Health and Physical Education Scope and Sequence

Kindergarten HPE:  This course is designed to give students the opportunity to learn through a comprehensive  Health and Physical Education program in accordance with National and Pennsylvania State standards.  The students will be presented with locomotor and non-locomotor movements while being introduced to basic sport-related skills.  Health lessons include medicine and drugs, emergency situations and personal hygiene.

Unit Title

Standards

Unit 1: Safe Movement

National Standards:

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

ASCA

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.6 Distinguish between appropriate and inappropriate behavior
• PS:A1.7 Recognize personal boundaries, rights and privacy needs
• PS:A1.8 Understand the need for self-control and how to practice it
• PS:A1.9 Demonstrate cooperative behavior in groups

PA Standards:

10.3.3.D: Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up,

cool-down).

Unit 2: Motor Skills and Movement Patterns

National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.  

PA Standards:

10.5.3.A: Recognize and use basic movement skills and concepts.

• locomotor movements (e.g., run, leap, hop)
• non-locomotor movements (e.g., bend, stretch, twist)
• manipulative movements (e.g., throw, catch, kick)
• relationship (e.g., over, under, beside)
• combination movement (e.g., locomotor, non-locomotor, manipulative)
• space awareness (e.g., self-space, levels, pathways, directions)
• effort (e.g., speed, force)

Unit 3: Skill Based Physical Activity

National Standards:

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

PA Standards:

10.5.3.A:  Recognize and use basic movement skills and concepts.

• locomotor movements (e.g., run, leap, hop)
• non-locomotor movements (e.g., bend, stretch, twist)
• manipulative movements (e.g., throw, catch, kick)
• relationship (e.g., over, under, beside)
• combination movement (e.g., locomotor, non-locomotor, manipulative)
• space awareness (e.g., self-space, levels, pathways, directions)
• effort (e.g., speed, force)

10.5.3.B: Recognize and describe the concepts of motor skill development using appropriate vocabulary.

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

Unit 4:  Fitness

National Standards:

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

State Standards:

10.4.3.A: Identify and engage in physical activities that promote physical fitness and health.

Unit 5:  Drug and Alcohol Education: Medicine and Drugs

National Standards:

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.  

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

PA Standards:

10.1.3.D: Knowing age appropriate drug information.

• definition of drugs
• effects of drugs
• proper use of medicine
• healthy/unhealthy risk-taking (e.g., inhalant use, smoking)
• skills to avoid drugs

10.2.3.B: Identify health related information.

• signs and symbols
• terminology
• products and services

Unit 6:  Safety and Responsibility: Emergencies

National Standards:

Standard 5: Students will demonstrate the ability to use

decision-making skills to enhance health.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

ASCA

Standard C: Students will understand safety and survival skills.

• PS:C1 Acquire Personal Safety Skills
• PS:C1.6 Identify resource people in the school and community, and know how to seek their help
• PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices

PA Standards:

10.3.3.B: Recognize emergency situations and explain appropriate responses.

• importance of remaining calm.
• how to call for help.
• simple assistance procedures.
• how to protect self.

Unit 7:  Healthy Living: Hygiene & Germs

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

State Standards

10.2.3.A: Identify personal hygiene practices and community helpers that promote health and prevent the spread of disease.

1st Grade HPE:   This course is designed to give students the opportunity to learn through a comprehensive  Health and Physical Education program in accordance with National and Pennsylvania State standards.  The students will be presented with locomotor and non-locomotor movements while being introduced to basic sport-related skills.  Health lessons include tobacco, anatomy and safe touch, and nutrition.

Unit Title

Standards

Unit 1: Safe Movement

National Standards:

Standard 4: The physically literate individual exhibits responsible personal and social behavior  that respects self and others.

ASCA

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.6 Distinguish between appropriate and inappropriate behavior
• PS:A1.7 Recognize personal boundaries, rights and privacy needs
• PS:A1.8 Understand the need for self-control and how to practice it
• PS:A1.9 Demonstrate cooperative behavior in groups

PA Standards:

10.3.3.D: Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down).

10.4.3.B: Know the positive and negative effects of regular participation in moderate to vigorous physical activities.

10.4.3.F: Recognize positive and negative interactions of small group activities.

• roles (e.g., leader, follower)
• cooperation/sharing
• on task participation

Unit 2:  Motor Skills and Movement Patterns

National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

PA Standards:

10.4.3.A: Identify and engage in physical activities that promote physical fitness and health.

10.4.3.E: Identify reasons why regular participation in physical activities improves motor skills.

10.5.3.A: Recognize and use basic movement skills and concepts.

• locomotor movements (e.g., run, leap, hop)
• non-locomotor movements (e.g., bend, stretch, twist)
• manipulative movements (e.g., throw, catch, kick)
• relationship (e.g., over, under, beside)
• combination movement (e.g., locomotor, non-locomotor, manipulative)
• space awareness (e.g., self-space, levels, pathways, directions)
• effort (e.g., speed, force)

10.5.3.B: Recognize and describe the concepts of motor skill development using appropriate vocabulary.

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

Unit 3: Skill Based Physical Activity

National Standards:

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.  

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

PA Standards:

10.4.3.A: Identify and engage in physical activities that promote physical fitness and health.

10.4.3.E: Identify reasons why regular participation in physical activities improves motor skills.

10.5.3.A: Recognize and use basic movement skills and concepts.

• locomotor movements (e.g., run, leap, hop)
• non-locomotor movements (e.g., bend, stretch, twist)
• manipulative movements (e.g., throw, catch, kick)
• relationship (e.g., over, under, beside)
• combination movement (e.g., locomotor, non-locomotor, manipulative)
• space awareness (e.g., self-space, levels, pathways, directions)
• effort (e.g., speed, force)

10.5.3.B: Recognize and describe the concepts of motor skill development using appropriate vocabulary.

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

Unit 4:  Fitness

National Standards:

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

State Standards:

10.4.3.A: Identify and engage in physical activities that promote physical fitness and health

Unit 5: Drug and Alcohol Education: Tobacco

National Standards:

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.  

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

ASCA:

Standard C: Students will understand safety and survival skills.

• PS:C1.8 Learn about the emotional and physical dangers of substance use and abuse

PA Standards:

10.1.3.D: Know age appropriate drug information.

• definition of drugs
• effects of drugs
• proper use of medicine
• healthy/unhealthy risk-taking (e.g., inhalant use, smoking)
• skills to avoid drugs.

Unit 6:  Growth and Development: Anatomy and Safe Touch

National Standards

Standard 1-Students will comprehend concepts related to health-promotion and disease prevention to enhance health.

Standard 4-Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

National Sexuality Education Standards

AP.2.CC.1-  Use proper names for body parts, including male and female anatomy.

PS.2.CC.1-  Explain that all people, including children, have the right to tell others not to touch their body when they do not want to be touched

PS.2.AL.1-  Identify parents and other trusted adults they can tell if they are feeling uncomfortable about being touched

PS.2.IC.1-  Demonstrate how to respond if someone is touching them in a way that makes them feel uncomfortable.

PS.2.SM.1-  Demonstrate how to clearly say no, how to leave an uncomfortable situation and how to identify and talk to a trusted adult if someone is touching them in a way that makes them feel uncomfortable

ASCA: 

Standard C: Students will understand safety and survival skills.

• PS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacy
• PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help

State Standards

10.1.3.A. Identify and describe the stages of growth and development.

• Childhood
• Adolescence

10.3.3.A. Recognize safe/unsafe practices in the home, school and community.

• safe around people (e.g., safe/unsafe touch, abuse, stranger, bully)

Unit 7: Healthy Living: Nutrition

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

State Standards

10.1.3.C: Explain the role of the food guide pyramid in helping people eat a healthy diet.

• food groups
• number of servings
• variety of food
• nutrients

2nd Grade HPE:   This course is designed to give students the opportunity to learn through a comprehensive  Health and Physical Education program in accordance with National and Pennsylvania State standards.  The students will be presented with locomotor and non-locomotor movements while being introduced to basic sport-related skills and fitness.  Health lessons include alcohol, safety and environmental health.

Unit Title

Standards

Unit 1: Safe Movement

National Standards:

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

ASCA

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.6 Distinguish between appropriate and inappropriate behavior
• PS:A1.7 Recognize personal boundaries, rights and privacy needs
• PS:A1.8 Understand the need for self-control and how to practice it
• PS:A1.9 Demonstrate cooperative behavior in groups

PA Standards:

10.3.3.D: Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down).

10.4.3.B: Know the positive and negative effects of regular participation in moderate to vigorous physical activities.

10.4.3.F: Recognize positive and negative interactions of small group activities.

• roles (e.g., leader, follower)
• cooperation/sharing
• on task participation

Unit 2: Motor Skills and Movement Patterns

National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

PA Standards:

10.4.3.A: Identify and engage in physical activities that promote physical fitness and health.

10.4.3.C: Know and recognize changes in body responses during moderate to vigorous physical activity.

• heart rate
• breathing rate

10.4.3.E: Identify reasons why regular participation in physical activities improves motor skills.

10.5.3.A: Recognize and use basic movement skills and concepts.

• locomotor movements (e.g., run, leap, hop)
• non-locomotor movements (e.g., bend, stretch, twist)
• manipulative movements (e.g., throw, catch, kick)
• relationship (e.g., over, under, beside)
• combination movement (e.g., locomotor, non-locomotor, manipulative)
• space awareness (e.g., self-space, levels, pathways, directions)
• effort (e.g., speed, force)

10.5.3.B: Recognize and describe the concepts of motor skill development using appropriate vocabulary.

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

Unit 3: Skill Based Physical Activity

National Standards:

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.  

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

PA Standards:

10.4.3.C: Know and recognize changes in body responses during moderate to vigorous physical activity.

• heart rate
• breathing rate

10.5.3.A: Recognize and use basic movement skills and concepts.

• locomotor movements (e.g., run, leap, hop)
• non-locomotor movements (e.g., bend, stretch, twist)
• manipulative movements (e.g., throw, catch, kick)
• relationship (e.g., over, under, beside)
• combination movement (e.g., locomotor, non-locomotor, manipulative)
• space awareness (e.g., self-space, levels, pathways, directions)
• effort (e.g., speed, force)

10.5.3.B: Recognize and describe the concepts of motor skill development using appropriate vocabulary.

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

10.5.3.F: Recognize and describe game strategies using appropriate vocabulary.

• faking/dodging
• passing/receiving
• moving to be open
• defending space
• following rules of play

Unit 4:  Fitness

National Standards:

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

State Standards:

10.4.3.A: Identify and engage in physical activities that promote physical fitness and health.

Unit 5: Drug and Alcohol Education:   Alcohol

National Standards:

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.  

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

ASCA:

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.1 Use a decision-making and problem-solving model
• PS:B1.2 Understand consequences of decisions and choices

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices
• PS:C1.8 Learn about the emotional and physical dangers of substance use and abuse

PA Standards:

10.1.3.D: Know age appropriate drug information.

• infectious disease (e.g., colds, flu, chickenpox)
• noninfectious disease (e.g., asthma, hay fever, allergies, lyme disease)
• germs
• pathogens
• heredity

Unit 6: Safety and Responsibility: Home, School, & Community Safety

National Standards:

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

ASCA

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.2 Learn about the relationship between rules, laws, safety and the protection of rights of the individual
• PS:C1.6 Identify resource people in the school and community, and know how to seek their help

PA Standards:

10.3.3.A: Recognize safe/unsafe practices in the home, school and community.

