Core Curriculum Content Standards

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Comprehensive Health and Physical Education Standards Learning Progressions

2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
A. Personal Growth and Development :
Preschool By the end of Grade 2 By the end of Grade 4 By the end of Grade 6 By the end of Grade 8 By the end of Grade 12
Content: Developing self-help skills and personal hygiene skills promotes healthy habits.

2.1.P.A.1 Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle food hygienically, brush teeth, and dress appropriately for the weather).
Content: Health-enhancing behaviors contribute to wellness.

2.1.2.A.1 Explain what being “well” means and identify self-care practices that support wellness.
Content: The dimensions of wellness are interrelated and impact overall personal well-being.

2.1.4.A.1 Explain the physical, social, emotional, and mental dimensions of personal wellness and how they interact.
Content: Staying healthy is a lifelong process that includes all dimensions of wellness.

2.1.6.A.1 Explain how health data can be used to assess and improve each dimension of personal wellness.
Content: Developing and maintaining wellness requires ongoing evaluation of factors impacting health and modifying lifestyle behaviors accordingly.

2.1.8.A.1 Assess and apply health data to enhance each dimension of personal wellness.
Content: Developing and maintaining wellness requires ongoing evaluation of factors impacting health and modifying lifestyle behaviors accordingly.

2.1.12.A.1 Analyze the role of personal responsibility in maintaining and enhancing personal, family, community, and global wellness.
Content: Developing self-help skills and personal hygiene skills promotes healthy habits.

2.1.P.A.2 Demonstrate emerging self-help skills (e.g., develop independence when pouring, serving, and using utensils and when dressing and brushing teeth).
Content: Health-enhancing behaviors contribute to wellness.

2.1.2.A.2 Use correct terminology to identify body parts, and explain how body parts work together to support wellness.
Content: The dimensions of wellness are interrelated and impact overall personal well-being.

2.1.4.A.2 Determine the relationship of personal health practices and behaviors on an individual’s body systems.
Content: Staying healthy is a lifelong process that includes all dimensions of wellness.

2.1.6.A.2 Relate how personal lifestyle habits, environment, and heredity influence growth and development in each life stage.
Content: Developing and maintaining wellness requires ongoing evaluation of factors impacting health and modifying lifestyle behaviors accordingly.

2.1.8.A.2 Compare and contrast the impact of genetics, family history, personal health practices, and environment on personal growth and development in each life stage.
Content: Developing and maintaining wellness requires ongoing evaluation of factors impacting health and modifying lifestyle behaviors accordingly.

2.1.12.A.2 Debate the social and ethical implications of the availability and use of technology and medical advances to support wellness.
Content: Staying healthy is a lifelong process that includes all dimensions of wellness.

2.1.6.A.3 Determine factors that influence the purchase of healthcare products and use of personal hygiene practices.
Content: Developing and maintaining wellness requires ongoing evaluation of factors impacting health and modifying lifestyle behaviors accordingly.

2.1.8.A.3 Relate advances in technology to maintaining and improving personal health.
Content: Developing and maintaining wellness requires ongoing evaluation of factors impacting health and modifying lifestyle behaviors accordingly.

2.1.8.A.4 Determine the impact of marketing techniques on the use of personal hygiene products, practices, and services.
2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
B. Nutrition:
Preschool By the end of Grade 2 By the end of Grade 4 By the end of Grade 6 By the end of Grade 8 By the end of Grade 12
Content: Developing the knowledge and skills necessary to make nutritious food choices promotes healthy habits.

2.1.P.B.1 Explore foods and food groups (e.g., compare and contrast foods representative of various cultures by taste, color, texture, smell, and shape).
Content: Choosing a balanced variety of nutritious foods contributes to wellness.

2.1.2.B.1 Explain why some foods are healthier to eat than others.
Content: Choosing a balanced variety of nutritious foods contributes to wellness.

2.1.4.B.1 Explain how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems functioning effectively.
Content: Eating patterns are influenced by a variety of factors.

2.1.6.B.1 Determine factors that influence food choices and eating patterns.
Content: Eating patterns are influenced by a variety of factors.

2.1.8.B.1 Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance.
Content: Applying basic nutritional and fitness concepts to lifestyle behaviors impacts wellness.

2.1.12.B.1 Determine the relationship of nutrition and physical activity to weight loss, weight gain, and weight maintenance.
Content: Developing the knowledge and skills necessary to make nutritious food choices promotes healthy habits.

2.1.P.B.2 Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings).
Content: Choosing a balanced variety of nutritious foods contributes to wellness.

2.1.2.B.2 Explain how foods in the food pyramid differ in nutritional content and value.
Content: Choosing a balanced variety of nutritious foods contributes to wellness.

