| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
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1 | 7/22/2016 ***Advanced Health (not Graduation Standard) | 4 | 3 Student knows... and is able to do... | 2 | 1 | |||||||||||||||||||||
2 | 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. | |||||||||||||||||||||||||
3 | A. Predict how behaviors impact health status by analyzing individual responsibility for one’s health and barriers to practicing behaviors. (MLR A1) | I can predict how different types of behaviors impact health status by looking at personal responsibility for one's health and barriers/obstacles to practicing to healthy behaviors. I can also come up with a plan to overcome the barriers/obstacles to practicing healthy behaviors. | I can predict how different types of behaviors impact health status by looking at personal responsibility for one's health and barriers/obstacles to practicing to healthy behaviors. | I can identify personal risk and healthful behaviors, as well as, barriers/obstacles to practicing healthy behaviors. | I can recognize healthy and risk behaviors. | |||||||||||||||||||||
4 | C. Explain causes of common diseases, disorders, and other health problems and propose ways to reduce, prevent, and/or treat them. (MLR A3) | I can explain the causes of common diseases, disorders, and other health problems and propose ways to reduce, prevent and/or treat them. I can also discuss the implications of failing to properly reduce, prevent, and/or treat them. | I can explain the causes of common diseases, disorders, and other health problems and propose ways to reduce, prevent and/or treat them. | I can describe the relationship between behavior and common diseases, disorders, and other health problems. | I can describe the difference between communicable and noncommunicable diseases. | |||||||||||||||||||||
5 | D. Analyze health concepts and demonstrate health practices/behaviors to maintain or improve the health of self and/or others related to nutrition and physical activity. (MLR A6, MLR C1) | I can analyze and demonstrate practices/behaviors that will maintain or improve the health of self and/or other related to nutrition and physical activity. I can also discuss benefits of making healthy nutrition and physical activity choices, as well as, the implications of not making healthy nutrition and physical activity choices on physical, mental/emotional, and social health. | I can analyze and demonstrate practices/behaviors that will maintain or improve the health of self and/or other related to nutrition and physical activity. | I can explain ways that people can keep themselves and others healthy in relation to nutrition and physical activity. | I can recognize healthy and unhealthy behaviors related to nutrition and physical activity. | |||||||||||||||||||||
6 | E. Analyze health concepts and demonstrate health practices/behaviors to maintain or improve the health of self and/or others related to family life and the prevention of STDs, HIV, and unintended pregnancy. (MLR A6, MLR C1) | I can analyze and demonstrate practices/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, as well as, the possible physical, mental, and social implications of not making healthy choices related to family life/sexual health. | I can analyze and demonstrate practices/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 protect their reproductive health and the reproductive health of others. | I can list healthy and unhealthy behaviors related to family life and sexual health. | |||||||||||||||||||||
7 | F. Analyze health concepts and demonstrate health practices/behaviors to maintain or improve health of self and/or others related to tobacco, alcohol, and other drug use prevention. (MLR A6, MLR C1) | I can analyze and demonstrate practices/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 health choices related to substance use/abuse. | I can analyze and demonstrate practices/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. | |||||||||||||||||||||
8 | G. Analyze health concepts and demonstrate health practices/behaviors to maintain or improve the health of self and/or others related to personal health and safety/injury prevention. (MLR A6, MLR C1) | I can analyze and demonstrate practices/behaviors that will help maintain or improve the health of myself and/or others related to personal health and safety/injury prevention. I can also discuss the benefits of making healthy choices related to personal health and safety, as well as, describe the possible physical, mental, and social implications of not making healthy choices related to personal health and safety. | I can analyze and demonstrate practices/behaviors that will help maintain or improve the health of myself and/or others related to personal health and safety/injury prevention. | I can explain behaviors that I can do to protect my personal health and safety and the health and safety of others. | I can list behaviors that may be harmful or helpful to personal health and safety. | |||||||||||||||||||||
9 | H. Analyze the principles of human growth and development and the conditions that can influence it throughout the lifespan. -Advanced Health | I can investigate strategies that promote growth and development throughout the lifespan. | I can analyze the principles of human growth and development and the conditions that influence it throughout the lifespan. | I can examine major milestones in physical, emotional, social, and intellectual development occurring in each period throughout the lifespan. | I can list the different stages of human growth and development. | |||||||||||||||||||||
