Download Physical Education - Kindergarten Curriculum

Barren County Schools
Health and Physical Education Curriculum
2007
Kindergarten
HEALTH
Substance Abuse
 Define drug(s)
 Recognize that some drugs are harmful for the body
 Recognize that not all drugs are bad
 Recognize that there are things that look like drugs
Nutrition Education
 Recognize that foods can be grouped
 Classify foods into groups when prompted
Physical Health and Wellness
 Recognize people get sick
 Taking care of your body: exercise, cleanliness, healthy foods, rest
 Body changes that occur during physical activities
 Benefits of exercise
 The five senses and the associated body parts: sight (eyes), hearing (ears), smell (nose), taste
(tongue), touch (skin)
Personal Health and Safety
 Orally list the rules of the school
 Demonstrate appropriate school/home safety procedures during tornado, earthquake, blizzards,
and fire drills
 Match appropriate safety equipment with real life situations
 Identify potential strangers
 Identify various types of emergencies
 Learn, read, and write phone number and address
 Learn and state parents first and last name(s) and address (es)
 Tie shoes without assistance
PHYSICAL EDUCATION
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There are fundamental motor skills for enhancing physical development
o Explore locomotor and non-locomotor movements
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There are fundamental manipulative skills
o Explore striking
o Explore throwing
o Explore catching
o Explore kicking
o Explore dribbling
o Explore volleying
o Explore shooting
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There are fundamental movement concepts
o Explore body awareness
o Explore space awareness including self and general space
o Explore time such as how slow or fast the body is moving
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Physical and social benefits result from regular and appropriate participation in physical
activities throughout one’s lifetime
o Introduce the benefits of regular exercise
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Frequent practice contributes to improved performance
o Introduce the benefits of appropriate practice
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Basic rules for participating in simple games and activities are needed to make games fair
o Students demonstrate the ability to follow simple rules while participating in game play.
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Rules of behavior and sportsmanship for spectators and participants during games and/or
activities make them safe and enjoyable
o Students demonstrate good sportsmanship during various physical activities
Barren County Schools
Health and Physical Education Curriculum
2007
First Grade
HEALTH
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Substance Abuse
Define drug(s)
Recognize that the improper use of drugs can cause harm to your body
Recognize the importance of making wise choices about drugs
State the effects of chemical dependency on the family
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Nutrition Education
Name and give examples of different food groups
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Physical Health and Wellness
Recognize germs make people sick
Recognize you can contract an illness from others
Introduce the idea of body systems, and have students identify basic parts of the
following body systems:
*Skeletal system: skeleton, bones, and skull
*Muscular system: muscles
*Digestive system: mouth, stomach
*Circulatory system: heart and blood
*Nervous system: brain, nerves
Introduce taking care of your body: exercise, cleanliness, healthy foods, rest (Parents
need to re-enforce)
Introduce vaccinations
Introduce body changes
Personal Health and Safety
Explain the rules of the school
Demonstrate appropriate school safety procedures during tornado, earthquake, and
fire drills
Explain the importance of the proper use of safety equipment
Explain how strangers are potentially unsafe/threatening
Give examples of various types of emergencies
Be able to give an example of a time when anger was felt and recognize the effects on
the body
State safety rules for electricity
PHYSICAL EDUCATION
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There are fundamental motor skills for enhancing physical development
o Explore locomotor and non-locomotor movements
o Identify and perform all 7 basic locomotor skills
o Distinguish between locomotor and non-locomotor skills
o Perform simple movement sequence containing loco motor and non-loco motor skills
There are fundamental manipulative skills
o Explore striking
o Explore throwing
o Explore catching
o Explore kicking
o Explore dribbling
o Explore volleying
o Explore shooting
o Refine all manipulative skills with introduction to teaching clues
There are fundamental movement concepts
o Exploration of body awareness
o Exploration of space awareness including self and general space
o Exploration of time such as how slow or fast the body is moving
o Combines body awareness, space awareness, and time to movement through the activity
area
Physical and social benefits result from regular and appropriate participation in physical