2.1.4.B.2 Differentiate between healthy and unhealthy eating practices.
Content: Eating patterns are influenced by a variety of factors.

2.1.6.B.2 Summarize the benefits and risks associated with nutritional choices, based on eating patterns.
Content: Eating patterns are influenced by a variety of factors.

2.1.8.B.2 Identify and defend healthy ways for adolescents to lose, gain, or maintain weight.
Content: Applying basic nutritional and fitness concepts to lifestyle behaviors impacts wellness.

2.1.12.B.2 Compare and contrast the dietary trends and eating habits of adolescents and young adults in the United States and other countries.
Content: Choosing a balanced variety of nutritious foods contributes to wellness.

2.1.2.B.3 Summarize information about food found on product labels.
Content: Choosing a balanced variety of nutritious foods contributes to wellness.

2.1.4.B.3 Create a healthy meal based on nutritional content, value, calories, and cost.
Content: Eating patterns are influenced by a variety of factors.

2.1.6.B.3 Create a daily balanced nutritional meal plan based on nutritional content, value, calories, and cost.
Content: Eating patterns are influenced by a variety of factors.

2.1.8.B.3 Design a weekly nutritional plan for families with different lifestyles, resources, special needs, and cultural backgrounds.
Content: Applying basic nutritional and fitness concepts to lifestyle behaviors impacts wellness.

2.1.12.B.3 Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein, water, vitamins, and minerals) to one’s health.
Content: Choosing a balanced variety of nutritious foods contributes to wellness.

2.1.4.B.4 Interpret food product labels based on nutritional content.
Content: Eating patterns are influenced by a variety of factors.

2.1.6.B.4 Compare and contrast nutritional information on similar food products in order to make informed choices.
Content: Eating patterns are influenced by a variety of factors.

2.1.8.B.4 Analyze the nutritional values of new products and supplements.
2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
C. Diseases and Health Conditions:
Preschool By the end of Grade 2 By the end of Grade 4 By the end of Grade 6 By the end of Grade 8 By the end of Grade 12
Content: Developing self-help skills and personal hygiene skills promotes healthy habits.

2.1.P.C.1 Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle food hygienically, brush teeth, and dress appropriately for the weather).
Content: Knowledge about diseases and disease prevention promotes health-enhancing behaviors.

2.1.2.C.1 Summarize symptoms of common diseases and health conditions.
Content: The use of disease prevention strategies in home, school, and community promotes personal health.

2.1.4.C.1 Explain how most diseases and health conditions are preventable.
Content: The early detection and treatment of diseases and health conditions impact one’s health.

2.1.6.C.1 Summarize means of detecting and treating diseases and health conditions that are prevalent in adolescents.
Content: The prevention and control of diseases and health conditions are affected by many factors.

2.1.8.C.1 Evaluate emerging methods to diagnose and treat diseases and health conditions that are common in young adults in the United States and other countries, including hepatitis, sexually transmitted infections, HIV/AIDS, breast cancer, HPV, and testicular cancer.
Content: Personal health is impacted by family, community, national, and international efforts to prevent and control diseases and health conditions.

2.1.12.C.1 Predict diseases and health conditions that may occur during one’s lifespan and speculate on potential prevention and treatment strategies.
Content: Knowledge about diseases and disease prevention promotes health-enhancing behaviors.

2.1.2.C.2 Summarize strategies to prevent the spread of common diseases and health conditions.
Content: The use of disease prevention strategies in home, school, and community promotes personal health.

2.1.4.C.2 Justify how the use of universal precautions, sanitation and waste disposal, proper food handling and storage, and environmental controls prevent diseases and health conditions.
Content: The early detection and treatment of diseases and health conditions impact one’s health.

2.1.6.C.2 Determine the impact of public health strategies in preventing diseases and health conditions.
Content: The prevention and control of diseases and health conditions are affected by many factors.

2.1.8.C.2 Analyze local, state, national, and international public health efforts to prevent and control diseases and health conditions.
Content: Personal health is impacted by family, community, national, and international efforts to prevent and control diseases and health conditions.

2.1.12.C.2 Develop strategies that will impact local, state, national, and international public health efforts to prevent and control diseases and health conditions.
Content: Knowledge about diseases and disease prevention promotes health-enhancing behaviors.

2.1.2.C.3 Determine how personal feelings can affect one’s wellness.
Content: The use of disease prevention strategies in home, school, and community promotes personal health.

2.1.4.C.3 Explain how mental health impacts one’s wellness.
Content: The early detection and treatment of diseases and health conditions impact one’s health.

