K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity

As a result of activities in grades K-8, all students should:

1. demonstrate physical competency in individual and team sports, creative movement and leisure activities

2. analyze various movement concepts and applications

3. Demonstrate knowledge of rules, safety and strategies during physical activity.

K-8 Learning Outcome I addresses State Goal 19 for Physical Development and Health: Goal 19: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activities. Academic Standards: • Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities. • Analyze various movement concepts and applications • Demonstrate knowledge of rules, safety and strategies during physical activity

K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: • demonstrate progress toward the mature form of locomotor, non-

locomotor and manipulative skills • develop understanding of movement concepts (body awareness,

spatial awareness, effort and relationship) • demonstrate safe movement in physical activities • Learn rules and strategies for games of lower organization and

lead up activities.

Activities

• Low organized games (chasing and fleeing, target games, scooter games)

• Individual Sports/Activities (football, soccer, volleyball, basketball)

• Fitness (cardiovascular, muscular endurance, muscular strength, flexibility, and balance)

Materials: scooters, variety of activity balls, bowling pins, variety

of gymnastic equipment, space markers (cones, poly spots, floor tape, etc.), specific sport equipment (nets, goals, etc.) jump ropes, pedometers, stop watches

Vocabulary: offense, defense, accuracy, safety, flexibility,

muscles, sportsmanship, spotting, balancing, chasing & fleeing, dodging, agility, galloping, hopping, jumping and landing, leaping, running pace, skipping, sliding, transferring weight, catching, throwing, volleying, heart-rate, strength, cardiovascular, fitness, pulse, respect, sport specific terms (force out, tagging up, trapping, overhead pass, spiral, hand-off, interception, punting)

Resources: Variety of music, cds, and videos, Rotation of Dance

Co., teacher created worksheets/materials (see individual school resource binders), IAPHERD conference, Peer Observations, Website: PE Central

K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 5-6 students will: • demonstrate control when performing combinations and

sequences in locomotor, non-locomotor and manipulative motor patterns

• identify the principles of movement (e.g. transfer of weight, base

of support, law of opposition, absorption of force) • identify and apply rules and safety procedures in physical

activities • Identify offensive, defensive and cooperative strategies in selected

activities and games.

Activities:

• chasing & fleeing games: • rope jumping • obstacle course • team games: hockey, team building challenges, volleyball,

badminton, football, soccer, speed away, blamball/sack-it, basketball, ultimate frisbee, ultimate football, speedball,

• leisure games: baggo, blongoball, bocce ball • dual/individual games: pickle ball, badminton, birdie ball,

speed stack • fitness: fitness pie, cross country, bosu workout, warm-ups, • fitness room: cardiovascular fitness equipment • teambuilding challenges: initiatives, cooperative activities,

high ropes course Materials: flags, cones, poly spots, leisure games: bocce balls,

blango sets, baggo sets, jump ropes, mats, balance beams, trapezoid mat, crash pads, deck rings, spring boards, soft hurdles, various size athletic balls, Frisbees, bases, bats, goals, pins, beanbags, scooters, cage balls, bats, hockey sticks, pucks, badminton rackets, shuttlecocks, pickleball paddles, golf clubs, pedometers, cardio equipment: treadmills, DDR, ellipticals, rowers, game bikes, stationary bikes, patch platform, bosu balls, medicine ball, high ropes equipment: harness, Y-tails, carabineer, helmet, climbing ropes, birdie ball, golf clubs

Vocabulary/Concepts: see attached activity guides Resources: IAPHERD conference, Current Health,

www.speedstacks.com, www.mypyramid.gov, national institute on drug abuse, www.freevibe.com, www.digiwalker.com, www.new-lifestyles.com, http://pecentral.com, teacher created materials, Cliffs and Cables company, teacher created charts/worksheets

K-8 Learning Outcome I: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: • demonstrate control and creativity when performing combinations

and sequences of locomotor, non-locomotor and manipulative motor patterns in selected activities, games and sports