activities throughout one’s lifetime
o Introduction to the benefits of regular exercise
o Demonstrate ability to check heart rate on signal
o Introduction to the concepts of frequency, intensity, time and type
Frequent practice contributes to improved performance
o Introduction to benefits of appropriate practice
Basic rules for participating in simple games and activities are needed to make games fair
o Students demonstrate the ability to follow simple rules while participating in game play
Introduce that rules of behavior and sportsmanship for spectators and participants during games
and/or activities make them safe and enjoyable
o Students demonstrate good sportsmanship during various physical activities
AH-E-CREATING DANCE)
 Students will begin to think about movement ideas that could be used to compose a
dance using locomotor and non-locomotor movements
AH-E- (PERFORMING A DANCE)
 Students will begin to perform a dance in a group and be introduced to square dancing
 Students will be introduced to the fact that there are three purposes of dance:
ceremonial, recreational and artistic
Barren County Health and Physical Education Curriculum
Second Grade
HEALTH
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Substance Abuse
Distinguish between beneficial and harmful drugs
Explain the physical and behavioral effects of commonly used drugs
Recognize the importance of making wise choices about drugs
Describe the effects of chemical dependency on the family
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Nutrition Education
Explain that the 6 basic food groups make up the food pyramid
Reconstruct the food pyramid
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Physical Health and Wellness
List health habits that prevent disease
Introduce cells
o All living things are made up of cells
o Cells make up tissues
o Tissues make up organs
o Organs work in systems
Explore what happens to the food we eat by studying body parts and functions involved in
taking in food and getting rid of waste. Become familiar with the following:
o Salivary glands, taste buds
o Teeth: incisors, bicuspids, molars
o Esophagus, stomach, liver, small intestine, large intestine
o Kidneys, urine, bladder, urethra, anus, appendix
Introduce the food pyramid
Introduce vitamins and minerals
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Personal Health and Safety
Demonstrate the appropriate procedures for following school rules
Demonstrate appropriate school safety procedures during tornado, earthquake, and fire drills
Demonstrate the appropriate use of safety equipment
Demonstrate appropriate procedures in dealing with strangers
Demonstrate various emergency procedures
Demonstrate techniques for dealing with anger control
Demonstrate various techniques/strategies for dealing with stressful situations
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PHYSICAL EDUCATION
There are fundamental motor skills for enhancing physical development
o Identify and perform all 7 basic locomotor skills
o Distinguish between locomotor and non-locomotor skills
o Perform simple movement sequence containing locomotor and non-locomotor skills by
adding directions, levels and pathways
AH-(CREATING A DANCE)
 Students create movement patterns using locomotor and non-locomotor movements
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There are fundamental manipulative skills
o Refinement of striking
o Refinement of throwing
o Refinement of catching
o Refinement of kicking
o Refinement of dribbling
o Refinement of volleying
o Refinement of shooting
o Identifies major teaching cues associated with manipulative skills
o Self-assessment of student’s abilities to perform each skill
There are fundamental movement concepts
o Exploration of body awareness
o Exploration of space awareness including self and general space
o Exploration of time such as how slow or fast the body is moving
o Combines body awareness, space awareness, and time to movement through the activity
area
Physical and social benefits result from regular and appropriate participation in physical
activities throughout one’s lifetime
o Introduction to the benefits of regular exercise
o Demonstrate ability to check heart rate on signal
o Introduction to the concepts of frequency, intensity, time and type
o Introduction to the circulatory system and how exercise affects it
Frequent practice contributes to improved performance
o Introduction to benefits of appropriate practice
Basic rules for participating in simple games and activities are needed to make games fair
o Students demonstrate the ability to follow simple rules while participating in
game play
o Students design rules for creative games
Rules of behavior and sportsmanship for spectators and participants during games and/or
activities make them safe and enjoyable
o Students demonstrate good sportsmanship during various physical activities
o Students provide examples of good and bad sportsmanship
AH-E- (PERFORMING A DANCE)
Students will begin to dance with a partner and will begin to work on square dancing
skills
AH-E- (RESPONDING TO DANCE)
Students will begin to talk about the element of space (shape, level, and
direction) in dance.