10 | I. Design, implement, and evaluate a plan for stress management. (MLR C3) -Advanced Health | I can predict how managing my stress can improve my health both now and in the future and predict the possible future implications of failing to manage my stress. | I can design, implement, and evaluate a plan for stress management. | I can implement a plan for stress-management and record my progress. | I can list my stressors and ways that I can manage my stressors. | |||||||||||||||||||||
11 | J. Demonstrate a variety of behaviors to avoid or reduce health risks for self and others including first aid for personal, family, and community health. -Advanced Health | I can analyze and describe how the behaviors I am demonstrating help avoid/reduce health risks for self and others related to first aid for personal, family, and community health. | I can demonstrate a variety of behaviors to avoid/reduce health risks for self and others related to first aid for personal. family, and community health. | I can describe how I can avoid/reduce health risks for self and others related to first aid. | I can identify information and behaviors related to first aid that shows my understanding of how to avoid/reduce health risks for self and others. | |||||||||||||||||||||
12 | Graduation Standard 2 (Health & Phys Ed): Accessing Information: Students will demonstrate the ability to access valid health information, services, and products to enhance health. | |||||||||||||||||||||||||
13 | A. Evaluate the validity and accessibility of health information, products and services (MLR B1) | I can evaluate sources of health information, products and services and determine the validity of the source describing why I feel the source is considered reliable. I can also select the best choice among the sources and defend your choice on why your feel the source is the most reliable. | I can evaluate sources of health information, products and services and determine the validity of the source describing why I feel the source is considered reliable. | I can list places where a person can find valid sources of health information as well as different types of health products and services and where they can be found/performed. | I can recognize valid sources of health information. | |||||||||||||||||||||
14 | B. Determine when professional health services may be required and access valid and reliable health information, products, and services. (MLR B2) | I can determine when professional health services may be required; decide what the best type of health services would be; and defend my choice. | I can recognize and acknowledge situations in which professional health services may be required and I can identify places a person can go to get help, locate health products, or receive health information. | I can recognize situations when health services may be required. | I can list different types of health services, health providers, health products, and health facilities. | |||||||||||||||||||||
15 | C. Utilize valid and reliable research techniques to investigate and analyze the academic foundation, as well as, the skills and talents needed to secure employment in a health science career. -Advanced Health | I can analyze the research and determine if the health science career would be appropriate for me based upon my personality, interests, values, and educational plans. | I can utilize valid and reliable research techniques to investigate and analyze the academic foundation, as well as, the skills and talents needed to secure employment in a health science career. | I can describe the key parts of a health science career. | I can identify the knowledge and skills needed for most healthcare workers. | |||||||||||||||||||||
16 | Graduation Standard 3 (Health & Phys Ed): Analyzing Influences: Students will analyze how family, peers, culture, media, technology, and other factors influence health. | |||||||||||||||||||||||||
17 | A. Analyze and evaluate influences on health and health behaviors. (MLR D1) | I can also take a position on what type of influence has the greatest impact on my life and defend that choice. | I can analyze and evaluate influences on health and health behaviors. | I can identify internal and external influences. I can describe different types of influences. | I can list different influences in my life. | |||||||||||||||||||||
18 | B. Evaluate the impact of media and technology, on health such as personal, family, and/or community health. (MLR D2) -Advanced Health | I can develop strategies of how to reduce the negative impact of media and technology on personal, family, and/or community health. | I can evaluate the impact of media and technology on health such as personal, family, and/or community health. | I can identify and describe examples of media, technology, and/or advertising. I can identify and describe one example that may have a positive impact on a person and one that may have a negative impact on a person. | I can recognize different types of media and technology. This includes advertising techniques. | |||||||||||||||||||||
19 | C. Analyze how some health risk behaviors, can influence the likelihood of engaging in unhealthy behaviors. (MLR D3) | I can analyze how addressing a specific risk behavior can reduce the impact of other risky behaviors on self and others. | I can analyze how some health risk behaviors, can influence the likelihood of engaging in unhealthy behaviors. | I can identify risk behaviors and describe cumulative risks. | I can recognize risk behaviors. | |||||||||||||||||||||
20 | 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. | |||||||||||||||||||||||||
