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7/22/201643 Student knows... and is able to do...21
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Graduation Standard 1 (Health & Phys Ed):
Health Concepts: Students will demonstrate an understanding of concepts related to health promotion, risk reduction, and disease prevention to enhance health.
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A. Examine the relationship between behaviors and personal health including personal responsibility for healthy and unhealthy behaviors. (MLR A1) I can investigate how different types of behaviors impact my personal health positively and negatively as well as recognizing how these behaviors could impact my future. I can predict how my behavior could impact my health positively or negatively. I can identify healthy and unhealthy behaviors as well as identify what may get in the way of practicing healthy behaviors. I can recognize recognize healthy and unhealthy behaviors.
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B. Explain the interrelationships of physical, mental/emotional and social health.(MLR A2)I can investgate the relationship between physical, mental/emotional, and social health as well as make predictions about what could happen if one health domain was impacted and explain how it would affect the other health domains.I can analyze the connection between physical, mental/emotional and social health.I can describe the key concepts of physical, mental/emtional and social health. I can recognize the key concepts of physical, mental/emtional and social health.
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C. Describe the characteristics of human growth and development through the various stages of life. (MLR A5)I can investigate the relationship between the changes my body is going through physically, mentally/emotionally, and socially and the stages of life in relationshio to my own personal health. I can analyze how changes occur physically, mentally/emotionally, and socially as I grow and develop, as well as explain how this will occur during different stages of life. I can describe how my body changes physically as I grow and develop and recognize the stages of life.I can recognize how my body changes physically as I grow and develop and recognize the stages of life.
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D. Explain health concepts and demonstrate health pratices or behaviors to maintain or improve your health or the health of others in relationship family life, and prevention of STD's, HIV, and unintended pregnancy.I can analzye and demonstrate behaviors that will maintain or improve the health of others related to family life and the prevention of STDs, HIV, and unintended pregnancy. I can also discuss the benefits of making healthy choices related to family life/sexual activity, and predict the possible phyiscal, mental, and social implications of not making healthy choices related to family life/sexual health.I can analzye and demonstrate behaviors that will maintain or improve the health of self and/or others related to family life and the prevention of STDs, HIV, and unintended pregnancy.I can explain ways that people can maintain their reproductive health and the reproductive health of others.I can list healthy and unhealthy behaviors related to family life.
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E. Explain health concepts and demonstrate health pratices or behaviors to maintain or improve your health or the health of others in relationship to nutrition and healthy eating habits. (MLR C1)I can analyze and demonstrate practices and/or behaviors that will maintain or
improve the health of myself and/or others related to nutrition and healthy eating. I can also discuss the benefits of making healthy eating choices, as well as, explain how making healthy nutrition choices and healthy eating choices could effect my physical, mental/emotional and social health.		 I can analyze and demonstrate practices and/or behaviors that will maintain or improve the health of myself and/or others related to nutrition and healthy eating.I can list ways to improve my personal health and/or the health of others using
information that I have learned about nutrition and healthy eating.		I can recognize healthy and unhealthy behaviors related to nutrition and healthy eating.
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F. Explain health concepts and demonstrate health pratices or behaviors to maintain or improve your health or the health of others in relationship to tobacco, alcohol and /or other drug use prevention.
I can analyze and demonstrate practices and/or behaviors that will maintain or improve the health of self and/or others related to tobacco, alcohol, and other drug use prevention. I can also discuss the benefits of being tobacco, alcohol, and drug-free, as well as, the possible physical, mental, and social implications of not making healthy choices related to substance use/abuse.I can demonstrate practices and/or behaviors that will maintain or
improve the health of self and/or others related to tobacco, alcohol,
and other drug use prevention. 		I can explain ways that people can keep themselves and others healthy in relation to alcohol, tobacco, and other drugs.I can list healthy and unhealthy behaviors related to alcohol, tobacco, and other drugs.
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G. Distinguish between healthy and unhealthy strategies for stress, and strong emotions. (MLR C3)I can self-monitor my stress and strong emotions levels and problem-solve healthy and unhealthy ways to cope with various situations and predict how they could effect my physical, mental/emotional and social health.   I can identify when I am experiencing stress and/or strong emotions and determine healthy and unhealthy ways to cope.  I can describe when a person is experiencing stress and/or strong emotions and list ways to cope.I can identify when a person is experiencing strong emotions.
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Graduation Standard 2 (Health & Phys Ed):
Accessing Information: Students will demonstrate the ability to access valid health information, services, and products to enhance health.
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A. Analyze the validity of health information, products and services. (MLR B1)I can evaluate sources of health information, products and services and determine the relibality of the sources. I can also select the best choice among the sources and defend my choice on why I feel the source is the most reliable.I can evaluate sources of health information, products and services. I can also determine how relaibe these sources are and describe why I feel this way. I can list places where a person can find realible sources of health information as well as different types of health products and services and where they can be found.I can recognize realible sources of health information as well as recognize health products and services and where they can be found.