Students will begin to notice the similarities of dance movements to everyday
movements (e.g., brushing hair, tying shoes, walking)
Students will learn the ceremonial purposes of dance (celebration and hunting)
Barren County Health and Physical Education Curriculum
Third Grade
HEALTH
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Substance Abuse
List reasons why people do/do not use drugs
Know the purpose and proper use of over-the-counter drugs
Explain the physical/behavioral effects of commonly used drugs (nicotine, alcohol, marijuana)
Recognize alcoholism as a disease-understand that kids are not the cause of alcoholism
Describe some of the activities that people give up when they do drugs
Identify sources of help
Nutrition Education
Recognize that calcium helps bones grow and stay healthy
Compare and contrast 6 basic food groups
Recognize that food provides vitamins and minerals that the body needs to grow
Physical Health and Wellness
List noninfectious diseases
Introduce the muscular system
Muscles: involuntary and voluntary
There are fundamental motor skills for enhancing physical development
Locomotor (moving from one place to another) (e.g., walking, running, skipping,
hopping, galloping, sliding, leaping, jumping)
Nonlocomotor (stationary) (e.g., turning, twisting, swaying, balancing)
Introduce the skeletal system
Skeleton, bones, marrow
Muscular-skeletal connections: ligaments, tendons, Achilles tendon, cartilage
Skull, cranium
Spinal column, vertebrae
Joints
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Physical Health and Wellness
Ribs, rib cage, sternum
Scapula, pelvis, tibia, fibula
Broken bones, x-rays
Introduce the nervous system
Brain: medulla, cerebellum, cerebrum, cerebral cortex
Spinal cord
Nerves
Reflexes
Introduce vision: How the Eye Works
Parts of the eye: cornea, iris and pupil, lens, retina
Optic nerve
Farsighted and nearsighted
Discuss protection of eyes
Introduce hearing: How the Ear Works
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Sound as vibration
Outer ear, ear canal
Eardrum
Three tiny bones (hammer, anvil, stirrup) pass vibrations to the cochlea
Auditory nerve
Discuss protection of ears
Personal Health and Safety
 Analyze the importance of following school rules
 Demonstrate appropriate school safety procedures during tornado, earthquake, and fire drills
 Analyze the importance of wearing appropriate safety equipment
 Analyze potentially unsafe situations
 Compare and contrast various emergency procedures
 Analyze the importance of stress and anger management (e.g., exercising, listening to music,
talking to friends, . . ..)
PHYSICAL EDUCATION
There are fundamental motor skills for enhancing physical development
Identify and perform all 7 basic locomotor skills
Distinguish between locomotor and non-locomotor skills
Refine simple movement sequence containing locomotor and non-locomotor skills by adding
directions, levels and pathways
AH –E(CREATING A DANCE)
 Students will create a dance using movement patterns using locomotor and nonlocomotor movement
There are fundamental manipulative skills
Continue to refine the skills of striking, throwing, catching, kicking,
dribbling, volleying, and shooting
Identifies major teaching cues associated with manipulative skills
Self-assessment of student’s abilities to perform each skill
Assesses other classmates performances of manipulatives and provides feedback on how to
improve
There are fundamental movement concepts
o Exploration of body awareness
o Exploration of space awareness including self and general space
o Exploration of time such as how slow or fast the body is moving
o Combines body awareness, space awareness, and time to movement through the activity
area
o Analysis of others individual movement sequences with specific criteria
Physical and social benefits result from regular and appropriate participation in physical activities
throughout one’s lifetime
o Introduction to the benefits of regular exercise
o Demonstrate ability to check heart rate on signal
o Introduction to the concepts of frequency, intensity, time and type
o Introduction to the circulatory system and how exercise affects it
o Identifies specific bones and muscles and their function
Frequent practice contributes to improved performance
 Introduction to benefits of appropriate practice
 Demonstrates appropriate practices for specific skills
Basic rules for participating in simple games and activities are needed to make games fair
 Students demonstrate the ability to follow simple rules while participating in
game play
 Students design rules for creative games
Rules of behavior and sportsmanship for spectators and participants during games and/or activities
make them safe and enjoyable
 Students demonstrate good sportsmanship during various physical activities
 Students provide examples of good and bad sportsmanship
AH(PERFORMING A DANCE)
 Students will begin to perform a square dance with a partner
AH(RESPONDING TO DANCE)
 Students will begin to talk about the element of space (shape, level, direction,
pathways) and time (beat, tempo) in dance.