• general (e.g., fire, electrical, animals)
• modes of transportation (e.g., pedestrian, bicycle, vehicular)
• outdoor (e.g., play, weather, water)
• safe around people (e.g., safe/unsafe touch, abuse, stranger, bully)

Unit 7: Healthy Living: Environmental Health

National Standards:

Standard 8: Students will demonstrate the ability to advocate for personal, family and community health.

PA Standards:

10.2.3.E: Identify environmental factors that affect health.

• pollution (e.g., air, water, noise, soil)
• waste disposal
• temperature extremes
• insects/animals

3rd Grade HPE:  This course is designed to give students the opportunity to learn through a comprehensive Health and Physical Education program in accordance with National and Pennsylvania State standards.  Sport and cooperative skills will include partner, group and individual activities. Topics in health education include prescription and over-the-counter drugs, emotions and a healthy mind.

Unit Title

Standards

Unit 1: Safe Movement

National Standards:

Standard 4:  The physically literate individual exhibits responsible personal and social behavior that respects self and others.

ASCA

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.6 Distinguish between appropriate and inappropriate behavior
• PS:A1.7 Recognize personal boundaries, rights and privacy needs
• PS:A1.8 Understand the need for self-control and how to practice it
• PS:A1.9 Demonstrate cooperative behavior in groups

PA Standards:

10.3.3.D: Identify and use safe practices in physical activity settings (e.g., proper equipment, knowledge of rules, sun safety, guidelines of safe play, warm-up, cool-down).

10.4.3.B: Know the positive and negative effects of regular participation in moderate to vigorous physical activities.

10.4.3.F: Recognize positive and negative interactions of small group activities.

• roles (e.g., leader, follower)
• cooperation/sharing
• on task participation

Unit 2:  Motor Skills and Movement Patterns

National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

PA Standards:

10.4.3.A: Identify and engage in physical activities that promote physical fitness and health.

10.4.3.C: Know and recognize changes in body responses during moderate to vigorous physical activity.

• heart rate
• breathing rate

10.4.3.E: Identify reasons why regular participation in physical activities improves your motor skills.

10.5.3.A: Recognize and use basic movement skills and concepts.

• locomotor movements (e.g., run, leap, hop)
• non-locomotor movements (e.g., bend, stretch, twist)
• manipulative movements (e.g., throw, catch, kick)
• relationship (e.g., over, under, beside)
• combination movement (e.g., locomotor, non-locomotor, manipulative)
• space awareness (e.g., self-space, levels, pathways, directions)
• effort (e.g., speed, force)

10.5.3.B: Recognize and describe the concepts of motor skill development using appropriate vocabulary.

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

10.5.3.D: Identify and use principles of exercise to improve movement and fitness activities.

• frequency/how often to exercise
• intensity/how hard to exercise
• time/how long to exercise
• type/what kind of exercise

Unit 3: Skill Based Physical Activity

National Standards:

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.  

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

PA Standards:

10.4.3.C: Know and recognize changes in body responses during moderate to vigorous physical activity.

• heart rate
• breathing rate

10.4.3.D: Identify likes and dislikes related to participation in physical activities.

10.5.3.A: Recognize and use basic movement skills and concepts.

• locomotor movements (e.g., run, leap, hop)
• non-locomotor movements (e.g., bend, stretch, twist)
• manipulative movements (e.g., throw, catch, kick)
• relationship (e.g., over, under, beside)
• combination movement (e.g., locomotor, non-locomotor, manipulative)
• space awareness (e.g., self-space, levels, pathways, directions)
• effort (e.g., speed, force)

10.5.3.B: Recognize and describe the concepts of motor skill development using appropriate vocabulary.

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

10.5.3.D: Identify and use principles of exercise to improve movement and fitness activities.

• frequency/how often to exercise
• intensity/how hard to exercise
• time/how long to exercise
• type/what kind of exercise

10.5.3.E: Know and describe scientific principles that affect movement and skills using appropriate vocabulary.

• gravity
• force production/absorption
• balance
• rotation

10.5.3.F: Recognize and describe game strategies using appropriate vocabulary.

• faking/dodging
• passing/receiving
• moving to be open
• defending space
• following rules of play

Unit 4:  Fitness

National Standards:

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

State Standards:

10.4.3.A: Identify and engage in physical activities that promote physical fitness and health.

Unit 5: Drug and Alcohol Education: Prescription and OTC Drugs

National Standards:

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

ASCA:

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.1 Use a decision-making and problem-solving model
• PS:B1.2 Understand consequences of decisions and choices

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices
• PS:C1.8 Learn about the emotional and physical dangers of substance use and abuse

PA Standards:

10.1.3.D: Know age appropriate drug information.

• definition of drugs
• effects of drugs
• proper use of medicine
• healthy/unhealthy risk-taking (e.g., inhalant use, smoking)
• skills to avoid drugs

10.2.3.D: Identify the steps in a decision-making process.

Unit 6: Healthy Living:  Emotions and a Healthy Mind

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8. Students will demonstrate the ability to advocate for personal, family and community health.

ASCA

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.5 Identify and express feelings

PS:A2 Acquire Interpersonal Skills

• PS:A2.6 Use effective communications skills
• PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.10 Learn techniques for managing stress and conflict
• PS:C1.11 Learn coping skills for managing life events

State Standards

10.3.3.C-  Recognize conflict situations and identify strategies to avoid or resolve

• I-Statement
• Adult intervention

4th Grade HPE: This course is designed to give students the opportunity to learn through a comprehensive Health and Physical Education program in accordance with National and Pennsylvania State standards.  Sport and cooperative skills will include partner, group and individual activities. Topics in health education include nutrition and exercise, illegal drugs and influences, puberty and personal hygiene.

Unit Title

Standards

Unit 1: Safe Movement

National Standards:

Standard 4:  The physically literate individual exhibits responsible personal and social behavior that respects self and others.

ASCA:

PS:A1 Acquire Self-knowledge

• PS:A1.1 Develop positive attitudes toward self as a unique and worthy person

PA Standards:

10.3.6.D: Analyze the role of individual responsibility for safety during physical activity.

Unit 2: Motor Skills & Movement Patterns

National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

PA Standards:

10.4.6.A: Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health.

10.4.6.B: Explain the effects of regular participation in moderate to vigorous physical activities on the body systems.

10.4.6.D: Describe factors that affect childhood physical activity preferences.

• enjoyment
• personal interest
• social experience
• opportunities to learn new activities
• parental preference
• environment

10.4.6.F: Identify and describe positive and negative interactions of group members in physical activities.

• leading
• following
• teamwork
• etiquette
• adherence to rules

Unit 3: Skill Based Physical Activity

National Standards:

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

PA Standards:

10.5.3.C: Know the function of practice.

10.5.3.F: Recognize and describe game strategies using appropriate vocabulary.

• faking/dodging
• passing/receiving
• moving to be open
• defending space
• following the rules of play

Unit 4:  Fitness

National Standards:

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

State Standards:

10.4.6A. - Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health.

Unit 5: Healthy Living - Nutrition and Exercise

National Standards

Standard 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2. Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

Standard 3. Students will demonstrate the ability to access valid information, products and services to enhance health.

Standard 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

State Standards

10.1.6.C: Analyze nutritional concepts that impact health.

• caloric content of foods
• relationships of food intake and physical activity (energy output)
• nutrient requirements
• label reading
• healthful food selection

10.2.6.B: Explain the relationship between health-related information and consumer choices.

• dietary guidelines/food selection

Unit 6: Drug and Alcohol Education: Illegal Drugs and Influences

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.3 Identify alternative solutions to a problem
• PS:B1.4 Develop effective coping skills for dealing with problems
• PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions
• PS:B1.8 Know when peer pressure is influencing a decision

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.9 Learn how to cope with peer pressure

State Standards

10.1.6.D: Explain factors that influence childhood and adolescent drug use.

• peer influence
• body image (e.g., steroids, enhancers)
• social acceptance
• stress
• media influences
• decision-making/refusal skills
• rules, regulations and laws
• consequences

10.2.6.D: Describe and apply the steps of a decision-making process to health and safety issues.

Unit 7: Growth and Development: Puberty and Personal Hygiene

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

National Sexuality Standards

PD.5.CC.1-  Explain the physical, social and emotional changes that occur during puberty and adolescence

PD.5.CC.2-  Explain how the timing of puberty and adolescent development varies considerably and can still be healthy

PD.5.SM.1-  Explain ways to manage the physical and emotional changes associated with puberty

ASCA

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.4 Understand change is a part of growth

State Standards

10.2.6A: Explain the relationship between personal health practices and individual well-being.

• immunizations
• health examinations

5th Grade HPE: This course is designed to give students the opportunity to learn through a comprehensive Health and Physical Education program in accordance with National and Pennsylvania State standards.  Sport and cooperative skills will include partner, group and individual activities. Topics in health education include addiction and advocacy, body systems and disease prevention.

Unit Title

Standards

Unit 1: Safe Movement

National Standards:

Standard 4:  The physically literate individual exhibits responsible personal and social behavior that respects self and others.

ASCA:

PS:A1 Acquire Self-knowledge

• PS:A1.1 Develop positive attitudes toward self as a unique and worthy person

PA Standards:

10.3.6.D: Analyze the role of individual responsibility for safety during physical activity.

Unit 2: Motor Skills and Movement Patterns

National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

PA Standards:

10.4.6.A: Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health.

10.4.6.B: Explain the effects of regular participation in moderate to vigorous physical activities on the body systems.

10.4.6.D: Describe factors that affect childhood physical activity preferences.

• enjoyment
• personal interest
• social experience
• opportunities to learn new activities
• parental preference
• environment

10.4.6.F: Identify and describe positive and negative interactions of group members in physical activities.

• leading
• following
• teamwork
• etiquette
• adherence to rules

Unit 3: Skill Based Physical Activity

National Standards:

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.  

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

PA Standards:

10.4.6.A: Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health.

10.5.6.A: Explain and apply the basic movement skills and concepts to create and perform movement sequences and advanced skills.

10.5.6.B: Identify and apply the concepts of motor skill development to a variety of basic skills.

• transfer between skills
• selecting relevant cues
• types of feedback
• movement efficiency
• product (outcome/result)

10.5.6.C: Describe the relationship between practice and skill development.

10.5.6.D: Describe and apply the principles of exercise to the components of health-related and skill-related fitness.

• cardiorespiratory endurance
• muscular strength
• muscular endurance
• flexibility
• body composition

10.5.6.E: Identify and use scientific principles that affect basic movement and skills using appropriate vocabulary.

• Newton’s Laws of Motion
• application of force
• static/dynamic balance
• levers
• flight

10.5.6.F: Identify and apply game strategies to basic games and physical activities.

• give and go
• one on one
• peer communication

Unit 4:  Fitness

National Standards:

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

State Standards:

10.4.6A. - Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health.

Unit 5: Drug and Alcohol Education: Addiction and Advocacy

National Standards

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8. Students will demonstrate the ability to advocate for personal, family and community health.

