Core Curriculum Content Standards

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Comprehensive Health and Physical Education Standards Learning Progressions

2.2 Integrated Skills All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
A. Interpersonal Communication :
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: Effective communication may be a determining factor in the outcome of health- and safety-related situations.

2.2.2.A.1 Express needs, wants, and feelings in health- and safety-related situations.
Content: Effective communication may be a determining factor in the outcome of health- and safety-related situations.

2.2.4.A.1 Demonstrate effective interpersonal communication in health- and safety-related situations.
Content: Effective communication may be a determining factor in the outcome of health- and safety-related situations.

2.2.6.A.1 Demonstrate verbal and nonverbal interpersonal communication in various settings that impact the health of oneself and others.
Content: Effective interpersonal communication encompasses respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture.

2.2.8.A.1 Compare and contrast verbal and nonverbal interpersonal communication strategies in a variety of settings and cultures in different situations.
Content: Effective interpersonal communication encompasses respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture.

2.2.12.A.1 Employ skills for communicating with family, peers, and people from other backgrounds and cultures that may impact the health of oneself and others.
Content: Effective communication is the basis for strengthening interpersonal interactions and relationships and resolving conflicts.

2.2.4.A.2 Demonstrate effective interpersonal communication when responding to disagreements or conflicts with others.
Content: Effective communication is the basis for strengthening interpersonal interactions and relationships and resolving conflicts.

2.2.6.A.2 Demonstrate use of refusal, negotiation, and assertiveness skills in different situations.
Content: Effective communication is the basis for strengthening interpersonal interactions and relationships and resolving conflicts.

2.2.8.A.2 Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer pressure, disagreements, or conflicts.
Content: Effective communication is the basis for strengthening interpersonal interactions and relationships and resolving conflicts.

2.2.12.A.2 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts.
Content: Technology increases the capacity of individuals to communicate in multiple and diverse ways.

2.2.12.A.3 Analyze the impact of technology on interpersonal communication in supporting wellness and a healthy lifestyle.
2.2 Integrated Skills All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
B. Decision-Making and Goal Setting :
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: Effective decision-making skills foster healthier lifestyle choices.

2.2.2.B.1 Explain what a decision is and why it is advantageous to think before acting.
Content: Many health-related situations require the application of a thoughtful decision-making process.

2.2.4.B.1 Use the decision-making process when addressing health-related issues.
Content: Every health-related decision has short- and long-term consequences and affects the ability to reach health goals.

2.2.6.B.1 Use effective decision-making strategies.
Content: Every health-related decision has short- and long-term consequences and affects the ability to reach health goals.

2.2.8.B.1 Predict social situations that may require the use of decision-making skills.
Content: Developing and implementing an effective personal wellness plan contributes to healthy decision-making over one’s lifetime.

2.2.12.B.1 Predict the short- and long-term consequences of good and poor decision-making on oneself, friends, family, and others.
Content: Effective decision-making skills foster healthier lifestyle choices.

2.2.2.B.2 Relate decision-making by self and others to one’s health.
Content: Many health-related situations require the application of a thoughtful decision-making process.

2.2.4.B.2 Differentiate between situations when a health-related decision should be made independently or with the help of others.
Content: Every health-related decision has short- and long-term consequences and affects the ability to reach health goals.

2.2.6.B.2 Predict how the outcome(s) of a health-related decision may differ if an alternative decision is made by self or others.
Content: Every health-related decision has short- and long-term consequences and affects the ability to reach health goals.

2.2.8.B.2 Justify when individual or collaborative decision-making is appropriate.
Content: Developing and implementing an effective personal wellness plan contributes to healthy decision-making over one’s lifetime.

2.2.12.B.2 Evaluate the impact of individual and family needs on the development of a personal wellness plan and address identified barriers.
Content: Effective decision-making skills foster healthier lifestyle choices.

2.2.2.B.3 Determine ways parents, peers, technology, culture, and the media influence health decisions.
Content: Many health-related situations require the application of a thoughtful decision-making process.

2.2.4.B.3 Determine how family, peers, technology, culture, and the media influence thoughts, feelings, health decisions, and behaviors.
Content: Every health-related decision has short- and long-term consequences and affects the ability to reach health goals.

2.2.6.B.3 Determine how conflicting interests may influence one’s decisions.
Content: Every health-related decision has short- and long-term consequences and affects the ability to reach health goals.

2.2.8.B.3 Analyze factors that support or hinder the achievement of personal health goals during different life stages.
Content: Effective decision-making skills foster healthier lifestyle choices.

2.2.2.B.4 Select a personal health goal and explain why setting a goal is important.
Content: Many health-related situations require the application of a thoughtful decision-making process.

2.2.4.B.4 Develop a personal health goal and track progress.
Content: Every health-related decision has short- and long-term consequences and affects the ability to reach health goals.

2.2.6.B.4 Apply personal health data and information to support achievement of one’s short- and long-term health goals.
2.2 Integrated Skills All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
C. Character Development:
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: Character traits are often evident in behaviors exhibited by individuals when interacting with others.

2.2.2.C.1 Explain the meaning of character and how it is reflected in the thoughts, feelings, and actions of oneself and others.
Content: Personal core ethical values impact the health of oneself and others.

2.2.4.C.1 Determine how an individual’s character develops over time and impacts personal health.
Content: Personal core ethical values impact the behavior of oneself and others.

2.2.6.C.1 Explain how character and core ethical values can be useful in addressing challenging situations.
Content: Working together toward common goals with individuals of different abilities and from different backgrounds develops and reinforces core ethical values.