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Graduation Standard 3 (Health & Phys Ed):
Analyzing Influences: Students will analyze how family, peers, culture, media, technology, and other factors influence health.
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A. Analyze and evaluate influences on all parts of health, and health behaviors. (MLR D1)I can analyze and evaluate influences on all parts of health and health behaviors. I can also take a determine what type of influences have a greater influence on decision making and support that using factual information.I can analyze and evaluate influences on all parts of health and health behaviors.I can list influences on all parts of health and determine whether they healthy or unhealthy.I can recognize different types of influences on all parts of health.
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B. Evaluate the impact of media and technology on health such as personal, family, and/or community. (MLR D2)I can develop strategies of how to reduce the negative impact of media and technology on personal, family, and/or community health.I can analyze and evaluate the impact media and technology has on personal, family, and/or community health.I can list the influences that impact media and technology has on personal, family, and/or community health.I can recognize the impact media and technology has on personal, family, and/or community health.
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Graduation Standard 4 (Health & Phys Ed):
ADVOCACY, DECISION-MAKING AND GOAL-SETTING SKILLS: Demonstrate the ability to use interpersonal communication and advocacy skills; make decisions; and set goals to achieve, maintain, and/or enhance health.
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A. Exhibit effective communication skills related to asking for and offering assistance to enhance the health of self and/or others.
I can analyze situations and determine whether or not assistance is needed. If assistance is needed, I can demonstrate effective communication skills related to asking for and offering assistance to enhance the health of self and/or others.I can demonstrate effective communication skills related to asking for and offering assistance to enhance the health of self and/or others.I can describe situations in which a person may need to ask for and/or offer assistance.I can recall situations in which a person may need to ask for or offer assistance.
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B. Identify communication strategies including the following, refusal skills, negotiation, and collaboration skills to enhance health and avoid and reduce health risks. Strategies may also be used to prevent, manage, or resolve interpersonal conflict without harming self or others.I can create realistic scenario(s) in which I effectively identify refusal skills, negotiation, and collaboration skills to enhance health and
avoid and reduce health risk. 		I can effectively identify communication skills, including the following refusal skills, negotiation, and collaboration skills to enhance health and avoid and reduce health risks.I can describe how using refusal, negotiation, and collaboration skills can help improve health.I can list situations in which a person may need to use refusal, negotiation, and collaboration skills.
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C. Apply the following decision-making process to enhance ones health create alternative approaches and predict potential short and long-term impact for oneselves and others. (MLR F1)I can appy the decision-making process to enhance health. I can also determine how accurate their understanding of knowledge is and defend their judgement using factual information.I can apply the decision-making process to enhance health by: recognizing when a decision needs to be made, creating alternative choices and predict the potential short and long-term impact for themselves and others.I can describe the importance of decision-making and why making thoughtful decisions is important.I can identify situations that present a negative health risks and decisions need to be made.
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Graduation Standard 5 (Health & Phys Ed):
MOVEMENT/MOTOR SKILLS AND KNOWLEDGE: Students demonstrate competency in a variety of motor skills and movement patterns for improved performance.
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A. Apply the principles of stability and force to change their motion and the motion of activities. (MLR G2) I can predict the result of an action and react appropriately based on the applied force to an object in motion, and using the ready position defensive stance.I can demonstrate and apply the principles of stability and force to change their motion and/or the motion of activities.I can demonstrate the princples of stability and force.I can define the princples of stability and force.
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B. Describe the following skill-related fitness components: balance, coordination, agility, power, reaction time, and speed. (MLR G3) I can identify and apply the following skill related fitness components: agility, balance, coordination, power, reaction time, and speed while participating various physical activitities.I can demonstrate the following skill-related fitness components: agility, balance, coordination, power, reaction time, and speed.I can demonstrate the following skill-related fitness components: agility, balance, coordination, power, reaction time, and speed.I can define the following skill-related fitness components: agility, balance, coordination, power, reaction time, and speed.
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C. Demonstrate correct technique for motor and manipulative skills during drills or modified games/physical activities.I can demonstrate correct techniques during drills and games, and self-correct as needed.I can demonstrate correct techniques during drills and games, and correct as needed when coached.I can demonstrate correct techniques during drills and correct as needed when coached.I can describe correct techniques to be used during drills.
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D. Students will participate in appropriate practice sessions for specific skills.I can participate in appropriate practice sessions fully following school and specific activity rules, and coach others to do the same.I can participate in appropriate practice sessions fully following school and specific activity rules.I can participate in appropriate practice sessions fully following school and specific activity rules when reminded.I can recite school and specific activity expectations.