ASCA

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.2 Understand consequences of decisions and choices
• PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions
• PS:B1.8 Know when peer pressure is influencing a decision

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.2 Learn about the relationship between rules, laws, safety and the protection of rights of the individual
• PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help
• PS:C1.6 Identify resource people in the school and community, and know how to seek their help
• PS:C1.8 Learn about the emotional and physical dangers of substance use and abuse
• PS:C1.9 Learn how to cope with peer pressure

State Standards

10.1.6.D: Explain factors that influence childhood and adolescent drug use.

• peer influence
• body image (e.g., steroids, enhancers)
• social acceptance
• stress
• media influence
• decision-making/refusal skills
• rules, regulations and laws
• consequences

10.2.6.D: Describe and apply the steps of a decision-making process to health and safety issues.

Unit 6: Healthy Living - Body Systems and Disease Prevention

National Standards:

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

National Sexuality Standards

SH.5.CC.1-  Define HIV and identify some age appropriate methods of transmission as well as ways to prevent transmission.

PA Standards:

10.1.6.A: Describe growth and development changes that occur between childhood and adolescence and identify factors that can influence these changes.

• education
• socioeconomic

10.1.6.B: Identify and describe the structure and function of the major body systems.

• nervous
• muscular
• integumentary
• urinary
• endocrine
• reproductive
• immune

10.1.6.E: Identify health problems that can occur throughout life and describe ways to prevent them.

• diseases (e.g., cancer, diabetes, STD/HIV/AIDS, cardiovascular disease)
• preventions (i.e. do not smoke, maintain proper weight, eat a balanced diet, practice sexual abstinence, be physically active)

10.2.6.A: Explain the relationship between personal health practices and individual well-being.

• immunizations
• health examinations

10.2.6.C: Explain the media’s effect on health and safety issues.

6th Grade Health: This course provides students with an introduction of knowledge and skills surrounding a variety of health topics. Students will explore the ways physical, mental/emotional, and social aspects of health impact one another, along with a focus on avoiding harmful substances and effects on mental/emotional health.

Unit Title

Standards

Unit 1: Safety & Responsibility

National Standards

2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

ASCA:

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.11 Identify and discuss changing personal and social roles

PS:A2 Acquire Interpersonal Skills

• PS:A2.1 Recognize that everyone has rights and responsibilities
• PS:A2.2 Respect alternative points of view
• PS:A2.3 Recognize, accept, respect and appreciate individual differences
• PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences

State Standards

10.2.9.C- Analyze media health and safety messages and describe their impact on personal health and safety.

Unit 2: Growth and Development

National Standards

1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

2:  ­Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

7:  ­Students will demonstrate the ability to practice health­ enhancing behaviors and avoid or reduce health risks.

8: Students will demonstrate the ability to advocate for personal, family, and community health.

National Sexuality Standards

PD.8.CC.1-  Describe the physical, social, cognitive and emotional changes of adolescence.

AP.8.CC.1-  Describe male and female sexual and reproductive systems including body parts and their functions.

ASCA

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and crespect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.4 Understand change is a part of growth

State Standards

10.1.6 A - Describe growth and development changes that occur between childhood and adolescence and identify the factors that can influence those changes.

10.1.6.B: Identify and describe the structure and function of the major body systems.

• nervous
• muscular
• integumentary
• urinary
• endocrine
• reproductive
• Immune

Unit 3: Nutrition

National Standards

1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

3: Students will demonstrate the ability to access valid information and products and services to enhance health.

FCS Standards:

11.3.6 B   Describe safe food handling techniques.

11.3.6 C   Analyze factors that affect food choices.

State Standards

10.1.9.C - Analyze factors that impact nutritional choices of adolescents.

• body image
• advertising
• dietary guidelines
• eating disorders
• peer influence
• athletic goals

Unit 4: Drug and Alcohol Education

National Standards

2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

5: Students will demonstrate the ability to use decision-making skills to enhance health.

7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

ASCA

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.1 Use a decision-making and problem-solving model
• PS:B1.2 Understand consequences of decisions and choices
• PS:B1.3 Identify alternative solutions to a problem

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

1. PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices
2. PS:C1.8 Learn about the emotional and physical dangers of substance use and abuse
3. PS:C1.9 Learn how to cope with peer pressure

State Standards

10.1.9.D-  Analyze prevention and intervention strategies in relation to adolescent and adult drug use.

• decision-making/refusal skills
• situation avoidance  
• goal setting
• professional assistance (e.g., medical, counseling. support groups)
• parent involvement

10.2.6.D: Describe and apply the steps of a decision-making process to health and safety issues.

Unit 5: Mental & Emotional Wellness

National Standard

4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

5: Students will demonstrate the ability to use decision-making skills to enhance health.

ASCA

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.10 Identify personal strengths and assets

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.1 Use a decision-making and problem-solving model
• PS:B1.4 Develop effective coping skills for dealing with problems
• PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions
• PS:B1.6 Know how to apply conflict resolution skills
  PS:B1.10 Identify alternative ways of achieving

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help
• PS:C1.6 Identify resource people in the school and community, and know how to seek their help
• PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices

FCS Standards:

11.2.3 H   Identify how to resolve conflict using interpersonal communication skills.

11.2.3 H   Describe positive and negative interactions within patterns of interpersonal communications.

State Standards

10.2.9.D Analyze and apply a decision making process to adolescent health and safety issues.

6th Grade PE:   Students will continue to learn and apply skills necessary for sport through team and individual sports, coupled with fitness concepts. Students will gain a lifelong appreciation for movement and physical activity through a variety of activities. Students will develop an understanding of personal responsibility, overall health, and wellness by further exploring the topics of avoiding harmful substances and mental/emotional health.

Unit Title

Standards

Unit 1: Safe Movement & Responsibility

National Standards:

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

ASCA:

Standard A:  Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-Knowledge

• PS:A1.2 Identify values, attitudes, and beliefs

• PS:A1.6 Distinguish between appropriate and inappropriate behavior
• PS:A1.7 Recognize personal boundaries, rights and privacy needs
• PS:A1.8 Understand the need for self-control and how to practice it
• PS:A1.9 Demonstrate cooperative behavior in groups

PA Standards:

10.3.9.D-  Analyze the role of individual responsibility for safety during physical activity.

Unit 2: Cooperative Games

National Standards:

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

PA Standards:

10.4.6.F - Identify and describe positive and negative interactions of group members in physical activities.

• leading
• following
• teamwork
• etiquette
• adherence to rules

Unit 3: Introduction to Fitness

National Standards

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

State Standards

10.4.6.A: Identify and engage in moderate to vigorous physical activities that contribute to physical fitness and health.

10.5.6.D: Describe and apply the principles of exercise to the components of health-related and skill-related fitness.

• cardiorespiratory endurance
• muscular strength
• muscular endurance
• flexibility
• body composition

Unit 4: Introduction to Sport Skills

National Standards:

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard  5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

State Standards

10.4.6.D. Describe factors that affect childhood physical activity preferences

• Enjoyment
• Personal interest
• Social experience
• Opportunities to learn new activities

10.4.6.E. Identify factors that have an impact on the relationship between regular participation in physical activity and the degree of motor skill improvement

• Success oriented activities
• Variety of activities
• Time on task

10.5.6.B. Identify and apply the concepts of motor skill development to a variety of basic skills.

• transfer between skills
• selecting relevant cues
• types of feedback
• movement efficiency
• product (outcome/result)

10.5.6.C. Describe the relationship between practice and skill development.

10.5.6.E. Identify and use scientific principles that affect basic movement and skills using appropriate vocabulary.

• application of force
• static/dynamic balance
• flight

10.5.6.F. Identify and apply game strategies to basic games and physical activities.

• give and go
• one on one
• peer communication

Unit 5: Introduction to Rhythmic Movement

National Standards

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

State Standards

10.4.6.E: Identify factors that have an impact on the relationship between regular participation in physical activity and the degree of motor skill improvement.

• success-oriented activities
• school-community resources
• variety of activities
• time on task

10.5.6.A: Explain and apply the basic movement skills and concepts to create and perform movement sequences and advanced skills.

10.5.6.B: Identify and apply the concepts of motor skill development to a variety of basic skills.

• transfer between skills
• selecting relevant cues
• types of feedback
• movement efficiency
• product (outcome/result)

10.5.6.C: Describe the relationship between practice and skill development.

Unit 6: Drug and Alcohol Education

National Standards

Standard 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2 - Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

Standard 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5 - Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 7 - Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

ASCA

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.1 Use a decision-making and problem-solving model
• PS:B1.2 Understand consequences of decisions and choices
• PS:B1.3 Identify alternative solutions to a problem

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices
• PS:C1.8 Learn about the emotional and physical dangers of substance use and abuse
• PS:C1.9 Learn how to cope with peer pressure

State Standards

10.1.6.D: Explain factors that influence childhood and adolescent drug use.

• peer influence
• body image (e.g., steroids, enhancers)
• social acceptance
• media influence
• decision-making/refusal skills
• consequences

10.2.6.D: Describe and apply the steps of a decision-making process to health and safety issues.

Unit 7:  Growth and Development

National Standards

Standard 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2-  ­Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 7-  ­Students will demonstrate the ability to practice health­ enhancing behaviors and avoid or reduce health risks.

National Sexuality Standards

PD.8.CC.1-  Describe the physical, social, cognitive and emotional changes of adolescence.

AP.8.CC.1-  Describe male and female sexual and reproductive systems including body parts and their functions.

ASCA

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.4 Understand change is a part of growth

State Standards

10.1.6 A - Describe growth and development changes that occur between childhood and adolescence and identify the factors that can influence those changes.

7th Grade PE: Students will be presented with multiple opportunities to participate in lifelong activities as they continue to move towards mastery. Students will gain a lifelong appreciation for movement and physical activity.  Core activities include aerobic rhythmic activities, fitness, and the development and application of sport skills

Unit Title

Standards

Unit 1: Safe Movement & Responsibility

National Standards

Standard 3:  The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

State Standards

10.3.9.D:   Analyze the role of individual responsibility for safety during organized group activities.

Unit 2:  Aerobic Rhythmic Movement 

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3:  The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

State Standards

10.4.9.A:  Analyze and engage in physical activities that are developmentally/

individually appropriate and support achievement of personal fitness and

activity goals.

10.4.9.D:  Analyze factors that affect physical activity preferences of adolescents.

• skill competence
• social benefits
• previous experience
• activity confidence

10.4.9.E:  Analyze factors that impact on the relationship between regular participation in physical activity and motor skill improvement.

• personal choice
• developmental differences
• amount of physical activity
• authentic practice

10.4.9.F:  Analyze the effects of positive and negative interactions of adolescent group members in physical activities.

• group dynamics
• social pressure 

Unit 3: Components of Fitness

National Standards:

Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

PA Standards:

10.4.9.A - Analyze and engage in physical activities that are developmentally individually appropriate and support achievement of personal fitness and activity goals.

10.4.9.C - Analyze factors that affect the responses of body systems during moderate to vigorous physical activities.

• exercise (e.g., climate, altitude, location, temperature)
• healthy fitness zone
• individual fitness status (e.g., cardiorespiratory fitness, muscular endurance, muscular strength, flexibility)
• drug/substance use/abuse

10.5.9.D - Identify and describe the principles of training using appropriate vocabulary.

• specificity
• overload
• progression
• aerobic/anaerobic
• circuit/interval
• repetition/sets

Unit 4: Sport Skill Development & Application

National Standards

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard  5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

State Standards

10.4.9.E Analyze factors that impact on the relationship between regular participation in physical activity and motor skill improvement.                