21 | A. Exhibit effective communication skills related to asking for and offering assistance to enhance the health of self and/or others. -Advanced Health | 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 also decide what the best plan of action would be in order to help self and/or others who need assistance. | 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 recognize situations in which a person may need to ask for or offer assistance. | |||||||||||||||||||||
22 | B. Utilize communication strategies, including but limited to, refusal, negotiation, and/or 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 utilize refusal, negotiation, and/or collaboration skills to enhance health and avoid and reduce health risk. | I can effectively utilize communication skills, including but not limited to, refusal, negotiation, and/or collaboration skills to enhance health and avoid and reduce health risks using teacher provided scenario(s). | I can describe how using refusal, negotiation, and collaboration skills can help improve health status. | I can list situations in which a person may need to use refusal, negotiation, and collaboration skills. | |||||||||||||||||||||
23 | C. Demonstrate the following ways to influence and support others to make positive health choices: formulate health messages utilizing accurate peer and societal norms; adapt health messages and communication techniques to target audiences; and work as an advocate for personal, family and community health. (MLR E2) | I can formulate a health message using accurate peer and societal norms; adapting the message for more than one type of audience; and working as an advocate for personal, family, and community health. | I can formulate a health message using accurate peer and societal norms; adapting the message for a target audience; and working as an advocate for personal, family, and community health. | I can describe ways to adapt health content and language for different audiences. | I can describe advocacy and/or what an advocate does. | |||||||||||||||||||||
24 | D. Apply the following decision-making process to enhance health:generate alternative approaches and predict potential short and long-term impact for themselves and others with each alternative;and defend the healthy choice. (MLR F1) | I can apply the decision-making process to enhance health by: recognizing when a decision needs to be made, analyzing influences on the decision, creating alternative choices and predict the potential short and long-term impact for themselves and others with each alternative; and defend the healthy choice. | I can apply the decision-making process by: recognizing when a decision needs to be made, recognizing the healthy and unhealthy alternatives and listing pros and cons for each alternative, and making a healthy choice. | I can describe the importance of decision-making and why making thoughtful decisions is important. | I can recognize situations which may require the application of a thoughtful decision-making process. | |||||||||||||||||||||
25 | E. Develop and analyze a plan to attain a personal health goal in the following ways: assess personal health practices and overall health status; select a personal health goal that addresses strengths, needs, and risks; implement strategies and analyze progress towards achieving the goal. (MLR F2) | I can develop and analyze a plan to attain a personal health goal in the following ways: assess personal health practices and overall health status; select a personal health goal that addresses strengths, needs, and risk; implement strategies and analyze progress towards reaching the goal. | I can create a SMART goal that would improve my health. | I explain the difference between short and long-term goals. | I can recognize short and long-term goals. | |||||||||||||||||||||
26 | F. Formulate a long-term health plan. (MLR F3) | I can formulate a long-term health plan that describes behaviors that will help maintain/improve health status throughout the lifespan. I can also examine my own motivation in following through with my long-term health plan. | I can formulate a long-term health plan that describes behaviors that will help maintain/improve health status throughout the lifespan. | I can explain behaviors that will improve my health and the health of others.. | I list behaviors that will improve health throughout the lifespan. | |||||||||||||||||||||
27 | 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. | |||||||||||||||||||||||||
28 | A. Students will be able to apply the principles of stability and force to modify their performance in games/physical activities. | I can demonstrate and modify movements based on stability and force. | I can demonstrate movements based on stability and force | I can explain how to modify my movements based on stability and force. | I can recall specific movements based on stability and force. | |||||||||||||||||||||
29 | B. Students will demonstrate a variety of specific skills while participating in a physical activity. | I can assess, apply, and demonstrate my knowledge of movement skills while participating in activity. | I can apply my knowledge of movement by demonstrating a variety of specialized movement skills while participating in activity. | I can explain my knowledge of specialized movement skills while participating in activity. | I can recall knowledge of specialized movement skills while participating in activity. | |||||||||||||||||||||
30 | C. Students will be able to explain how skill related fitness components and specialized movement skills work together. | I can demonstrate and teach movements that will affect my skills. | I can demonstrate how my movements can affect my skills. | I can explain how my movements can affect my skills. | I can list movements that can affect my skills. | |||||||||||||||||||||