 Students will begin to notice the similarities and differences between dance
movements and everyday movements (e.g., brushing hair, tying shoes, etc.)
 Students will discuss the recreational purpose of dance (folk and social)
Barren County Health and Physical Education Curriculum
Fourth Grade
HEALTH
Substance Abuse
 Identify existing influences (peer pressure, advertisements)
 Discuss effective strategies for dealing with peer pressure (assertiveness, refusal skills)
 Identify and describe the effects of side stream smoke
 Identify nicotine as a stimulant
 Provide accurate information about alcohol and its effects
 Describe physiological effects and behavioral effects of marijuana
 Discuss (legal, school, family, and personal) consequences of using drugs
 Identify risk factors for young people using and abusing drugs
 Identify reasons people start/don’t start using drugs
 List strategies to reduce potential risk from drugs
 Identify sources of help
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Nutrition Education
Use a food pyramid to create a healthy menu for a day
Define and give examples of nutrients, vitamins, and minerals
Explain food gives your body the material if needs to stay healthy and that it supplies the
energy your body needs
Define and explain the main use of fats and carbohydrates in the body
Give examples of good sources of fats and carbohydrates
Define and explain the need for vitamins and minerals in the body and give examples of
good sources
Explain the importance of a balanced diet
Identify nutritious snack choices for health and well-being
Physical Health and Wellness
 Identify infectious diseases
 Identify causes of diseases
 Explain how disease agents enter the body
 Explain how the body defends against disease prevention
 Explain how good health habits prevent disease
Physical Health and Wellness
 Explain strategies to promote good health and decrease childhood disease (e.g., diet,
exercise, rest, immunization)
 Explain there are body changes (e.g., elevated heart rate, respiration, perspiration) that can
occur during physical activity
 Explain there are numerous benefits of exercise to the body (e.g., muscular growth and
development, good posture, stress management)
 Introduce that health related fitness includes many components (e.g., muscular strength,
muscular endurance, flexibility, body composition, aerobic endurance)
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Introduce that physical fitness is based on an investment of time and effort
Introduce the Circulatory System
 Pioneering work of William Harvey
 Heart: four chambers (auricles and ventricles), aorta
 Blood
 Red blood cells, white blood cells, platelets, hemoglobin, plasma, antibodies
 Blood vessels: arteries, veins, capillaries
 Blood pressure, pulse
 Coagulation
 Filtering function of liver and spleen
 Fatty deposits can clog blood vessels and cause a heart attack
 Blood types (four basic types: A, B, AB, O) and transfusions
Introduce the Respiratory System
 Process of taking in oxygen and getting rid of carbon dioxide
 Nose, throat, voice box, trachea
 Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli
 Smoking: damage to lungs, lung cancer
Personal Health and Safety
 Demonstrate appropriate school safety procedures during tornado, earthquake, and
fire drills
 Evaluate the importance of wearing appropriate safety equipment
 Create strategies to maintain personal security in risk situations (kidnapping, etc.)