• personal choice                                        
• developmental differences                        
• amount of physical activity                        
• authentic practice

10.5.9.C.:  Identify and apply practice strategies for skill improvement.  

10.5.9.F.:  Describe and apply game strategies to complex games and physical activities.

• offensive strategies
• defensive strategies
• time management

7th Grade Health: This course provides students with a foundation of knowledge and skills surrounding various health topics. Students will have the opportunity to make the connection between physical, mental/emotional, and social aspects of health.

 Unit Title

Standards

Unit 1: Nutrition

National Standards

Standard 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2 - Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

Standard 5 - Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6 -  Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7 - Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

National Sexuality Standards

PD.8.INF.1-  Analyze how friends, family, media, society and culture can influence self-concept and body image.

State Standards

10.1.9.C - Analyze factors that impact nutritional choices of adolescents.

• body image
• advertising
• dietary guidelines
• eating disorders
• peer influence
• athletic go

Unit 2: Safety and Responsibility- Social Media

National Standards:

Standard 2 - Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

Standard 3 -  Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5 - Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 7 - Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

ASCA:

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.11 Identify and discuss changing personal and social roles

PS:A2 Acquire Interpersonal Skills

• PS:A2.1 Recognize that everyone has rights and responsibilities
• PS:A2.2 Respect alternative points of view
• PS:A2.3 Recognize, accept, respect and appreciate individual differences
• PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences

State Standards:

10.1.9.A Analyze factors that impact growth and development between adolescence and adulthood.

• Relationships
• Interpersonal communication

10.2.9.C- Analyze media health and safety messages and describe their impact on personal health and safety.

10.3.9.C  Analyze and apply strategies to avoid or manage conflict and violence during adolescence

• Effective negotiation
• Assertive behavior

Unit 3: Drug and Alcohol Education

National Standards:

Standard 2 - Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

Standard 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5 - Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 7 - Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

ASCA

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.8 Know when peer pressure is influencing a decision

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices
• PS:C1.8 Learn about the emotional and physical dangers of substance use and abuse
• PS:C1.9 Learn how to cope with peer pressure

State Standards:

10.1.9.D-  Analyze prevention and intervention strategies in relation to adolescent and adult drug use.

• decision-making/refusal skills
• situation avoidance  
• goal setting
• professional assistance (e.g., medical, counseling. support groups)
• parent involvement

10.3.9.C - Analyze and apply strategies to avoid or manage conflict and violence during adolescence.

• effective negotiation
• assertive behavior

Unit 4: Mental and Emotional Wellness

National Standards

Standard 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 7- Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8 - Students will demonstrate the ability to advocate for personal, family and community health.

ASCA

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.10 Identify personal strengths and assets

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.1 Use a decision-making and problem-solving model
• PS:B1.4 Develop effective coping skills for dealing with problems
• PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions
• PS:B1.6 Know how to apply conflict resolution skills
  PS:B1.10 Identify alternative ways of achieving

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help
• PS:C1.6 Identify resource people in the school and community, and know how to seek their help
• PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices

State Standards

10.1.9 D: Analyze prevention and intervention strategies in relation to adolescent and adult drug use/

• Decision making/refusal skills
• Professional assistance
• Parent involvement

10.2.9.A Identify and describe health care products and services that impact adolescent health practices.

10.2.9.D Analyze and apply a decision making process to the adolescent health and safety issues.

10.3.9.A Analyze the role of individual responsibility for safe practices and injury prevention in the home, school, and community

Unit 5:  Growth and Development

National Health Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

National Sexuality Standards

PD.8.AI.1 - Identify medically-accurate sources of information about puberty, adolescent development, and sexuality.

ID.8.IC.1 - Communicate respectfully with and about people of all gender identities, gender expressions, and sexual orientations.

PR.8.CC.2 - Define sexual abstinence as it relates to pregnancy prevention.

PR.8.INF.1 - Examine how alcohol and other substances, friends, family, media, society and culture influence decisions about engaging in sexual behaviors.

ASCA

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.1 Develop positive attitudes toward self as a unique and worthy person
• PS:A1.2 Identify values, attitudes and beliefs
• PS:A1.4 Understand change is a part of growth
• PS:A1.5 Identify and express feelings
• PS:A1.6 Distinguish between appropriate and inappropriate behavior
• PS:A1.7 Recognize personal boundaries, rights and privacy needs
• PS:A1.10 Identify personal strengths and assets
• PS:A1.11 Identify and discuss changing personal and social roles

PS:A2 Acquire Interpersonal Skills

• PS:A2.3 Recognize, accept, respect and appreciate individual differences

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences
• PS:B1.8 Know when peer pressure is influencing a decision

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.2 Learn about the relationship between rules, laws, safety and the protection of rights of the individual
• PS:C1.3 Learn about the differences between appropriate and inappropriate physical contact PS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacy
• PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help
• PS:C1.6 Identify resource people in the school and community, and know how to seek their help
• PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices
• PS:C1.9 Learn how to cope with peer pressure

State Standards

10.1.9.A -  Analyze factors that impact growth and development between adolescence and adulthood.

• relationships (e.g., dating, friendships, peer pressure)
• interpersonal communication
• risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)
• abstinence
• STI and HIV prevention
• community

10.1.9.B - Analyze the interdependence existing among the body systems

8th Grade PE:  Students will be presented with multiple opportunities to participate in lifelong activities as they continue to move towards mastery. Students will gain a lifelong appreciation for movement and physical activity.  Core activities include modern rhythmic activities, fitness, and the development and application of sport skills.

PE Unit Title

Standards

Unit 1: Safe Movement & Responsibility

National Standards:

Standard 3:  The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

State Standards

10.3.9.D:   Analyze the role of individual responsibility for safety during organized group activities.

Unit 2: Modern Rhythmic Movement 

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3:  The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard #4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

State Standards

10.4.9.A:  Analyze and engage in physical activities that are developmentally/

individually appropriate and support achievement of personal fitness and

activity goals.

10.4.9.D:  Analyze factors that affect physical activity preferences of adolescents.

• skill competence
• social benefits
• previous experience
• activity confidence

10.4.9.E:  Analyze factors that impact on the relationship between regular participation in physical activity and motor skill improvement.

• personal choice
• developmental differences
• amount of physical activity
• authentic practice

10.4.9.F:  Analyze the effects of positive and negative interactions of adolescent group members in physical activities.

• group dynamics
• social pressure 

Unit 3: Fitness

National Standards

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 3:  The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

State Standards

10.4.9.A.: Analyze and engage in physical activities that are developmentally/ individually appropriate and support achievement of personal fitness and activity goals.

10.4.9.C.: Analyze factors that affect the responses of body systems during moderate to vigorous physical activities.

• exercise (e.g., climate, altitude, location, temperature)  
• healthy fitness zone
• individual fitness status (e.g., cardiorespiratory fitness, muscular endurance, muscular strength, flexibility)
• drug/substance use/abuse

10.5.9.A.: Describe and apply the components of skill-related fitness to movement performance.

• agility
• power

10.5.9.D.: Identify and describe the principles of training using appropriate vocabulary.

• overload
• progression
• circuit/interval
• repetition/set

Unit 4: Sport Skills Development & Application

National Standards

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard  5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

State Standards

10.4.9.E Analyze factors that impact on the relationship between regular participation in physical activity and motor skill improvement.                

• personal choice                                        
• developmental differences                        
• amount of physical activity                        
• authentic practice

10.5.9.C.:  Identify and apply practice strategies for skill improvement.  

10.5.9.F.:  Describe and apply game strategies to complex games and physical activities.

• offensive strategies
• defensive strategies
• time management

8th Grade Health:  This course provides students with a deeper understanding of personal responsibility as it relates to their overall wellness.  Students will explore human sexuality and safety and first aid, and they will develop a broader understanding concerning issues of substance use and abuse.

Unit Title

Standards

Unit 1: Personal Safety & Basic First Aid

National Standards:

Standard 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 3 -  Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 5 - Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 7 - Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

State Standards

10.3.9 B. Describe and apply strategies for emergency and long-term management of injuries.

• rescue breathing
• self-care
• sport injuries

Unit 2: Environmental Health

National Standards

Standard 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 5 - Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 7 - Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

State Standards

10.2.9.E - Explain the interrelationship between the environment and personal health.

• ozone layer/skin cancer
• availability of health care
• individual health
• air pollution/respiratory disease
• breeding environments/ lyme disease/west nile virus

Unit 3: Drug and Alcohol Education

National Standards:

Standard 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2 - Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

Standard 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5 - Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6 -  Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7 - Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

ASCA

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.8 Know when peer pressure is influencing a decision

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.2 Learn about the relationship between rules, laws, safety and the protection of rights of the individual
• PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help
• PS:C1.6 Identify resource people in the school and community, and know how to seek their help
• PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices
• PS:C1.8 Learn about the emotional and physical dangers of substance use and abuse
• PS:C1.9 Learn how to cope with peer pressure
• PS:C1.10 Learn techniques for managing stress and conflict

State Standards:

10.1.9.A - Analyze factors that impact growth and development between adolescence and adulthood.

• relationships (e.g., dating, friendships, peer pressure)
• interpersonal communication • risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)
• community

10.2.9.C- Analyze media health and safety messages and describe their impact on personal health and safety.

10.2.9.D - Analyze and apply a decision-making process to adolescent health and safety issues.

• decision-making/refusal skills
• situation avoidance  
• goal setting
• professional assistance (e.g., medical, counseling. support groups)
• parent involvement

Unit 4: Mental & Emotional Wellness

National Health Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

National Sexuality Standards

ID.8.CC.1 - Differentiate between gender identity, gender expression, and sexual orientation.

ID.8.INF.1 - Analyze external influences that have an impact on one’s attitudes about gender, sexual orientation, and gender identity.

ID.8.AI.1 - Access accurate information about gender identity, gender expression, and gender identity.

ASCA

Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.

PS:A1 Acquire Self-knowledge

• PS:A1.1 Develop positive attitudes toward self as a unique and worthy person
• PS:A1.2 Identify values, attitudes and beliefs
• PS:A1.5 Identify and express feelings
• PS:A1.6 Distinguish between appropriate and inappropriate behavior
• PS:A1.7 Recognize personal boundaries, rights and privacy needs
• cooperative behavior in groups
• PS:A1.10 Identify personal strengths and assets
• PS:A1.11 Identify and discuss changing personal and social roles

PS:A2 Acquire Interpersonal Skills

• PS:A2.1 Recognize that everyone has rights and responsibilities
• PS:A2.2 Respect alternative points of view
• PS:A2.3 Recognize, accept, respect and appreciate individual differences
• PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity
• PS:A2.5 Recognize and respect differences in various family configurations
• PS:A2.6 Use effective communications skills
• PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior
• PS:A2.8 Learn how to make and keep friends

Standard B: Students will make decisions, set goals and take necessary action to achieve goals.

PS:B1 Self-knowledge Application

• PS:B1.4 Develop effective coping skills for dealing with problems
• PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions
• PS:B1.6 Know how to apply conflict resolution skills
• PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences
• PS:B1.8 Know when peer pressure is influencing a decision

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.2 Learn about the relationship between rules, laws, safety and the protection of rights of the individual
• PS:C1.3 Learn about the differences between appropriate and inappropriate physical contact PS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacy
• PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help
• PS:C1.6 Identify resource people in the school and community, and know how to seek their help
• PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices
• PS:C1.9 Learn how to cope with peer pressure
• PS:C1.10 Learn techniques for managing stress and conflict
• PS:C1.11 Learn coping skills for managing life events

State Standards

10.1.9.A -  Analyze factors that impact growth and development between adolescence and adulthood.