2.1.6.C.3 Compare and contrast common mental illnesses (such as depression, anxiety and panic disorders, and phobias) and ways to detect and treat them.
Content: The prevention and control of diseases and health conditions are affected by many factors.

2.1.8.C.3 Analyze the impact of mental illness (e.g., depression, impulse disorders such as gambling or shopping, eating disorders, and bipolar disorders) on physical, social, and emotional well-being.
Content: Personal health is impacted by family, community, national, and international efforts to prevent and control diseases and health conditions.

2.1.12.C.3 Determine the emotional, social, and financial impact of mental illness on the family, community, and state.
Content: Personal health is impacted by family, community, national, and international efforts to prevent and control diseases and health conditions.

2.1.12.C.4 Relate advances in medicine and technology to the diagnosis and treatment of mental illness.
2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
D. Safety:
Preschool By the end of Grade 2 By the end of Grade 4 By the end of Grade 6 By the end of Grade 8 By the end of Grade 12
Content: Developing an awareness of potential hazards in the environment impacts personal health and safety.

2.1.P.D.1 Use safe practices indoors and out (e.g., wear bike helmets, walk in the classroom, understand how to participate in emergency drills, and understand why car seats and seat belts are used).
Content: Using personal safety strategies reduces the number of injuries to self and others.

2.1.2.D.1 Identify ways to prevent injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention).
Content: Identifying unsafe situations and choosing appropriate ways to reduce or eliminate risks contributes to the safety of self and others.

2.1.4.D.1 Determine the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention).
Content: Identifying unsafe situations and choosing appropriate ways to reduce or eliminate risks contributes to the safety of self and others.

2.1.6.D.1 Summarize the common causes of intentional and unintentional injuries in adolescents and related prevention strategies.
Content: Evaluating the potential for injury prior to engaging in unhealthy/risky behaviors impacts choices.

2.1.8.D.1 Assess the degree of risk in a variety of situations and identify strategies to reduce intentional and unintentional injuries to self and others.
Content: Evaluating the potential for injury prior to engaging in unhealthy/risky behaviors impacts choices.

2.1.12.D.1 Determine the causes and outcomes of intentional and unintentional injuries in adolescents and young adults and propose prevention strategies.
Content: Developing an awareness of potential hazards in the environment impacts personal health and safety.

2.1.P.D.2 Develop an awareness of warning symbols and their meaning (e.g., red light, stop sign, poison symbol, etc.).
Content: Using personal safety strategies reduces the number of injuries to self and others.

2.1.2.D.2 Differentiate among the characteristics of strangers, acquaintances, and trusted adults and describe safe and appropriate behaviors/touches.
Content: Identifying unsafe situations and choosing appropriate ways to reduce or eliminate risks contributes to the safety of self and others.

2.1.4.D.2 Summarize the various forms of abuse and ways to get help.
Content: Identifying unsafe situations and choosing appropriate ways to reduce or eliminate risks contributes to the safety of self and others.

2.1.6.D.2 Explain what to do if abuse is suspected or occurs.
Content: Evaluating the potential for injury prior to engaging in unhealthy/risky behaviors impacts choices.

2.1.8.D.2 Describe effective personal protection strategies used in public places and what to do when one’s safety is compromised.
Content: Evaluating the potential for injury prior to engaging in unhealthy/risky behaviors impacts choices.

2.1.12.D.2 Explain ways to protect against abuse and all forms of assault and what to do if assaulted.
Content: Developing an awareness of potential hazards in the environment impacts personal health and safety.

2.1.P.D.3 Identify community helpers who assist in maintaining a safe environment.
Content: Using personal safety strategies reduces the number of injuries to self and others.

2.1.2.D.3 Identify procedures associated with pedestrian, bicycle, and traffic safety.
Content: Identifying unsafe situations and choosing appropriate ways to reduce or eliminate risks contributes to the safety of self and others.

2.1.4.D.3 Examine the impact of unsafe behaviors when traveling in vehicles, as a pedestrian, and when using other modes of transportation.
Content: Identifying unsafe situations and choosing appropriate ways to reduce or eliminate risks contributes to the safety of self and others.

2.1.6.D.3 Summarize the components of the traffic safety system and explain how people contribute to making the system effective.
Content: Evaluating the potential for injury prior to engaging in unhealthy/risky behaviors impacts choices.

2.1.8.D.3 Analyze the causes and the consequences of noncompliance with the traffic safety system.
Content: Evaluating the potential for injury prior to engaging in unhealthy/risky behaviors impacts choices.

2.1.12.D.3 Analyze the relationship between alcohol and drug use and the incidence of motor vehicle crashes.
Content: Developing an awareness of potential hazards in the environment impacts personal health and safety.