 Create a personal directory which includes procedures for obtaining needed
emergency assistance
 Design a personal plan for stress and anger management
 Review safe traffic/transportation practices (e.g., wearing protective gear when
rollerblading, skating, boarding, bicycling, crossing street) to eliminate accidents
 Review electrical safety
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PHYSICAL EDUCATION
There are fundamental motor skills for enhancing physical development
o Identify and perform all 7 basic locomotor skills
o Distinguish between locomotor and non-locomotor skills
o Refine simple movement sequence containing locomotor and non-locomotor skills by
adding directions, levels and pathways
AH –E (CREATING A DANCE)
Students will create a dance using the elements of dance (space, time, and force) with
locomotor and non-locomotor movement
PL-E
There are fundamental manipulative skills
 Continue to refine the skills of striking, throwing, catching, kicking,
dribbling, volleying, and shooting
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Identifies major teaching cues associated with manipulative skills
Self-assessment of student’s abilities to perform each skill
Assesses other classmates performances of manipulatives and provides feedback on how
to improve
There are fundamental movement concepts
Exploration of body awareness
Exploration of space awareness including self and general space
Exploration of time such as how slow or fast the body is moving
Combines body awareness, space awareness, and time to movement through the activity area
Analysis of others individual movement sequences with specific criteria
Physical and social benefits result from regular and appropriate participation in physical
activities throughout one’s lifetime
o Introduction to the benefits of regular exercise
o Demonstrate ability to check heart rate on signal
o Introduction to the concepts of frequency, intensity, time and type
o Introduction to the circulatory system and how exercise affects it
o Identifies specific bones and muscles and their function
Frequent practice contributes to improved performance
Introduction to benefits of appropriate practice
Demonstrates appropriate practices for specific skills
Basic rules for participating in simple games and activities are needed to make games fair
Students demonstrate the ability to follow simple rules while participating in
game play
Students design rules for creative games
Rules of behavior and sportsmanship for spectators and participants during games and/or
activities make them safe and enjoyable
Students demonstrate good sportsmanship during various physical activities
Students provide examples of good and bad sportsmanship
AH-E (PERFORMING A DANCE)
 Students will begin to perform a dance with a partner or in a small group
 Students will begin to learn some folk and ethnic dances
AH-E (RESPONDING TO DANCE)
 Students will begin to talk about the element of space (shape, level, direction and pathways),
time (beat, tempo) and force (use of energy while moving) in dance.
 Students will describe using appropriate terminology how locomotor (walk, run, skip, hop,
jump, slide, leap, gallop) and non-locomotor (bend, stretch, twist, swing) movements are used
to create simple dances with a beginning, middle and end.
 Students will describe how two examples of dance are similar and different.
 Students will discuss the artistic purpose of dance (ballet)
 Students will describe, using appropriate vocabulary, the differences and commonalities in
Native American dances
Barren County Health and Physical Education Curriculum
Fifth Grade
HEALTH
Substance Abuse (review)
 Identify existing influences (peer pressure, advertisements)
 Discuss effective strategies for dealing with peer pressure (assertiveness, refusal skills)
 Identify and describe the effects of side stream smoke
 Identify nicotine as a stimulant
 Provide accurate information about alcohol and its effects
 Describe physiological effects and behavioral effects of marijuana
 Discuss (legal, school, family, and personal) consequences of using drugs
 Identify risk factors for young people using and abusing drugs
 Identify reasons people start/don’t start using drugs
 List strategies to reduce potential risk from drugs
 Identify sources of help
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Nutrition Education (review)
Use a food pyramid to create a healthy menu for a day
Define and give examples of nutrients, vitamins, and minerals
Explain food gives your body the material if needs to stay healthy and that it supplies the
energy your body needs
Define and explain the main use of fats and carbohydrates in the body
Give examples of good sources of fats and carbohydrates
Define and explain the need for vitamins and minerals in the body and give examples of
good sources
Explain the importance of a balanced diet
Identify nutritious snack choices for health and well-being
Physical Health and Wellness (review)
 Identify infectious diseases
 Identify causes of diseases
 Explain how disease agents enter the body
Physical Health and Wellness (review)
 Explain how the body defends against disease prevention
 Explain how good health habits prevent disease
 Explain strategies to promote good health and decrease childhood disease (e.g., diet,
exercise, rest, immunization)
 Explain that there are body changes (e.g., elevated heart rate, respiration, perspiration) that
can occur during physical activity
 Explain there are numerous benefits of exercise to the body (e.g., muscular growth and
development, good posture, stress management)
 Know that health related fitness includes many components (e.g., muscular strength,
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muscular endurance, flexibility, body composition, aerobic endurance)
Know that physical fitness is based on an investment of time and effort
Know the Circulatory System
 Pioneering work of William Harvey
 Heart: four chambers (auricles and ventricles), aorta
 Blood
 Red blood cells, white blood cells, platelets, hemoglobin, plasma, antibodies
 Blood vessels: arteries, veins, capillaries
 Blood pressure, pulse
 Coagulation
 Filtering function of liver and spleen
 Fatty deposits can clog blood vessels and cause a heart attack
 Blood types (four basic types: A, B, AB, O) and transfusions
Know the Respiratory System
 Process of taking in oxygen and getting rid of carbon dioxide
 Nose, throat, voice box, trachea
 Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli
 Smoking: damage to lungs, lung cancer
** Introduce and discuss physical, social, and emotional changes that occur during
pre-adolescence and adolescence such as:
Girls: body grows taller, broader, development of breasts, sweat more, develop body odor, hair
becomes oily, skin becomes oily and pimples may develop, hair under your arms and on legs starts to
grow
Boys: body grows taller, muscles develop and chest gets broader, sweat more, develop body
odor, hair becomes oily, skin becomes oily and pimples may develop, hair under your arms and on legs,
on face and sometimes chest starts to grow, voice starts to get deeper.
