonstrate personal health needs.

2. Show, on a daily basis, the ability to assume responsibility for personal health behaviors.

3. Demonstrate strategies which enhance personal health and fitness.

4. Identify stressful situations and management strategies.

6-8 Benchmarks

1. Know how to assess personal health including strengths and risks.

2. Understand differences between safe and risky or harmful behaviors in

relationships.

3. Know how to improve or maintain personal and family health.

4. Understand ways to avoid and reduce threatening situations.

5. Know strategies to reduce stress.

6. Know characteristics and conditions associated with positive self-esteem.

7. Know appropriate ways to build and

maintain positive relationship with peers, parents, and other adults.

8. Know injury prevention strategies for family health.

9. Know strategies for managing a range of situations involving injury.

10. Understand how eating properly can help to reduce health risks (anemia, dental health, osteoporosis, heart disease, cancer, malnutrition).

11. Know appropriate methods to maintain, lose, or gain weight according to individual needs and scientific research.

12. Understand eating disorders that affect health adversely (anorexia, overeating, bulimia).

13. Know the principles of safety involved with food storage and preparation (proper refrigeration, hand washing, proper cooking, and storage temperatures).

14. Know the similarities and differences between male and female sexuality.

15. Understand the processes of conception, prenatal development, and birth.

16. Know strategies for coping with concerns and stress related to the changes that occur during adolescence.

17. Know conditions that may put people at higher risk for substance abuse problems - e.g., genetics, substance abuse in family, low frustration tolerance.

18. Know factors involved in the development of a drug dependency and the early, observable signs, and

symptoms (tolerance level, drug-seeking behavior, loss of control, denial).

19. Know public policy approaches to substance abuse control and prevention (pricing/taxation, regulating ads, sporting events).

20. Know the short-term and long-term consequences of the abuse of tobacco, alcohol, and other mood-altering drugs (physical consequences such as shortness of breath, cirrhosis, lung cancer, emphysema; psychological consequences such as low self-esteem, paranoia, depression, apathy; social consequences such as crime, domestic violence, loss of friends).

6-8 Performance Indicators

1. Analyze personal health habits to determine strengths and risks.

2. Create a list of safe behaviors and how they differ from risky or harmful ones; describe safe health practices in area of sexuality and use of substances.

3. Create a personal plan of strategies to improve or maintain personal health.

4. Identify behaviors which can reduce personal risk in threatening situations, such as drug abuse.

5a. Identify stress in one's own life and three strategies to reduce it (7, 8).

5b. Role-play two stressful school situations and how to manage them (6).

6. Create a list of words which describe positive self-esteem (6).

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7a. Describe concepts and techniques which illustrate the development of positive relationships(7, 8).

7b. Role-play techniques to maintain positive relationships in various settings (6, 7).

8. Develop an injury prevention program for the family (6-8).

9. Demonstrate proper techniques for addressing injuries such as bleeding, broken bones, burns, choking, drowning, electrocution, and cardiac arrest (6-8).

10. Select a health risk and do research on how eating properly can help reduce the risk (6, 7).

11. Develop personal weight management plan which includes methods for needed adjustments (7).

12. Research and present information on different types of eating disorders and methods of recovery (8).

13. Demonstrate safe food handling (6).

14. List similarities and differences between male and female sexuality including physical, emotional, and mental aspects (7, 8).

15. Chart the reproductive process beginning with time of conception through birth (6).

16. Role-play coping strategies for a variety of typical concerns and stresses which often occur during adolescence (6-8).

17. Select one condition and report on how it may put people at a higher risk (6).

18. Write an essay illustrating the profile of a drug abuser from the early stages

throughout the progression of addiction (8).

19. Debate the comparable effectiveness of various public policies on abuse control and prevention (7, 8).

20. Select one area of use and research the short/long-term consequences of using it (7).

Standard 4

Understand the influence of culture, media, technology, and other factors on health

K-2 Benchmarks

1. Know what culture is and how it influences personal health behaviors.

2. Understand ways technology can influence personal health.

K-2 Performance Indicators

1. Describe how culture influences personal health behaviors (holiday customs around the world, food, celebrations).

2. Describe ways that technologies such as TV, influence personal health in areas such as nutrition and choosing health care products.