2.1.P.D.4 Know how to dial 911 for help.
Content: Applying first-aid procedures can minimize injury and save lives.

2.1.4.D.4 Demonstrate simple first-aid procedures for choking, bleeding, burns, and poisoning.
Content: Applying first-aid procedures can minimize injury and save lives.

2.1.6.D.4 Assess when to use basic first-aid procedures.
Content: Applying first-aid procedures can minimize injury and save lives.

2.1.8.D.4 Demonstrate first-aid procedures, including victim and situation assessment, Basic Life Support, and the care of head trauma, bleeding and wounds, burns, fractures, shock, and poisoning.
Content: Evaluating the potential for injury prior to engaging in unhealthy/risky behaviors impacts choices.

2.1.12.D.4 Develop a rationale to persuade peers to comply with traffic safety laws and avoid driving distractors.
Content: Evaluating the potential for injury prior to engaging in unhealthy/risky behaviors impacts choices.

2.1.12.D.5 Summarize New Jersey motor vehicle laws and regulations and determine their impact on health and safety (e.g., organ/tissue donation, seatbelt use, and the use of hand-held devices).
Content: Applying first-aid procedures can minimize injury and save lives.

2.1.12.D.6 Demonstrate first-aid procedures, including Basic Life Support and automatic external defibrillation, caring for head trauma, bone and joint emergencies, caring for cold and heat injuries, and responding to medical emergencies.
2.1 Wellness All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
E. Social and Emotional Health:
By the end of Grade 2 By the end of Grade 4 By the end of Grade 6 By the end of Grade 8 By the end of Grade 12
Content: Many factors at home, school, and in the community impact social and emotional health.

2.1.2.E.1 Identify basic social and emotional needs of all people.
Content: Many factors at home, school, and in the community impact social and emotional health.

2.1.4.E.1 Compare and contrast how individuals and families attempt to address basic human needs.
Content: Social and emotional development impacts all components of wellness.

2.1.6.E.1 Examine how personal assets and protective factors support healthy social and emotional development.
Content: Social and emotional development impacts all components of wellness.

2.1.8.E.1 Analyze how personal assets, resiliency, and protective factors support healthy social and emotional health.
Content: Respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture provide a foundation for the prevention and resolution of conflict.

2.1.12.E.1 Predict the short- and long-term consequences of unresolved conflicts.
Content: Many factors at home, school, and in the community impact social and emotional health.

2.1.2.E.2 Determine possible causes of conflict between people and appropriate ways to prevent and resolve them.
Content: Many factors at home, school, and in the community impact social and emotional health.

2.1.4.E.2 Distinguish among violence, harassment, gang violence, discrimination, and bullying and demonstrate strategies to prevent and resolve these types of conflicts.
Content: Respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture provide a foundation for the prevention and resolution of conflict.

2.1.6.E.2 Make recommendations to resolve incidences of school and community conflict, violence, harassment, gang violence, discrimination, and bullying.
Content: Respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture provide a foundation for the prevention and resolution of conflict.

2.1.8.E.2 Determine the effectiveness of existing home, school, and community efforts to address social and emotional health and prevent conflict.
Content: Respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture provide a foundation for the prevention and resolution of conflict.

2.1.12.E.2 Analyze how new technologies may positively or negatively impact the incidence of conflict or crisis.
Content: Many factors at home, school, and in the community impact social and emotional health.

2.1.2.E.3 Explain healthy ways of coping with common stressful situations experienced by children.
Content: Stress management skills impact an individual’s ability to cope with different types of emotional situations.

2.1.4.E.3 Determine ways to cope with rejection, loss, and separation.
Content: Stress management skills impact an individual’s ability to cope with different types of emotional situations.

2.1.6.E.3 Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.
Content: Stress management skills impact an individual’s ability to cope with different types of emotional situations.

2.1.8.E.3 Explain how culture influences the ways families and groups cope with crisis and change.
Content: Stress management skills impact an individual’s ability to cope with different types of emotional situations.

2.1.12.E.3 Examine how a family might cope with crisis or change and suggest ways to restore family balance and function.
Content: Stress management skills impact an individual’s ability to cope with different types of emotional situations.

2.1.4.E.4 Summarize the causes of stress and explain ways to deal with stressful situations.
Content: Stress management skills impact an individual’s ability to cope with different types of emotional situations.

2.1.8.E.4 Compare and contrast stress management strategies that are used to address various types of stress-induced situations.
Content: Stress management skills impact an individual’s ability to cope with different types of emotional situations.

2.1.12.E.4 Develop a personal stress management plan to improve/maintain wellness.