• relationships (e.g., dating, friendships, peer pressure)

10.2.9.D - Analyze and apply a decision-making process to adolescent health and safety issues.                        10.3.9.C - Analyze and apply strategies to avoid or manage conflict and violence during adolescence.

• effective negotiation
• assertive behavior

Unit 5: Growth and Development

National Health Standards

Standard 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

National Sexuality Standards

SH.8.CC.1 - Define STI’s, including HIV, and how they are and are not transmitted

SH.8.CC.2 - Compare and contrast behaviors, including abstinence, to determine the potential risk of STI/HIV transmission from each

SH.8.CC.3 - Describe the signs, symptoms and potential impacts of STI’s, including HIV

ASCA

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

• PS:C1.3 Learn about the differences between appropriate and inappropriate physical contact PS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacy
• PS:C1.5 Differentiate between situations requiring peer support and situations requiring adult professional help
• PS:C1.6 Identify resource people in the school and community, and know how to seek their help

State Standards

10.1.9.A -  Analyze factors that impact growth and development between adolescence and adulthood.

• abstinence
• STI and HIV prevention

10.1.9.E. Analyze how personal choice, disease and genetics can impact health maintenance and disease prevention.

Physical Education 9:  This course focuses on learning skills necessary to become lifelong learners in a variety of activities in the area of personal health and wellness. Units of instruction include: aquatics, field sports, volleyball, tennis, golf, archery, and personal fitness .

Unit Title

Standards

Unit 1: Safe and Responsible Movement

National Standards

Standard 2- The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 4- The physically literate exhibits responsible personal and social behavior that respects self and others.

PA Standards

10.3.9.D-  Analyze the role of individual responsibility for safety during organized group activities.

Unit 2: Health-Related Fitness Activities

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 3:  The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 4- The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

PA Standards

10.4.9.A. Analyze and engage in physical activities that are developmentally/ individually appropriate and support achievement of personal fitness and activity goals.

10.4.9.B Analyze the effects of regular participation in moderate to vigorous physical activities in relation to adolescent health improvement.

10.4.9.C. Analyze factors that affect the responses of body systems during moderate to vigorous physical activities.

• exercise (e.g., climate, altitude, location, temperature)  
• healthy fitness zone
• individual fitness status (e.g., cardiorespiratory fitness, muscular endurance, muscular strength, flexibility)
• drug/substance use/abuse

10.4.9.D.  Analyze factors that affect physical activity preferences of adolescents.  

• skill competence
• social benefits
• previous experience  
• activity confidence

10.4.9.E. Analyze factors that impact on the relationship between regular participation in physical activity and motor skill improvement.  

• personal choice
• developmental differences  
• amount of physical activity  
• authentic practice

Unit 3: Lifetime and Individual Activities

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2- The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 4- The physically literate exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

PA Standards

10.4.9.A. Analyze and engage in physical activities that are developmentally/ individually appropriate and support achievement of personal fitness and activity goals.

10.4.9.D.  Analyze factors that affect physical activity preferences of adolescents.  

• skill competence
• social benefits
• previous experience  
• activity confidence

10.4.9.E. Analyze factors that impact on the relationship between regular participation in physical activity and motor skill improvement.  

• personal choice
• developmental differences  
• amount of physical activity  
• authentic practice

10.4.9.F. Analyze the effects of positive and negative interactions of adolescent group members in physical activities.

• group dynamics
• social pressure

10.5.9.A. Describe and apply the components of skill-related fitness to movement performance. •

• agility  
• balance
• coordination
• power
• reaction time
• speed

Unit 4: Water Safety and Aquatics

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2- The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 4- The physically literate exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and or social interaction.

PA Standards

10.4.9.A. Analyze and engage in physical activities that are developmentally/ individually appropriate and support achievement of personal fitness and activity goals.

10.5.9.B. Describe and apply concepts of motor skill development that impact the quality of increasingly complex movement.

• response selection
• stages of learning a motor skill (i.e. verbal cognitive, motor, automatic)
• types of skill (i.e. discrete, serial, continuous)

10.5.9.C. Identify and apply practice strategies for skill improvement.

10.5.9.F. Describe and apply game strategies to complex games and physical activities.

• offensive strategies
• defensive strategies
• time management

Unit 5: Outdoor Adventure & Pursuits

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 4: The physically literate exhibits responsible personal and social behavior that respects self and others.

PA Standards

10.3.9.D-  Analyze the role of individual responsibility for safety during organized group activities.

10.4.9.A. Analyze and engage in physical activities that are developmentally/ individually appropriate and support achievement of personal fitness and activity goals.

10.4.9.D.  Analyze factors that affect physical activity preferences of adolescents.  

• skill competence
• social benefits
• previous experience  
• activity confidence

10.4.9.E. Analyze factors that impact on the relationship between regular participation in

    physical activity and motor skill improvement.  

• personal choice
• developmental differences  
• amount of physical activity  
• authentic practice

10.5.9.C. Identify and apply practice strategies for skill improvement.

Wellness 9: This course provides students with current information on an array of health topics of interest and concern to students. The course will emphasize intelligent decision making and the importance of taking responsibility for one’s own health. Students will have the opportunity to make the connection between physical, mental, emotional and social aspects of health. Components of the course will include knowledge, attitudes, and behaviors using a variety of instructional strategies that are student-centered.

Unit Title

Standards

Unit 1: Drug and Alcohol Education

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

PA Standards

10.1.9.A. Analyze factors that impact growth and development between adolescence and adulthood.

• relationships (e.g.,dating, friendships, peer pressure)

• interpersonal communication
• risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional  injuries, dietary patterns)

• abstinence
• community

10.1.9.D. Analyze prevention and intervention strategies in relation to adolescent and adult drug use.

• decision-making/refusal skills
• situation avoidance
• goal setting
• professional assistance (e.g., medical, counseling, support groups)
• parent involvement

10.1.9.E. Analyze how personal choice, disease and genetics can impact health maintenance and disease prevention

10.2.9.B. Analyze the relationship between health-related information and adolescent consumer choices.

• tobacco products
• weight control products

Unit 2: Mental & Emotional Wellness

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

PA Standards

10.1.9.A. Analyze factors that impact growth and development between adolescence and adulthood.

• relationships (e.g.,dating, friendships, peer pressure)

• interpersonal communication
• risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional  injuries, dietary patterns)

• abstinence
• STD and HIV prevention
• community

10.2.9.C Analyze media health and safety messages and describe their impact on personal health and safety.

10.3.9 C. Analyze and apply strategies to avoid or manage conflict and violence during adolescence.

• effective negotiation
• assertive behavior

Unit 3: First Aid/CPR

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

PA Standards

10.3.9 B. Describe and apply strategies for emergency and long-term management of injuries.

• rescue breathing
• water rescue
• self-care
• sport injuries                                

10.3.9 D. Analyze the role of individual responsibility for safety during organized group activities.

Unit 4: Nutrition

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

PA Standards

10.1.9.C Analyze factors that impact nutritional choices of adolescents.

• body image
• advertising
• dietary guidelines
• eating disorders
• peer influence
• athletic goals

10.1.9.E Analyze how personal choice, disease and genetics can impact health maintenance and disease prevention.

10.2.9.B Analyze the relationship between health-related information and adolescent consumer choices

• tobacco products
• weight control products

10.2.9. C Analyze the media health and safety messages and describe their impact on personal health and safety

10.2.9.D Analyze and apply a decision-making process to adolescent health and safety issues.

Unit 5: Healthy Relationships and Sexuality

National Standards:

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

National Sexuality Standards

PD.12.INF.1-  Analyze how friends, family, media, society and culture can influence self-concept and body image

ID.1.CC.1- Differentiate between biological sex, sexual orientation, and gender identity and expression

PR.12.CC.1-  Compare and contrast the advantages and disadvantages of abstinence and other contraceptive methods, including condoms.

PR.12.INF.1-  Analyze influences that may have an impact on deciding whether or when to engage in sexual behaviors

PR.12.AI.1-Access medically accurate information about contraceptive methods including abstinence and condoms

PR.12.SM.1- Describe the steps to using a condom correctly

PR.12.CC.2- Define emergency contraception and describe its mechanism of action

PR12.AI.2- Access medically accurate information about resources about emergency contraception

PR.12.CC.3- Identify the laws related to reporoductive and seual health care services (i.e., contraception, pregnancy options, safe surrender policies, prenatal care)

PR.12.CC.5- Describe prenatal practices that can contribute to or threaten a healthy pregnancy

SH.12.CC.1- Describe common symptoms of and treatments for STDs, including HIV

SH.12.DM.1- Apply a decision making model to choices about safer sex practices, including abstinence and condoms

SH.12.CC.2- Evaluate the effectiveness of abstinence, condoms and other safer sex methods in preventing the spread of STDs, including HIV

SH.12.AI.2- Access medically accurate prevention information about STDS, including HIV

SH.12.SM.2-  Describe the steps to using a condom correctly

HR.12.CC.1- Describe characteristics of healthy and unhealthy romantic and/or sexual relationships

HR.12.AI.1-  Demonstrate how to access information and resources to help deal with relationships.

HR.12.CC.2- Describe a range of ways to express affection within healthy relationships

HR12.CC.3- Define sexual consent and explain its implications for sexual decision-making.

HR.12.INF.2- Analyze factors including alcohol and other substances, that can affect the ability to give or perceive the provision of consent to sexual activity

HR.12.IC.2- Demonstrate effective ways to communicate personal boundaries as they relate to intimacy and sexual behavior

HR.12.SM.1- Demonstrate respect for the boundaries of others as they relate to intimacy and sexual behavior

PA Standards:

10.1.9.A -  Analyze factors that impact growth and development between adolescence and adulthood.

• relationships (e.g., dating, friendships, peer pressure)
• interpersonal communication
• risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)
• abstinence
• STI and HIV prevention
• Community

10.1.9.E. Analyze how personal choice, disease and genetics can impact health maintenance and disease prevention.

10.2.9.A. Identify and describe health care products and services that impact adolescent health practices.

10.2.9.C. Analyze media health and safety messages and describe their impact on personal health and safety.

10.2.9.D. Analyze and apply a decision-making process to adolescent health and safety issues.

Wellness for Life:  This course is designed to provide students with a comprehensive, skills-based approach to managing their wellness. An emphasis is placed on the importance of making responsible decisions that will lead to a higher quality of life. Course information is presented in a practical manner incorporating current health trends and concerns, life management skills and interdisciplinary learning strategies to achieving optimal wellness.

Unit Title

Standards

Unit 1: Stress Management/Suicide Prevention

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

State Standards

10.1.12.A. Evaluate factors that impact growth and development during adulthood and late adulthood.

10.1.12.B. Evaluate factors that impact the body systems and apply protective/preventive strategies.

10.1.12.E. Identify and analyze factors that influence the prevention and control of health problems.                10.2.12.C. Compare and contrast the positive and negative effects of the media on adult personal health and safety.