3-5 Benchmarks

1. Understand how media influences thoughts, feelings, and health behaviors.

2. Understand ways technology can influence personal health.

3-5 Performance Indicators

1. Verbalize how the media influences thoughts, feelings, and health behaviors (tobacco/drugs).

2. Select and utilize proper health information from school and family.

6-8 Benchmarks

1. Understand the influence of cultural beliefs on health behaviors and the use of health services.

2. Comprehend how messages from the media and other sources influence health behaviors.

3. Understand the influence of technology on personal and family health.

4. Know how information from peers influences health.

6-8 Performance Indicators

1. Research and describe the influence of cultural beliefs on health behaviors and the use of health services.

2. Analyze a specific media source regarding its influence on health behaviors.

3. Give examples of how technology affects personal and family health.

4. Describe and analyze how information from peers influences health concentrating on growth and development and substance use.

Standard 5

Show the ability to use interpersonal communication skills to enhance health

MSAD #16 Framework for Academic Standards Fall 1997

Phys. Ed./Health

K-2 Benchmarks

1. Distinguish between verbal and non- verbal communication.

2. Know characteristics needed to be a responsible friend and family member.

3. Know ways to communicate care, consideration, and respect of self and others.

4. Know refusal skills to enhance health.

5. Identify non-violent strategies to resolve conflicts.

K-2 Performance Indicators

1. Give examples of the differences between verbal and non-verbal communication.

2. List three characteristics needed to be a responsible friend and family member.

3. Demonstrate ways to communicate care, consideration, and respect of self and others.

4. Use/practice refusal skills to enhance health.

5. Role-play non-violent strategies to resolve conflicts.

3-5 Benchmarks

1. Know effective verbal and non-verbal communication skills to enhance health.

2. Understand healthy ways to express needs, wants, and feelings.

3. Know attentive listening skills to build and maintain healthy relationships.

4. Know refusal skills which will enhance health.

5. Know non-violent strategies to resolve

conflicts.

6. Know ways to communicate care, consideration, and respect of self and others.

3-5 Performance Indicators

1. Practice effective verbal and non-verbal communication skills which promote health.

2. State healthy ways to express needs, wants, and feelings.

3. Demonstrate good listening skills which promote healthy relationships.

4. Practice/use appropriate refusal skills which will reduce the risk of unhealthy relationships.

5. Identify and use non-violent strategies in coping with conflicts.

6. Communicate care, consideration, and respect of self and others through writing, role-playing, or demonstration.

6-8 Benchmarks

1. Know healthy ways to express needs, wants, and feelings.

2. Understand ways to communicate care, consideration, and respect of self and others.

3. Know communication skills to build and maintain healthy relationships.

4. Know refusal and negotiation skills especially in conflict situations.

5. Understand the possible causes of conflict among youth in schools and communities.

6. Identify strategies to manage conflict in

healthy ways.

6-8 Performance Indicators

1. Demonstrate healthy ways to express needs, wants, and feelings by using a variety of communication skills.

2. Communicate care, consideration, and respect of self and others through writing, role-playing, or demonstration.

3. List and practice communication skills that build and maintain healthy relationships.

4. Role-play refusal and negotiation skills demonstrating conflict resolution.

5. Discuss the most common causes of conflict among youth and develop strategies which would alleviate them.

6. State the warning signs of potentially violent situations (suicide, fights, dating, violence); develop a plan to avoid escalation of each situation.

Standard 6

Demonstrate the ability to use goal-setting and decision-making skills to enhance health

K-2 Benchmarks

1. Know how to apply a decision-making process to health issues and problems.

2. Know when to ask for assistance in making health-related decisions and setting health goals.

K-2 Performance Indicators

MSAD #16 Framework for Academic Standards Fall 1997

Phys. Ed./Health

1. When given examples of health situations involving personal choices such as nutrition or safety, demonstrate the ability to make sound decisions.

2. Give three examples of when to ask for assistance in health issues.

3-5 Benchmarks

1. Anticipate outcomes of positive health decisions.

2. Understand how to set a personal health goal and track progress toward its achievement.

3. Understand how to apply a decision- making process to health issues and problems, both individually and collaboratively.

3-5 Performance Indicators

1. Enumerate outcomes of positive decisions - i.e., quitting smoking, weight loss.

2. Choose a personal health goal - i.e., eating breakfast and keep a record.

3. Develop healthy decision-making models concerning health issues in individual and group settings.

6-8 Benchmarks

1. Comprehend how health-related decisions are influenced by individual, family, and community values.

2. Understand how decisions regarding health behaviors have consequences for self and others.

3. Know strategies and skills needed to

attain personal health goals.

4. Know how to create a plan that addresses personal strengths, needs, and health risks.

6-8 Performance Indicators

1. Through interviews, demonstrate how people are influenced in their health- related decisions.

2. List how different choices made will affect an individual and/or others.

3. Discuss strategies and demonstrate skills needed to attain personal health goals.

4. Write a six-month plan which highlights needs and outlines personal health goals incorporating both strengths and health risks.