Personal Health and Safety (review)
 Demonstrate appropriate school safety procedures during tornado, earthquake, and fire drills
 Evaluate the importance of wearing appropriate safety equipment
 Create strategies to maintain personal security in risk situations (kidnapping, etc.)
 Create a personal directory which includes procedures for obtaining needed emergency
assistance
 Design a personal plan for stress and anger management
 Review safe traffic/transportation practices (e.g., wearing protective gear when roller
blading, skating, boarding, bicycling, crossing street) to eliminate accidents
 Review electrical safety
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PHYSICAL EDUCATION
There are fundamental motor skills for enhancing physical development
o Identify and perform all 7 basic locomotor skills
o Distinguish between locomotor and non-locomotor skills
o Refine simple movement sequence containing locomotor and non-locomotor skills by
adding directions, levels and pathways
AH –E (CREATING A DANCE)
o Students will create a dance using the elements of dance with a beginning, middle, and an
end that communicates ideas, thoughts, and feelings
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PL
There are fundamental manipulative skills
o Continue to refine the skills of striking, throwing, catching, kicking,
dribbling, volleying, and shooting
o Identifies major teaching cues associated with manipulative skills
o Self-assessment of student’s abilities to perform each skill
o Assesses other classmates performances of manipulatives and provides feedback on how to
improve
There are fundamental movement concepts
o Exploration of body awareness
o Exploration of space awareness including self and general space
o Exploration of time such as how slow or fast the body is moving
o Combines body awareness, space awareness, and time to movement through the activity
area
o Analysis of others individual movement sequences with specific criteria
Physical and social benefits result from regular and appropriate participation in physical
activities throughout one’s lifetime
Discuss the benefits of regular exercise
Demonstrate ability to check heart rate on signal
Discuss the concepts of frequency, intensity, time and type
Review the circulatory system and how exercise effects it
Identify specific bones and muscles and name their functions
Frequent practice contributes to improved performance
o Introduction to benefits of appropriate practice
o Demonstrates appropriate practices for specific skills
Basic rules for participating in simple games and activities are needed to make games fair
o Students demonstrate the ability to follow simple rules while participating in game
play
o Students design rules for and play creative games
Rules of behavior and sportsmanship for spectators and participants during games and/or
activities make them safe and enjoyable
o Students demonstrate good sportsmanship during various physical activities
o Students provide examples of good and bad sportsmanship
AH-E (PERFORMING A DANCE)
o With a partner or in a small group, students will perform folk, square and
ethnic dances using the elements of dance with locomotor and nonlocomotor movements
AH-E(RESPONDING TO DANCE)
o Students will discuss how the elements of dance and the expressive qualities of movement
(ideas, emotions) contribute to the idea of dance
AH-E
o Students will explain, using appropriate terminology, how dance
communicates ideas, thoughts, and feelings
AH-E
o Students will explain how dance has been part of cultures and time periods
throughout history
AH-E
o Students will describe, using appropriate terminology, differences and
commonalities in dances of different cultures (African, Native American,
Colonial American), purposes, and styles
Barren County Health and Physical Education Curriculum
Sixth Grade
HEALTH
Substance Abuse
 Know the consequences and risks of behavioral choices (e.g., tobacco, alcohol,
and other drug use; sexual involvement; violent behaviors) as well as alternatives
to that behavior
 Know that guidance counselors, parents and teachers as resources if you know
someone who is using drugs
Nutritional Education
 Review the 6 basic nutrients and their affect on proper growth and
development
 Review how dietary guidelines and calories from sugary and fatty foods should
be included when making daily food choices
 Review how exercise and dietary habits (vegetarian diets, eating out all the time)
affect the way adolescents look, feel, and perform
Physical Health and Wellness
Review how diet, exercise, rest and other choices affect body systems
Review how transmission and prevention of communicable diseases (hepatitis,
mono, TB, influenza) contribute to the health of the individual and community
Introduce the identification, prevention, and treatment of
non-communicable diseases (cancer, asthma) by specialists vs.