10.2.12.D. Examine and apply a decision-making process to the development of short and long-term health goals.         

10.3.12.D. Evaluate the benefits, risks and safety factors associated with self-selected lifelong physical activities.

Unit 2: Media Consumerism (Consumer Awareness)

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

State Standards                                        

10.1.12.A. Evaluate factors that impact growth and development during adulthood and late adulthood.

10.1.12.B. Evaluate factors that impact the body systems and apply protective/preventive strategies.

10.1.12.D. Evaluate issues relating to the use/non-use of drugs.

10.1.12.E. Identify and analyze factors that influence the prevention and control of health problems.                 

10.2.12.A. Evaluate health care products and services that impact adult health practices.

10.2.12.C. Compare and contrast the positive and negative effects of the media on adult personal health and safety.

10.2.12.D. Examine and apply a decision-making process to the development of short and long-term health goals.

E. Analyze the interrelationship between environmental factors and community health.

10.3.12.D. Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

Unit 3: Skills for Wellness

National Standards:

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

National Sexuality Standards

PD.12.INF.1-  Analyze how friends, family, media, society and culture can influence self-concept and body image

ID.12.INF.1- Analyze the influence of friends, family, media, society and culture on the expression of gender, sexual orientation and identity

ID.12.SM.1- Explain how to promote safety, respect, awareness and acceptance

ID.12.ADV.1- Advocate for school policies and programs that promote dignity and respect for all

PR.12.CC.1-  Compare and contrast the advantages and disadvantages of abstinence and other contraceptive methods, including condoms.

PR.12.INF.1-  Analyze influences that may have an impact on deciding whether or when to engage in sexual behaviors

PR.12.AI.1-Access medically accurate information about contraceptive methods including abstinence and condoms

PR.12.IC.1- Demonstrate ways to communicate decisions about whether or when to engage in sexual behaviors

PR.12.DM.1- Apply a decision making model to choices about contraception including abstinence and condoms

PR.12.SM.1- Describe the steps to using a condom correctly

PR.12.CC.2- Define emergency contraception and describe its mechanism of action

PR12.AI.2- Access medically accurate information about resources about emergency contraception

PR.12.INF.2- Analyze internal and external influences on decision about pregnancy options

PR.12.AI.3- Access medically accurate information about pregnancy and pregnancy options

PR.12.INF.3- Analyze factors that influence decisions about whether and when to become a parent

PR.12.AI.4- Access medically accurate information about prenatal care services

PR.12.DM.2- Assess the skills and resources needed to become a parent

PR.12.CC.6- Compare and contrast the laws relating to pregnancy, adoption, abortion and parenting

SH.12.CC.3- Describe the laws related to sexual health care services, including STD and HIV and treatment

SH12.INF.1- Analyze factors that may influence condom use and other safer sex decisions

SH.12.AI.2- Access medially accurate prevention information about STDS, including HIV

SH.12.IC.1- Demonstrate skills to communicate with partner about STD and HIV prevention and testing

SH.12.SM.1- Analyze individual responsibility about testing for and informing partners about STDS and HIV status

SH.12.GS.1- Develop a plan to eliminate or reduce risk for STDs, including HIV

SH.12.SM.2-  Describe the steps to using a condom correctly

SH.12.ADV.1- Advocate for sexually active youth to get STD/HIV testing and treatment

HR.12.INF.1- Explain how media can influence one’s beliefs about what constitutes a healthy sexual relationship

HR.12.AI.1-  Demonstrate how to access information and resources to help deal with relationships.

HR.12.IC.1- Demonstrate effective strategies to avoid or end an unhealthy relationship

HR12.CC.3- Define sexual consent and explain its implications for sexual decision-making.

HR.12.INF.2- Analyze factors including alcohol and other substances, that can affect the ability to give or perceive the provision of consent to sexual activity

HR.12.IC.2- Demonstrate effective ways to communicate personal boundaries as they relate to intimacy and sexual behavior

HR.12.SM.1- Demonstrate respect for the boundaries of others as they relate to intimacy and sexual behavior

PS.12.CC.1- Compare and contrast situations and behaviors that may constitute bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence

PS.12.CC.2- Analyze the laws related to bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence

PS.12.CC.3- Explain why using tricks, threats or coercion in relationships is wrong

PS.12.CC.4-  Explain why a person who has been raped or seually assaulted is not at fault

PS.12.AI.1- Access valid resources for help if they or someone they know are being bullied or harassed, or have been sexually abused or assaulted

PS.12.ADV.1- Advocate for safe environments that encourage dignified and respectful treatment of everyone.

State Standards

10.1.12.A. Evaluate factors that impact growth and development during adulthood and late adulthood

10.1.12.B. Evaluate factors that impact the body systems and apply protective/preventive strategies.  

 10.1.12.D. Evaluate issues relating to the use/non-use of drugs  

10.1.12.E. Identify and analyze factors that influence the prevention and control of health problems.

10.2.12.A. Evaluate health care products and services that impact adult health practices.

10.2.12. C. Compare and contrast the positive and negative effects of the media on adult personal health and safety.

10.2.12.D. Examine and apply a decision-making process to the development of short and long-term health goals.

10.2.12.E. Analyze the interrelationship between environmental factors and community health

10.3.12.A. Assess the personal and legal consequences of unsafe practices in the home, school or community.

10.3.12.B. Analyze and apply strategies for the management of injuries

10.3.12. C. Analyze the impact of violence on the victim and surrounding community.

 10.3.12.D. Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

Unit 4:  Current Health Trends

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

State Standards

10.1.12.A. Evaluate factors that impact growth and development during adulthood and late adulthood

 10.1.12.B. Evaluate factors that impact the body systems and apply protective/preventive strategies.  

10.1.12.C. Analyze factors that impact nutritional choices of adults.

10.1.12.E. Identify and analyze factors that influence the prevention and control of health problems.

10.2.12.A. Evaluate health care products and services that impact adult health practices.

10.2.12.B. Assess factors that impact adult health consumer choices.

 10.2.12.C. Compare and contrast the positive and negative effects of the media on adult personal health and safety.

10.2.12.D. Examine and apply a decision-making process to the development of short and long-term health goals.

10.2.12.E. Analyze the interrelationship between environmental factors and community health

Leadership in Wellness:  Leadership in Wellness will examine health and wellness strategies for leaders.  The focus of the course will include pragmatic principles for incorporating healthy habits into the leader’s personal life.  The course will also address theories of leadership that when employed will empower leaders to advocate and advance a culture of wellness within their community or organization.

Unit 1: Health Literacy

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

State Standards

10.1.12.A: Evaluate factors that impact growth and development during adulthood and late adulthood.

10.1.12.B: Evaluate factors that impact the body systems and apply protective/ preventive strategies.

10.2.12.C: Compare and contrast the positive and negative effects of the media on adult personal health and safety.

10.2.12.D: Examine and apply a decision-making process to the development of short and long-term health goals.

10.2.12.E: Analyze the interrelationship between environmental factors and community health.

Unit 2:  Leadership

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

State Standards

10.1.12.A: Evaluate factors that impact growth and development during adulthood and late adulthood.

• Relationships

10.2.12.E: Analyze the interrelationship between environmental factors and community health.

Unit 3:  Advocacy for Community Wellness

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal  communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

State Standards

10.2.12.E Analyze the interrelationship between environmental factors and community health.

• research
• medical advances
• technology
• government policies/regulations

10.3.12.A  Assess the personal and legal consequences of unsafe practices in the home, school or community

• loss of personal freedom

• personal injury

• loss of income
• impact on others
• loss of motor vehicle operator’s license

10.2.12.C: Compare and contrast the positive and negative effects of the media on adult personal health and safety.

Sport Nutrition and Safety:  In this course, the students will learn how Sport Nutrition can enhance and sustain performance for exercise. Topics of instruction will include development of

nutritional meal plans, energy metabolism, essential nutrients, ergogenic aides (performance enhancers), fueling for various muscular strength/power

and endurance activities, and weight management.

Unit 1:  Sport Nutrition Basics and Goal Setting

National Standards:

Standard 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2. Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6. Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

PA Standards:

10.1.12.B: Evaluate factors that impact the body systems and apply protective/preventive strategies.

• fitness level
• environment (e.g., pollutants, available health care)
• health status (e.g., physical, mental, social)
• nutrition

10.1.12.C: Analyze factors that impact nutritional choices of adults.

• cost
• food preparation (e.g., time, skills)
• consumer skills (e.g., understanding food labels, evaluating fads)
• nutritional knowledge
• changes in nutritional requirements (e.g., age, physical activity level)

10.3.12.D: Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

10.2.12.C: Compare and contrast the positive and negative effects of the media on adult personal health and safety.

Unit 2:  Macronutrients and Micronutrients

National Standards

Standard 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 3. Students will demonstrate the ability to access valid information, products and services to enhance health.

Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

PA Standards:

10.1.12.A: Evaluate factors that impact growth and development during adulthood and late adulthood.

• acute and chronic illness
• health status
• career choice
• aging process
• retirement

10.1.12.B: Evaluate factors that impact the body systems and apply protective/preventive strategies.

• fitness level
• environment (e.g., pollutants, available health care)
• health status (e.g., physical, mental, social)
• nutrition

10.1.12.C: Analyze factors that impact nutritional choices of adults.

• cost
• food preparation (e.g., time, skills)
• consumer skills (e.g., understanding food labels, evaluating fads)
• nutritional knowledge
• changes in nutritional requirements (e.g., age, physical activity level)

10.2.12.B: Assess factors that impact adult health consumer choices.

• access to health information
• access to health care
• cost and safety

Unit 3:  Hydration and Ergogenic Aids

National Standards

Standard 3. Students will demonstrate the ability to access valid information, products and services to enhance health.

Standard 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

PA Standards

10.1.12.A: Evaluate factors that impact growth and development  adulthood and late adulthood.

• acute and chronic illness
• communicable and noncommunicable disease
• health status
• career choice
• aging process

10.1.12.B: Evaluate factors that impact the body systems and apply protective/preventive strategies.

• fitness level
• environment (e.g., pollutants, available health care)
• health status (e.g., physical, mental, social)
• nutrition

10.3.12.A: Assess the personal and legal consequences of unsafe practices in the home, school or community        

10.3.12.D: Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

Unit 4:  Sport Nutrition and Performance

National Standards

Standard 3. Students will demonstrate the ability to access valid information, products and services to enhance health.

Standard 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6. Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8. Students will demonstrate the ability to advocate for personal, family and community health.

PA Standards

10.1.12.B: Evaluate factors that impact the body systems and apply protective/preventive strategies.

10.1.12.C: Analyze factors that impact nutritional choices of adults.

10.3.12.D: Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

10.2.12.C: Compare and contrast the positive and negative effects of the media on adult personal health and safety.

Unit 5:  Energy Balance

National Standards

Standard 3. Students will demonstrate the ability to access valid information, products and services to enhance health.

Standard 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6. Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8. Students will demonstrate the ability to advocate for personal, family and community health.

PA Standards:

10.1.12.A: Evaluate factors that impact growth and development during adulthood and late adulthood.

• acute and chronic illness                
• health status
• career choice                                
• aging process

10.1.12.B: Evaluate factors that impact the body systems and apply protective/preventive strategies.

• fitness level
• environment (e.g., pollutants, available health care)
• health status (e.g., physical, mental, social)
• nutrition

10.1.12.C: Analyze factors that impact nutritional choices of adults.