31 | D. Students will be able to create appropriate practice sessions by using fundamental movement skills. | I can modify planned activities to improve my performance. | I can develop planned activities that will improve my performance. | I can explain why planned activities will improve my performance. | I can list activities planned for a practice session. | |||||||||||||||||||||
32 | Graduation Standard 6 (Health & Phys Ed): PHYSICAL FITNESS ACTIVITIES AND KNOWLEDGE: Students demonstrate and apply fitness concepts. | |||||||||||||||||||||||||
33 | A. Students will participate in a health-related fitness assessment to establish personal fitness goals and reassess their fitness over time. | I participate in fitness assessments and design and modify my personal fitness goals based on strengths and weaknesses. | I participate in fitness assessments and determine personal fitness goals. | I participate in fitness assessments and can explain fitness goals. | I can recall components of the fitness assessment | |||||||||||||||||||||
34 | B. Students can design and implement a personal fitness plan based on accepted goals from a variety of established fitness assessments using FITT guidelines. | I can analyze my fitness plan and make modifications using the FITT guidelines | I reflect upon my personal fitness plan in order to make modifications using the FITT guidelines | I understand that I need to reflect on my personal fitness plan in order to improve fitness levels using the FITT guidelines | I can recall the details surrounding the development of a personal fitness plan and FITT guidelines | |||||||||||||||||||||
35 | C. Students will select and participate in physical activities that address their personal fitness plans. | I can plan and participate in activities that are appropriate in implementing my personal fitness plan. | I can participate in activities that are appropriate in implementing my personal fitness plan. | I can choose activities based on my personal fitness plan. | I can list activities that would be incorporated in my personal fitness plan. | |||||||||||||||||||||
36 | 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. | |||||||||||||||||||||||||
37 | A. Students will demonstrate collaborative skills while participating in physical activities. | I can demonstrate and help my peers interact in safe and respectful way. I use constructive feedback to improve my performance. | I can interact with peers in a safe and respectful way. I can give and accept constructive feedback. | I can explain how to interact with peers in a safe and respectful way. I can give or accept constructive feedback. | I can list ways to interact with peers in a safe and respectful way. I can identify constructive feedback. | |||||||||||||||||||||
38 | B. Students will be able to demonstrate responsible and ethical personal behavior while participating in all aspects of physical education. | I consistently demonstrate good sportsmanship before, after, and during physical activity. | I am prepared for physical activity and demonstrate good sportsmanship during physical activity. | I can explain why I need to be prepared for physical activity and can describe the importance of good sportsmanship. | I can list what I need to be prepared for physical activity. I can identify good sportsmanship. | |||||||||||||||||||||
39 | C. Students will be able to explain how safety rules improve games/activities and how environmental modifications can impact safety. | I can modify safety rules and environmental modifications to improve games/activities | I can demonstrate how safety rules improve games/activities and how environmental modifications can impact safety | I can explain how safety rules improve games/activities and how my surrounding environment can impact my safety | I can list safety rules and environmental modifications that affect activities | |||||||||||||||||||||
40 | Graduation Standard 8 (Health & Phys Ed): Students analyze the value of physical activity for health, enjoyment, challenge, self expression and/or social interaction. | |||||||||||||||||||||||||
41 | A. Students will be able to recognize and understand the components of health and analyze how physical activity affects them (physical, mental/intellectual, emotional and social). | I can explain the components of health and analyze how physical activity affects my well being | I can explain the components of health and how they affect physical activity | I can understand the components of health and how physical activity affects them | I can list the components of health. | |||||||||||||||||||||
42 | B. Students will be able to choose an appropriate level of challenge to experience success and desire in a physical activity. | I can demonstrate an appropriate level of activity in order to experience success and enjoyment in physical activity and help others reach their appropriate level of activity | I can demonstrate an appropriate level of activity in order to experience success and enjoyment in physical activity | I can understand my appropriate level of activity in order to experience success through physical activity | I can recognize where my appropriate level of activity should be in order to experience success | |||||||||||||||||||||
43 | C. Students will participate in activities that meet the need for self expression and enjoyment. | I can predict ways that I can meet this need for self expression and continue to be active throughout my lifetime. | I can participate in activities that I enjoy and where I can express myself and reflect upon these activities. | I can explain the importance of participating in activities that meet the need for self expression and enjoyment. | I can identify the activities needed for self expression and enjoyment | |||||||||||||||||||||
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