general practice, second opinion, common sense
o Introduce that irregular exercise and unhealthy habits and behaviors that affect the physical
health of adolescents
o Review body changes that take place during a regular exercise program
o Review benefits (body shape, coordination, muscle development) of exercise to physical
development
o Know that you must apply the principles of fitness training and conditioning (frequency,
intensity, time/duration) that are needed to get the most out of exercise
Physical Health and Wellness
o Do a self-assessment of health status (e.g., strength, flexibility,
cardiovascular endurance, body composition, President’s Physical
Fitness) for health maintenance
o Know the basic structures and functions of the reproductive system
o Know that physical, social, and emotional changes occur during adolescence
o Know that abstinence is the only sure means of preventing pregnancy
Personal Health and Safety
 Recognize that health and safety hazards (e.g., firearms, traffic,
transportation, horseplay) can be life threatening
 Review traffic and transportation related safety issues on the ground and in the
water contribute to a reduction in injuries and death

Apply safety strategies (e.g., walking in opposite direction of violence, staying
calm in dangerous situations) and wearing protective gear can reduce the
incidence of injury or death
 Know basic first-aid procedures when responding to a variety of
life-threatening emergencies (e.g., choking, shock, poisons, burns,
temperature related emergencies, animal and insect bites) to help
reduce the severity of injuries
o Know that symptoms and causes of anxiety vary with the individual
o Know that the effects of eating disorders (e.g., weight loss, nervousness) indicate a need for
counseling
o Know that decision-making techniques are positive ways to cope with peer pressure
Physical Education
o Demonstrate basic physiological principles of exercise (e.g., intensity, duration and
frequency)
o Describe the interrelationships of physiological changes in body systems
o Recognize the benefits of self-assessment of health status
o Analyze and apply strategies for achieving and maintaining self-esteem
o Use strategies to manage stress
 Evaluate available community health systems, services, and resources serving the needs of
adolescents
 Reflect on personal motivation for psychomotor skill development
 Assess psychomotor skills (e.g., individual, dual and team) using movement, mechanics, and
concepts
 Demonstrate basic dance, team, and individual/duo sports skills
 Combine fundamental movement activities into purposeful movement patterns
AH-M
o Create movement ideas that could be used to compose a dance based on a theme,
using dance elements and principles of choreography

Compose a dance using locomotor (skip, hop, grapevine, polka, waltz, 2 step)
and nonlocomotor movements (push, pull, rise, fall, dodge, sway) to express an idea
or emotion
PL

Analyze benefits (e.g., physical, mental, psychological, emotional) of
involvement in lifetime physical activity

Explore ways to learn new lifetime physical activities

Apply rules and appropriate behavior in lifetime physical activities

Apply basic strategies in games and sports
AH-M

Introduce skills of body alignment, balance, isolation of body parts, elevation and landing while
moving
 Describe dance elements and steps from videotaped performance using appropriate dance
vocabulary

Introduce and discuss dance elements: space (focus, size), time (accent, rhythmic pattern, duration),
and force (heavy/light, sharp/smooth, tension/relaxation, bound/flowing)

Discuss how dances are composed of a variety of motor and nonlocomotor movements

Explain dance movements and how they differ from other movements (athletic, pedestrian)