• cost
• food preparation (e.g., time, skills)
• consumer skills (e.g., understanding food labels, evaluating fads)
• nutritional knowledge
• changes in nutritional requirements (e.g., age, physical activity level)

10.1.12.D: Evaluate issues relating to the use/non-use of drugs.

• psychology of addiction
• social impact (e.g., cost, relationships)
• chemical use and fetal development
• impact on the individual
• impact on the community

10.1.12.E: Identify and analyze factors that influence the prevention and control of health problems.

• research
• medical advances
• technology
• government policies/regulations

Unit 6:  Emergency Care

National Standards

Standard 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8. Students will demonstrate the ability to advocate for personal, family and community health.

PA Standards

10.3.12 A: Assess the personal and legal consequences of unsafe practices in the home, school or community.

• loss of personal freedom        
• personal injury
• loss of income
• impact on others

10.3.12 B: Analyze and apply strategies for the management of injuries.

• CPR
• advanced first aid

10.3.12 C: Analyze the impact of violence on the victim and surrounding community.

10.3.12 D: Evaluate the benefits, risks and safety factors associated with self-selected lifelong physical activities.

Selective Physical Education:  The Selective Physical Education course provides a progressive curriculum for students in grades 10-12 to understand and experience a variety of activity choices. A fitness component is included throughout all activities for building, growing, and maintaining an active and healthy lifestyle.  Students will have the opportunity to choose different activities throughout the course to enhance their overall health and wellness.

Unit 1:  Lifetime Fitness Activities

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards

10.3.12.D - Evaluate the benefits, risks and safety factors associated with self-selected lifelong physical activities

10.4.12.A -  Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes lifelong participation.

10.4.12.B - Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.

• social
• physiological
• psychological

10.4.12.D - Evaluate factors that affect physical activity and exercise preferences of adults.

• personal challenge
• physical benefits
• finances
• motivation
•  access to activity
• self-improvement

10.4.12.E - Analyze the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.

10.4.12.F -  Assess and use strategies for enhancing adult group interaction in physical activities.

• shared responsibility
• open communication
• goal setting

10.5.12.A - Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

Unit 2:  Team Sports

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

State Standards

10.4.12.A -  Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.

10.4.12.B - Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.

• social
• physiological
• psychological

10.4.12.D - Evaluate factors that affect physical activity and exercise preferences of adults.

• personal challenge
• physical benefits
• finances
• Motivation
• access to activity
• self-improvement

10.4.12.E - Analyze the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.

10.4.12.F -  Assess and use strategies for enhancing adult group interaction in physical activities.

• shared responsibility
• open communication
• goal setting

10.5.12.A - Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.B - Incorporate and synthesize knowledge of motor skills, development, concepts to improve the quality of motor skills.

• open and closed skills
• short-term and long-term memory
• aspects of good performance

10.5.12.C - Evaluate the impact of practice strategies on skill development and improvement.

Unit 3:  Dual/Individual Sports

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards:

10.3.12.D - Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

10.4.12.A -  Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.

10.4.12.B - Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.

• social
• physiological
• psychological

10.4.12.D - Evaluate factors that affect physical activity and exercise preferences of adults.

• personal challenge
• physical benefits
• finances
• motivation
• access to activity
• self-improvement

10.4.12.E - Analyze the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.

10.4.12.F -  Assess and use strategies for enhancing adult group interaction in physical activities.

• shared responsibility
• open communication
• goal setting

10.5.12.A - Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.B - Incorporate and synthesize knowledge of motor skills, development, concepts to improve the quality of motor skills.

• open and closed skills
• short-term and long-term memory
• aspects of good performance

10.5.12.C - Evaluate the impact of practice strategies on skill development and improvement.

10.5.12.F - Analyze the application of game strategies for different categories of physical activities.

• Individual
• team
• lifetime
• outdoor

Unit 4:  Outdoor Education/Adventure

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

PA Standards

10.3.9.D-  Analyze the role of individual responsibility for safety during organized group activities.

10.4.9.A. Analyze and engage in physical activities that are developmentally/ individually appropriate and support achievement of personal fitness and activity goals.

10.4.9.D.  Analyze factors that affect physical activity preferences of adolescents.  

• skill competence
• social benefits
• previous experience  
• activity confidence

10.4.9.E. Analyze factors that impact on the relationship between regular participation in

    physical activity and motor skill improvement.  

• personal choice
• developmental differences  
• amount of physical activity  
• authentic practice

10.5.9.C. Identify and apply practice strategies for skill improvement.

Lifeguarding: This course provides students the knowledge and skills to prevent, recognize and respond to aquatic emergencies and to provide care for breathing and cardiac emergencies, injuries and sudden illnesses until EMS personnel take over.  At the conclusion of the course, the students can earn the American Red Cross Lifeguard certification.

Unit 1:  The Professional Lifeguard and Facility Safety

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards

10.5.12.A. Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.C. Evaluate the impact of practice strategies on skill development and improvement.

Unit 2:  Facility Safety, Patron Surveillance and Injury Prevention

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards

10.3.12.B-  Analyze and apply strategies for management of injuries

10.5.12.A. Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.C. Evaluate the impact of practice strategies on skill development and improvement.

Unit 3:  Injury Prevention and Rescue Skills

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards

10.3.12.B-  Analyze and apply strategies for management of injuries

10.5.12.A. Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.C. Evaluate the impact of practice strategies on skill development and improvement.

Unit 4:  Before Providing Care, Victim Assessment and Breathing Emergencies

National Standards

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards

10.3.12.B-  Analyze and apply strategies for management of injuries

10.5.12.A. Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.C. Evaluate the impact of practice strategies on skill development and improvement.

Unit 5:  Cardiac Emergencies and Using an Automated External Defibrillator

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards

10.3.12.B-  Analyze and apply strategies for management of injuries

10.5.12.A. Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.C. Evaluate the impact of practice strategies on skill development and improvement.

Unit 6:  First Aid

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards

10.3.12.B-  Analyze and apply strategies for management of injuries

10.5.12.A. Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.C. Evaluate the impact of practice strategies on skill development and improvement.

Unit 7:  Head, Neck and Spinal Injuries in the Water

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards

10.3.12.B-  Analyze and apply strategies for management of injuries

10.5.12.A. Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.C. Evaluate the impact of practice strategies on skill development and improvement.

Fitness and Exercise Science:  Fitness and Exercise Science is a combination of classroom and lab experiences. This course will provide students with a broad knowledge of exercise science and a foundation for understanding the role of science in exercise and health promotion. This course is designed to provide a sound knowledge for students interested and preparing for professional work in health promotion, fitness-related careers, physical and occupational therapy, kinesiology, and allied health careers. Content areas consist of basic exercise science, program design and implementation for various populations, advanced level strength training concepts, anatomy and physiology, injury prevention, client consultation and fitness assessments.

Unit 1:  Introduction to Personal Training

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards:

10.3.12.D - Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

10.4.12.B - Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.

• social
• physiological
• psychological

10.4.12.C-Evaluate how changes in adult health status may affect the responses of the body systems during moderate to vigorous physical activity.

• aging
• injury
• diseases

10.4.12.D - Evaluate factors that affect physical activity and exercise preferences of adults.

• personal challenge
• physical benefits
• finances
• motivation
• access to activity
• self-improvement

10.4.12.E - Analyze the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.

10.5.12.A - Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.B- Incorporate and synthesize knowledge of motor skill development concepts to improve the quality of motor skills.

• open & closed skills
• short & long-term memory
• aspects of good performance

Unit 2:  Introduction to Anatomy and Kinesiology

National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards:

10.3.12.D - Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

10.4.12.B - Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.

• social
• physiological  
• psychological

10.4.12.C-Evaluate how changes in adult health status may affect the responses of the body systems during moderate to vigorous physical activity.

• aging  
• injury
• diseases

10.4.12.D - Evaluate factors that affect physical activity and exercise preferences of adults.

• personal challenge
• physical benefits
• finances
• motivation
• access to activity
• self-improvement

10.4.12.E - Analyze the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.

10.5.12.A - Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.B- Incorporate and synthesize knowledge of motor skill development concepts to improve the quality of motor skills.

• open & closed skills
• short & long-term memory
• aspects of good performance

10.5.12.D- Incorporate and synthesize knowledge of exercise principles, training principles and health and skill-related fitness components to create a fitness program for personal use.

10.5.12.E- Evaluate movement forms for appropriate application of scientific and biomechanical principles.

• efficiency of movement
• mechanical advantage
• kinetic energy
• inertia
• safety

Unit 3:  Strength and Conditioning Training/Program Design

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards:

10.3.12.D - Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

10.4.12.A -  Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.

10.4.12.C. Evaluate how changes in adult health status may affect the responses of the body systems during moderate to vigorous physical activity.

• aging
• injury
• diseases

10.4.12.D - Evaluate factors that affect physical activity and exercise preferences of adults.

• personal challenge
• physical benefits
• finances
• motivation
• access to activity
• self-improvement

10.4.12.E - Analyze the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.

10.4.12.F -  Assess and use strategies for enhancing adult group interaction in physical activities.

• shared responsibility
• open communication
•  goal setting

10.5.12.A - Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.B- Incorporate and synthesize knowledge of motor skill development concepts to improve the quality of motor skills.

• open & closed skills
• short & long-term memory
• aspects of good performance

10.5.12.D- Incorporate and synthesize knowledge of exercise principles, training principles and health and skill-related fitness components to create a fitness program for personal use.

Unit 4:  Exercise Nutrition

National Standards

Standard 3. Students will demonstrate the ability to access valid information, products and services to enhance health.

Standard 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6. Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8. Students will demonstrate the ability to advocate for personal, family and community health.

PA Standards

10.1.12.B: Evaluate factors that impact the body systems and apply protective/preventive strategies.

10.1.12.C: Analyze factors that impact nutritional choices of adults.

10.3.12.D: Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

10.2.12.C: Compare and contrast the positive and negative effects of the media on adult personal health and safety.

10.4.12.C-Evaluate how changes in adult health status may affect the responses of the body systems during moderate to vigorous physical activity.

• aging
• injury
• diseases

Unit 5:  Client Performance Program Design & Implementation

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards:

10.3.12.D - Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

10.4.12.A -  Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.

10.4.12.B - Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.

• social
• physiological
• psychological

10.4.12.C-Evaluate how changes in adult health status may affect the responses of the body systems during moderate to vigorous physical activity.

• aging
• injury
• diseases

10.4.12.D - Evaluate factors that affect physical activity and exercise preferences of adults.

• personal challenge
• physical benefits
• finances
• motivation
• access to activity
• self-improvement

10.4.12.E - Analyze the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.

10.4.12.F -  Assess and use strategies for enhancing adult group interaction in physical activities.

• shared responsibility
• open communication
• goal setting

10.5.12.A - Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.B- Incorporate and synthesize knowledge of motor skill development concepts to improve the quality of motor skills.

• open & closed skills
• short & long-term memory
• aspects of good performance

10.5.12.D- Incorporate and synthesize knowledge of exercise principles, training principles and health and skill-related fitness components to create a fitness program for personal use.

10.5.12.E- Evaluate movement forms for appropriate application of scientific and biomechanical principles.