Standard 7

Demonstrate the ability to advocate for personal, family, and community health

K-2 Benchmarks

1. Know variety of methods to convey accurate health information and ideas.

2. Know community agencies that advocate for healthy individuals, families, and communities.

K-2 Performance Indicators

1. Make a class list of how health information can be conveyed in accurate ways (different ways to say "no" and different ways to help solve problems).

2. Name three community agencies and help

class select one to visit their class.

3-5 Benchmarks

1. Know information and share opinions about health issues.

2. Know how to influence and support others in making positive health choices.

3. Understand various communication methods to express accurately health information and ideas.

3-5 Performance Indicators

1. Summarize major health issues using factual information as well as public/ personal opinions.

2. Role-play ways to influence and support peers in making healthy choices.

3. Brainstorm and list various communication methods - i.e., videos, magazines, radio which relate to health education.

6-8 Benchmarks

1. Know information and opinions about health issues.

2. Know barriers to effective communication of information, ideas, feelings, and opinions about health issues.

3. Know how to influence and support others in making positive health choices.

4. Know how to work cooperatively when advocating for healthy individuals, families, and schools.

5. Know strategies that improve or maintain family health.

MSAD #16 Framework for Academic Standards Fall 1997

Phys. Ed./Health

6. Understand how the behavior of family and peers contributes to a person's physical, mental, emotional, and social health.

7. Understand the development of adolescent independence.

8. Know how communication techniques can improve family life.

9. Know how positive health practices and appropriate health care can help to reduce health risks (good personal hygiene, health screenings, self-examinations).

10. Know strategies and skills that are used to attain personal health goals (maintaining exercise program, making healthy food choices).

11. Understand the short-term and long-term consequences of safe, risky, and harmful behaviors.

12. Understand how changing abilities, priorities, and responsibilities influence personal health choices.

6-8 Performance Indicators

1. Select a health issue and decide how to convey an opinion or information about it to their peers.

2. Role-play situations which demonstrate barriers to effective communication of health issues.

3. Select a health issue; demonstrate ways to support others in making positive health choices.

4. Create a hypothetical health agency and develop strategies for improving health in

a specific area.

5. In a small group, make a list of how one can improve or maintain family health (6).

6. Write a story about the effect or influence family and peer behaviors can have on one's health (6-8).

7. Role-play several scenarios depicting the dependence/independence conflict of adolescence (8).

8. Model various skills which improve family communication (mediation, conflict resolution, active listening skills, showing emotion and empathy) (7, 8).

9. List ways to reduce health risks related to adolescent health problems (7, 8).

10. Create and implement a personal plan to attain and keep good health (6-8).

11. Graph consequences of various behaviors both positive and negative (7).

12. Interview a health professional on how abilities, priorities, and responsibilities can influence personal health choices (8).

subjectHealth/physical education

organizerwellness i (9-12)

Standard 1

Comprehend concepts related to health promotion and disease prevention

9-12 Benchmarks

1. Know how behavior can affect health

maintenance and disease prevention.

2. Understand how the family, peers, and community influence the health of the individual.

9-12 Performance Indicators

1. Explain how healthy choices can affect the health maintenance and disease prevention.

2. Compare and contrast how the family, peers, and community influence the health of individual.

Standard 2

Demonstrate the ability to access valid health information and health-promoting products and services

9-12 Benchmarks

1. Understand the validity of health information, products, and services.

2. Know situations requiring professional health service.

9-12 Performance Indicators

1. Use appropriate health information to select products and services.

2. Utilize appropriate professional health services.

Standard 3

Demonstrate the ability to practice health-enhancing behaviors and reduce health risks

MSAD #16 Framework for Academic Standards Fall 1997

Phys. Ed./Health

9-12 Benchmarks

1. Know strategies to manage stress.

2. Accept the role of individual responsibility for enhancing health.

3. Understand the short/long-term consequences of safe, risky, harmful behaviors; consequences of unprotected intimacy - e.g., pregnancy, sexually transmitted diesease, and emotional implications; consequences of use or abuse of alcohol, illegal drugs, prescription drugs, and tobacco.

4. Know the ways to avoid and reduce threatening situations.

9-12 Performance Indicators

1. Practice stress management.

2. Examine and analyze personal behavior.

3. Examine the immediate and long-term effects that lifestyle choices has on health.

4. Investigate conflict management and resolution.

Standard 4

Understand the influence of culture, media, technology, and other factors on health

9-12 Benchmarks

1. Understand how cultural diversity enriches and challenges health behaviors.

2. Question how information from the community influences health.

9-12 Performance Indicators

1. Examine and discuss the different effects

cultural diversity has on health behaviors.