2.2.8.C.1 Analyze strategies to enhance character development in individual, group, and team activities.
Content: Individual and/or group pressure to be successful in competitive activities can result in a positive or negative impact.

2.2.12.C.1 Analyze the impact of competition on personal character development.
Content: Character traits are often evident in behaviors exhibited by individuals when interacting with others.

2.2.2.C.2 Identify types of disabilities and demonstrate appropriate behavior when interacting with people with disabilities.
Content: Character building is influenced by many factors both positive and negative, such as acceptance, discrimination, bullying, abuse, sportsmanship, support, disrespect, and violence.

2.2.4.C.2 Explain why core ethical values (such as respect, empathy, civic mindedness, and good citizenship) are important in the local and world community.
Content: Character building is influenced by many factors both positive and negative, such as acceptance, discrimination, bullying, abuse, sportsmanship, support, disrespect, and violence.

2.2.6.C.2 Predict situations that may challenge an individual’s core ethical values.
Content: Working together toward common goals with individuals of different abilities and from different backgrounds develops and reinforces core ethical values.

2.2.8.C.2 Analyze to what extent various cultures have responded effectively to individuals with disabilities.
Content: Core ethical values impact behaviors that influence the health and safety of people everywhere.

2.2.12.C.2 Judge how individual or group adherence, or lack of adherence, to core ethical values impacts the local, state, national, and worldwide community.
Content: Character building is influenced by many factors both positive and negative, such as acceptance, discrimination, bullying, abuse, sportsmanship, support, disrespect, and violence.

2.2.4.C.3 Determine how attitudes and assumptions toward individuals with disabilities may negatively or positively impact them.
Content: Character building is influenced by many factors both positive and negative, such as acceptance, discrimination, bullying, abuse, sportsmanship, support, disrespect, and violence.

2.2.6.C.3 Develop ways to proactively include peers with disabilities at home, at school, and in community activities.
Content: Rules, regulations, and policies regarding behavior provide a common framework that supports a safe, welcoming environment.

2.2.8.C.3 Hypothesize reasons for personal and group adherence, or lack of adherence, to codes of conduct at home, locally, and in the worldwide community.
Content: Core ethical values impact behaviors that influence the health and safety of people everywhere.

2.2.12.C.3 Analyze current issues facing the disability community and make recommendations to address those issues.
2.2 Integrated Skills All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
D. Advocacy and Service :
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: Service projects provide an opportunity to have a positive impact on the lives of self and others.

2.2.2.D.1 Determine the benefits for oneself and others of participating in a class or school service activity.
Content: Service projects provide an opportunity to have a positive impact on the lives of self and others.

2.2.4.D.1 Explain the impact of participation in different kinds of service projects on community wellness.
Content: Participation in social and health- or service-organization initiatives have a positive social impact.

2.2.6.D.1 Appraise the goals of various community or service-organization initiatives to determine opportunities for volunteer service.
Content: Effective advocacy for a health or social issue is based on communicating accurate and reliable research about the issue and developing and implementing strategies to motivate others to address the issue.

2.2.8.D.1 Plan and implement volunteer activities to benefit a local, state, national, or world health initiative.
Content: Effective advocacy for a health or social issue is based on communicating accurate and reliable research about the issue and developing and implementing strategies to motivate others to address the issue.

2.2.12.D.1 Plan and implement an advocacy strategy to stimulate action on a state, national, or global health issue, including but not limited to, organ/tissue donation.
Content: Participation in social and health- or service-organization initiatives have a positive social impact.

2.2.6.D.2 Develop a position about a health issue in order to inform peers.
Content: Effective advocacy for a health or social issue is based on communicating accurate and reliable research about the issue and developing and implementing strategies to motivate others to address the issue.

2.2.8.D.2 Defend a position on a health or social issue to activate community awareness and responsiveness.
2.2 Integrated Skills All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
E. Health Services and Information :
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.

2.2.P.E.1 Identify community helpers who assist in maintaining a safe environment.
Content: Knowing how to locate health professionals in the home, at school, and in the community assists in addressing health emergencies and obtaining reliable information.

2.2.2.E.1 Determine where to access home, school, and community health professionals.
Content: Communicating health needs to trusted adults and professionals assists in the prevention, early detection, and treatment of health problems.

2.2.4.E.1 Identify health services and resources provided in the school and community and determine how each assists in addressing health needs and emergencies.
Content: Health literacy includes the ability to compare and evaluate health resources.

2.2.6.E.1 Determine the validity and reliability of different types of health resources.
Content: Potential solutions to health issues are dependent on health literacy and available resources.

2.2.8.E.1 Evaluate various health products, services, and resources from different sources, including the Internet.
Content: Potential solutions to health issues are dependent on health literacy and available resources.

2.2.12.E.1 Analyze a variety of health products and services based on cost, availability, accessibility, benefits, and accreditation.
Content: Communicating health needs to trusted adults and professionals assists in the prevention, early detection, and treatment of health problems.

2.2.4.E.2 Explain when and how to seek help when experiencing a health problem.
Content: Communicating health needs to trusted adults and professionals assists in the prevention, early detection, and treatment of health problems.

2.2.6.E.2 Distinguish health issues that warrant support from trusted adults or health professionals.
Content: Communicating health needs to trusted adults and professionals assists in the prevention, early detection, and treatment of health problems.

2.2.8.E.2 Compare and contrast situations that require support from trusted adults or health professionals.
Content: Affordability and accessibility of healthcare impacts the prevention, early detection, and treatment of health problems.

2.2.12.E.2 Determine the effect of accessibility and affordability of healthcare on family, community, and global health.