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Graduation Standard 6 (Health & Phys Ed):
PHYSICAL FITNESS ACTIVITIES AND KNOWLEDGE: Students demonstrate and apply fitness concepts.
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A. Participate in a health-related fitness assessment that addresses selected health-related fitness components (cardiovascular endurance, muscular strength, muscular endurance, and flexibility) to establish personal fitness goals. (MLR H1)I can participate in norm reference health related fitness pre and post tests, and establish a personal fitness goal based on the results, and a personal plan on how to achieve that goal. I can participate in norm reference health related fitness pre and post tests, and establish a personal fitness goal based on the results. I can participate in norm reference health related fitness pre and post tests, and establish a personal fitness goal based on the results with assistance.I can participate in a health-related fitness test.
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B. Design a fitness program from established goals which address selected health-related fitness components and applies the FITT (frequency, intensity, time, type) guidelines. (MLR H2)I can apply the FITT Principle, and design a personal fitness program based on a personal fitness goal, and coach someone else how to design a personal fitness plan based on a personal fitness goal.I can apply the FITT Principle, and design a personal fitness program based on a personal fitness goal.I can apply the FITT Principle, and design a personal fitness program based on a personal fitness goal with assistance.I can define the FITT Principle.
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C. Describe physiological
responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity. (MLR H4)		I can describe and give specific examples of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity and reflect personal benefits of participation in regular physical activity.I can describe and give specific examples of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.I can describe general physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.I can describe how I feel when I participate in regular physical activity.
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Graduation Standard 7 (Health & Phys Ed):
PERSONAL AND SOCIAL SKILLS AND KNOWLEDGE: Students demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.
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A. Demonstrate the following cooperative and inclusive skills while participating in physical activities: teamwork; personal responsibility; appropriate response to peer pressure; managing conflict; respectful engagement of peers in activities. (MLR I1)I can demonstrate teamwork, personal responsibility, appropriate response to peer pressure, and respect while participating in physical activities and coach others to do the same.I can demonstrate teamwork, personal responsibility, appropriate response to peer pressure, and respect while participating in physical activities.I can demonstrate teamwork, personal responsibility, appropriate response to peer pressure, and respect while participating in physical activities, but often need coaching.I can define teamwork, personal responsibility, appropriate response to peer pressure, and respect to be used in physical activities.
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B. Describe game/physical activity rules and safety rules and their purposes, reasons for modifying those rules, and possible risks associated with specific physical activities. (MLR I3) I can demonstrate specific activity rules and safety rules and their purposes. I can explain and apply the reasons for any modification of those rules.I can demonstrate specific activity rules and safety rules and their purposes. I can explain the reasons for any modification of those rules, and the possible risks associated with specific physical activities.I can demonstrate specific activity rules and safety rules and their purposes. I can explain the possible risks associated with specific physical activities.I can recite specific activity rules and safety rules and their purposes.
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Graduation Standard 8 (Health & Phys Ed):
Students analyze the value of physical activity for health, enjoyment, challenge, self expression and/or social interaction.
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A. Describe physiological responses and physical, mental/intellectual, emotional and social benefits related to regular participation in physical activity. (MLR H4)I can describe and give specific examples of physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity and reflect personal benefits of participation in regular physical activity. I can describe physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.I can describe general physiological responses and physical, mental/intellectual, emotional, and social benefits related to regular participation in physical activity.I can describe how I feel when I participate in regular physical activity.
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B. Students will be able to describe the opportunities physical activity provides for stress reduction, social interaction, and increased physical and mental health. (S5.M2.6/7)I can describe the positive relationship between physical activity and stress reduction, social interaction, and increased physical and mental health and give personal examples of how this knowledge has been appled. I can describe the positive relationship between physical activity and stress reduction, social interaction, and increased physical and mental health.I can describe the positive relationship between physical activity and stress reduction, social interaction, and increased physical health.I can describe the positive relationship between physical activity and increased physical health.
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C. Students can identify why self-selected physical activities create enjoyment. (S5.M3.7)Using self-selected physical activites, I can conclude why these activities create enjoyment, and find similar activities to increase enjoyment.Using self-selected physical activites, I can conclude why these activities create enjoyment.Using a self-selected physical activity, I can conclude why this activity creates enjoyment.I am exploring physical activites, to find an activity that can create enjoyment.
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D. Identifies how self-expression and physical activity are related (S5.M5.6), and can identify an enjoyable physical activity that prompts self-expression (S5.M5.8) I can identify the relationship between physical activity and self expression, and participate in a specific example which promotes self expression.I can identify the relationship between physical activity and self expression, using a specific example which promotes self expression.I can identify the relationship between physical activity and self expression.I can define self expression.
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