2. Investigate community influences on health.

Standard 5

Demonstrate the ability to use interpersonal communication skills to enhance health

9-12 Benchmarks

1. Know strategies used to prevent conflict.

2. Know skills for communicating effectively with family, peers, and others.

3. Know refusal, negotiation, and collaboration skills to defuse potentially harmful situations.

9-12 Performance Indicators

1. Model strategies which can be used to prevent conflict.

2. Practice interpersonal communication skills.

3. Practice refusal and negotiating skills.

Standard 6

Demonstrate the ability to use goal-setting and decision-making to enhance health

9-12 Benchmarks

1. Have the ability to utilize various strategies when making decisions related to health needs and risks of young adults.

9-12 Performance Indicators

1. Demonstrate strategies to make healthy

decisions.

Standard 7

Demonstrate the ability to advocate for personal, family, and community health

9-12 Benchmarks

1. Know strategies to overcome barriers when communicating information, ideas, feelings, and opinions about health matters.

2. Have the ability to influence and support others in making positive health choices.

9-12 Performance Indicators

1. Utilize the strategies to overcome barriers such as misinformation, embarrassment, ignorance, and fear.

2. Demonstrate methods of influence such as encouragement, role-modeling, reinforcement, and support.

subjecthealth/physical education

organizerWellness II (9-12)

Standard 1

Comprehend concepts related to health promotion and disease prevention

9-12 Benchmarks

1. Understand the impact of personal health behaviors on the functioning of body

MSAD #16 Framework for Academic Standards Fall 1997

Phys. Ed./Health

systems.

2. Understand how to delay onset and reduce the risks of potential health problems during adulthood.

3. Know how the prevention and control of health problems are influenced by research and medical advances.

9-12 Performance Indicators

1. Determine and explain the effects of personal behaviors on the various body systems.

2. Describe and explore strategies to delay the onset of the aging process.

3. Explore the effects that medical advances have on current health issues.

Standard 2

Know how to maintain and promote personal health

9-12 Benchmarks

1. Know how personal behaviors relate to health and well-being and understand how those behaviors can be modified to achieve wellness.

2. Understand how personal health needs change during the life cycle.

9-12 Performance Indicators

1. Develop a personal health plan that modifies/changes one's health behavior (following a personal nutrition plan to reduce the risk of disease, periodically self-assessing physical fitness).

2. Select one age span and research how health needs can change during that time period.

Standard 3

Demonstrate the ability to access valid health information and health-promoting products and services

9-12 Benchmarks

1. Have the ability to access school and community health services for self and others.

2. Know factors that influence personal selection of health products and services.

9-12 Performance Indicators

1. Investigate and research availability of community health services.

2. Compare and evaluate factors which influence selection of health products and services (money, reputation, reliability, availability).

Standard 4

Demonstrate the ability to practice health-enhancing behaviors and reduce health risks

9-12 Benchmarks

1. Understand the role of individual responsibility for enhancing health.

2. Know methods for assessing risky behaviors.

3. Know the short and long-term

consequences of safe, risky, and harmful behaviors.

4. Know strategies to improve or maintain personal health.

5. Know injury prevention and management strategies for personal health.

9-12 Performance Indicators

1. Apply personal behaviors and responsibilities for enhancing health.

2. Evaluate a personal health assessment to determine strategies for health enhancement and risk reduction.

3. Analyze the short/long-term effects of personal choices (poor nutrition, sedentary lifestyle, and the role of protective equipment).

4. Plan, implement, and revise strategies to improve or maintain personal health.

5. Use appropriate methods in the prevention and care of injuries.

Standard 5

Demonstrate the ability to use interpersonal communication skills to enhance health

9-12 Benchmarks

1. Understand healthy ways to express needs, wants, and feelings.

9-12 Performance Indicators

1. Explain and role-play healthy ways to express needs, wants, and feeling.

MSAD #16 Framework for Academic Standards Fall 1997

Phys. Ed./Health

Standard 6

Demonstrate the ability to use goal-setting and decision-making skills to enhance

health

9-12 Benchmarks

1. Have the knowledge to plan personal

health goals.

2. Understand progress towards achieving

personal health goals.

3. Have the knowledge to effectively plan for

lifelong health.

9-12 Performance Indicators

1. Implement a plan for attaining a personal

health goal.

2. Assess progress toward achieving

personal health goals.

3. Formulate an effective plan for lifelong

health.

MSAD #16 Framework for Academic Standards Fall 1997

Phys. Ed./Health