• efficiency of movement
• mechanical advantage
• kinetic energy
• inertia
• safety

Personal Wellness and Activity:  This course is an adapted, or modified, physical education program focused on providing the same opportunities to students with physical, cognitive, or psychological exceptionalities in the safest and least restrictive environment possible. An individualized program provides rehabilitation exercises and activities that are modified to meet the needs of the individual student. The program encourages success and exploration in physical, emotional, mental, and social health over the student’s lifetime. Evaluation of student performance is based on the achievement of goals as agreed upon by the student and the learning team.

Unit 1:  Lifetime Fitness Activities

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards

10.3.12.D - Evaluate the benefits, risks and safety factors associated with self-selected lifelong physical activities

10.4.12.A -  Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes lifelong participation.

10.4.12.B - Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.

• social
• physiological
• psychological

10.4.12.D - Evaluate factors that affect physical activity and exercise preferences of adults.

• personal challenge
• physical benefits
• finances
• motivation
•  access to activity
• self-improvement

10.4.12.E - Analyze the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.

10.4.12.F -  Assess and use strategies for enhancing adult group interaction in physical activities.

• shared responsibility
• open communication
• goal setting

10.5.12.A - Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

Unit 2: Team Sports

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

State Standards

10.4.12.A -  Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.

10.4.12.B - Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.

• social
• physiological
• psychological

10.4.12.D - Evaluate factors that affect physical activity and exercise preferences of adults.

• personal challenge
• physical benefits
• finances
• Motivation
• access to activity
• self-improvement

10.4.12.E - Analyze the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.

10.4.12.F -  Assess and use strategies for enhancing adult group interaction in physical activities.

• shared responsibility
• open communication
• goal setting

10.5.12.A - Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.B - Incorporate and synthesize knowledge of motor skills, development, concepts to improve the quality of motor skills.

• open and closed skills
• short-term and long-term memory
• aspects of good performance

10.5.12.C - Evaluate the impact of practice strategies on skill development and improvement.

Unit 3:  Habilitation and Rehabilitation

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

State Standards:

10.3.12.D - Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

10.4.12.A -  Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.

10.4.12.B - Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.

• social
• physiological
• psychological

10.5.12.A - Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.B - Incorporate and synthesize knowledge of motor skills, development, concepts to improve the quality of motor skills.

• open and closed skills
• short-term and long-term memory
• aspects of good performance

10.5.12.C - Evaluate the impact of practice strategies on skill development and improvement.

Unit 4: Special Olympics

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

State Standards

10.3.12.D - Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

10.4.12.A -  Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.

10.4.12.B - Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.

• social
• physiological
• psychological

10.5.12.A - Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.B - Incorporate and synthesize knowledge of motor skills, development, concepts to improve the quality of motor skills.

• open and closed skills
• short-term and long-term memory
• aspects of good performance

10.5.12.C - Evaluate the impact of practice strategies on skill development and improvement.

Unit 5:  Dual and Individual Sports

National Standards

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

PA Standards:

10.3.12.D - Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.

10.4.12.A -  Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.

10.4.12.B - Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.

• social
• physiological
• psychological

10.4.12.D - Evaluate factors that affect physical activity and exercise preferences of adults.

• personal challenge
• physical benefits
• finances
• motivation
• access to activity
• self-improvement

10.4.12.E - Analyze the interrelationships among regular participation in physical activity, motor skill improvement and the selection and engagement in lifetime physical activities.

10.4.12.F -  Assess and use strategies for enhancing adult group interaction in physical activities.

• shared responsibility
• open communication
• goal setting

10.5.12.A - Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.

10.5.12.B - Incorporate and synthesize knowledge of motor skills, development, concepts to improve the quality of motor skills.

• open and closed skills
• short-term and long-term memory
• aspects of good performance

10.5.12.C - Evaluate the impact of practice strategies on skill development and improvement.

10.5.12.F - Analyze the application of game strategies for different categories of physical activities.

• Individual
• team
• lifetime
• outdoor

Driver Safety Education:  The objective of this classroom course is to provide theoretical information in preparation for driving. Students learn about good driver behavior, management of risk, the PA Vehicle Code, physical, social and environmental influences on the driver, as well as the safe operation of an automobile.

Unit 1:  Driver Responsibilities and the Licensing System

State Standards

10.3.12.A.  Assess the personal and legal consequences of unsafe practices in the home, school or community.

• loss of personal freedom
• personal injury
• loss of income
• impact on others
• loss of motor vehicle operator’s license

PA Content Expectations

14.1.A. Identify and explain traffic laws related to safe driving.

• Traffic controls (e.g., signs, signals, road markings) #13
• Right-of-Way
• Speed regulations
• Pedestrian rights and responsibilities

14.1.B. Identify and explain laws that relate to responsible use of a vehicle.

• Vehicle registration
• Insurance regulations
• Vehicle/emissions inspection
• Seat belts • Child safety seats
• Passengers in pickup trucks

14.1.C. Describe the Pennsylvania licensing procedures.

• Learner’s permit
• Graduated driver’s licensing

Unit 2:  Basic Operation of a Vehicle

State Standards

10.3.12.A.  Assess the personal and legal consequences of unsafe practices in the home, school or community.

• loss of personal freedom
• personal injury
• loss of income
• impact on others
• loss of motor vehicle operator’s license

PA Content Expectations

14.2.A. Identify and describe the pre-trip inspection outside the vehicle.

• Visual inspection of vehicle (e.g., wheels, body, lights)
• Visual inspection of surroundings (e.g., front, sides, back)

14.2.B. Identify and describe the pre-trip preparation inside the vehicle.

• Car door locks
• Key in ignition
• Seating position
• Mirror settings (enhanced/traditional)
• Communications controls (e.g., turn signals, high/low beams, flashers)
• Safety devices (e.g., wipers, seat belt adjustments, head restraint)
• Comfort/climate controls (e.g., heater, air conditioning, defroster)
• Hand position on steering wheel

14.2.C. Identify and assess purpose of modern vehicle technology.

• Owner’s manual specifications
• Alert and warning symbols
• Supplemental occupant restraint systems • Anti-lock Braking System (ABS)
• Global Positioning System (GPS)
• Electronic Stabilization Control (ESC)

14.2.D. Describe and explain the proper application of basic driving skills.

• Staying in driving line  
• Starting from a stop #
• Accelerating
• Managing intersections
• Recognizing when to brake
• Making a left turn into traffic
• Making right turns
• Driving in reverse
• Making lane changes (e.g., multiple-lane roadways, merge/exit situations, passing vehicles)
• Selecting a sufficient gap to enter traffic

14.2.E. Identify post-trip procedures.

• Securing the vehicle (e.g., place in park, set parking brake, remove keys)
• Exiting  the vehicle (e.g., open door safely, face traffic when exiting, lock doors)

Unit 3:  Traffic Control Devices and Laws

State Standards

10.3.12.A.  Assess the personal and legal consequences of unsafe practices in the home, school or community.

• loss of personal freedom
• personal injury
• loss of income
• impact on others
• loss of motor vehicle operator’s license

PA Content Expectations

14.1.A. Identify and explain traffic laws related to safe driving.

• Traffic controls (e.g., signs, signals, road markings)
• Right-of-Way
• Speed regulations
• Pedestrian rights and responsibilities

14.1.B. Identify and explain laws that relate to responsible use of a vehicle.

• Vehicle registration
• Insurance regulations
• Vehicle/emissions inspection
• Seat belts • Child safety seats
• Passengers in pickup trucks

14.1.C. Describe the Pennsylvania licensing procedures.

• Learner’s permit
• Graduated driver’s licensing

Unit 4:  Visual Perception and Space Management

State Standards

10.3.12.A.  Assess the personal and legal consequences of unsafe practices in the home, school or community.

• loss of personal freedom
• personal injury
• loss of income
• impact on others
• loss of motor vehicle operator’s license

PA Content Expectations

14.3.A. Describe perception as a mental process that is selective and can be improved.

• Visual functions: focal, useful field of vision, peripheral, depth
• Projected path of travel
• Scanning environment and staying in driving lane

14.3.B. Describe visual search categories for identifying risk situations.

• Restrictions to path of travel
• Restrictions to sightline
• Traffic controls
• Highway characteristics/conditions
• Other highway users

14.3.C. Identify traffic situations and develop avoidance strategies.

• Judging speed going around a curve
• Searching for sufficient gap before pulling out from a driveway or stop sign
• Reducing crash potential by adjusting speed, lane position and appropriate com munication (e.g., turn signals)
• Recognizing a stopped vehicle
• Changing speed and/or direction to avoid conflicts with sightline and path of travel restrictions
• Judging speed and distances of on-coming traffic
• Making correct decisions at intersections by managing time and space
• Applying basic driving skills to city, rural and expressway driving in various weather and roadway conditions

14.3.D. Analyze the need for divided visual and mental attention from pat h of travel to driving tasks, then back to path of travel for brief periods of time.

• Searching from path of travel to signs, symbols and markings
• Searching from path of travel for intersection problems
• Searching from path of travel to new entry lane when turning left or right
• Searching from path of travel to instrument panel for speed and vehicle information
• Searching from path of travel to vehicle accessories for appropriate operation

Unit 5:  Adverse Driving Conditions and Vehicle emergencies

State Standards

10.3.12.A.  Assess the personal and legal consequences of unsafe practices in the home, school or community.

• loss of personal freedom
• personal injury
• loss of income
• impact on others
• loss of motor vehicle operator’s license

PA Content Expectations

14.5.A. Describe hazardous conditions and their effects on vision, motion and steering control tasks while driving.

• Snow
• Rain
• Fog
• Sleet/ice
• Hydroplaning
• Traction loss

14.5.B. Identify challenges of night driving and appropriate responses to them.

• Reduced visibility
• Eye fatigue
• Overdriving headlights

14.5.C. Identify the dangers of vehicle malfunctions.

• Warning indicators (e.g., dashboard, smoke, sounds)
• Failures (e.g., tires, brakes, steering)
• Stuck accelerator
• Engine stalls
• Loss of headlights or forward vision due to vehicle malfunction

14.5.D. Identify the dangers of sudden emergencies.

• High water
• Vehicle crossing centerline
• Vehicle not yielding at intersection
• Vehicle running off roadway
• Traction loss to front tires
• Traction loss to rear tires

Unit 6:  Impaired Driving and the Effects of Distractions on Driving

State Standards

10.3.12.A.  Assess the personal and legal consequences of unsafe practices in the home, school or community.

• loss of personal freedom
• personal injury
• loss of income
• impact on others
• loss of motor vehicle operator’s license

PA Content Expectations

14.6.A. Know legal aspects of alcohol and other drug use.

• Just saying “No” to alcoholic beverages and other drugs
• Terms and meanings associated with drinking and driving
• Penalties when intoxicated
• Implied consent
• Zero tolerance

14.6.B. Evaluate the factors that influence individuals to use alcohol and other drugs.

• Advertising
• Peer pressure
• Social norms
• Culture
• Holidays

14.6.C. Define and analyze the problem of driving under the influence (DUI).

• Significance of problem
• Consequences
• Solutions

14.6.D. Identify and analyze the physiological and psychological effects of alcohol on the driver.

• Process of alcohol entering and exiting from the body
• How alcohol affects people differently
• Changes to the central nervous system

14.6.E. Identify and analyze the physiological and psychological effects of drugs.

• Types (i.e., over-the-counter, prescription, controlled substances)
• How drugs affect people differently
• Changes to the central nervous system