• compare and contrast efficient and inefficient movement patterns • apply rules and safety procedures in physical activities • apply basic offensive, defensive and cooperative strategies in

selected activities, games and sports

Activities: team sports: lacrosse, ultimate Frisbee, football, baseball, softball,

floor/field hockey, team handball, basketball, soccer, volleyball, speedball, eclipse ball. Individual and dual sports: golf, table tennis, bowling, archery, gymnastics, tumbling, pickle ball, badminton, track and field, roller skating, croquet, horseshoes, bocce ball, shuffle board. Fitness and wellness, High Functioning Activities, rhythmic activities, group projects

Materials: striking implements: pickle ball rackets, badminton rackets, bats,

field hockey sticks, Table Tennis paddle, croquet mallet, golf clubs, cricket bat. Gymnastics equipment: balance beam, vault, cargo net, still rings, travel rings, parallel bars, climbing rope, peg board, mats, crash pad, chin-up bar, take off board, pommel horse, L-support beam. Manipulatives: bean bags, juggling scarves, playground balls, juggling pins, rhythmic ribbons, deck rings, hula-hoops, jump rope, Frisbees. Rhythmic accessories: Tinenkling sticks, rhythmic balls, hula-hoops, ribbons, lummi sticks, wands. Lacrosse sticks, starting blocks, hurdles, shot put, discus, batons, game balls, basketballs, softballs, whiffle balls, handballs, volleyballs, bowling balls & pins, roller-skates, shuffle board discs & sticks, fitness equipment.

Vocabulary: offense/offensive strategies, defense/defensive strategies,

specific rules for each sport, teamwork, warm up, cool down, injury prevention, competition, principle of overload, specificity, progression, heart rate zones.

Resources: audiotapes: World of Fun by Hipps & Chappell, Contemporary

Tinenkling Activities by Paxton, Get Ready to Square Dance by Campon & Hallum. CD’s & videos: Folk Dances From Around the World, Pacer Test. Books: Building Dances by McGreevy-Nichols & Scheff, Rhythmic Activities & Dance by Bennett & Kiemer, The Encyclopedia of Sports, Dynamic Physical Education by Pangrazi, Teaching Movement & Dance by Wirkart, Dance A While by Harris, etc., Square Dancing by Jensen & Jensen, Folk Dancing by Jensen & Jensen. Journals: JOPERD Middle School Education. Worksheets: Karvonen, Gymnastics, Basketball, Tumbling, Rules, Fitness Cards, Monday Fitness, Fitness for Life, Looking Good & Feeling Good, Fun Dances for Everyone.

K-8 Learning Outcome II: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.

As a result of activities in grades K-8, all students should:

1. Know and apply the principles and components of health-related fitness.

2. Assess individual fitness levels.

3. Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.

K-8 Learning Outcome I addresses State Goal 20 for Physical Development and Health: Goal 20: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. Academic Standards: • Know and apply the principles and components of health-related fitness. • Assess individual fitness levels. • Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.

K-8 Learning Outcome II: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: • Identify basic characteristics of health-related fitness (e.g.,

flexibility, muscular strength). • Engage in sustained physical activity that causes increased heart

rate, muscle strength and range of movement • Describe immediate effects of physical activity on the body (e.g.,

faster heartbeat, increased pulse rate, increased breathing rate). • Identify a realistic health-related goal.

Activities:

• Fitness Activities (stations, laps, pacer test, 5-10 min. run, team running, flexibility, BOSU activities, variety of worksheets)

• Track and Field Activities (high jump, relays, shot-put, hurdles)

• Warm-up Activities (jumping jacks, stretches, push-ups, sit-ups, variety of calisthenics)

• Gymnastics (upper/lower body strength activities-rings, vault, tumbling)

• Climbing Activities (rope, climbing wall, cargo net)

Materials: space markers (cones, poly spots, etc.) BOSU balls, batons, variety of gymnastic equipment/mats, steps, hurdles, shot put, stopwatches, high jump equipment, climbing rope, climbing wall, cargo net worksheets

Vocabulary: heart rate, pulse, sprint, transferring weight, upper and lower body strength, flexibility, safety, spotting, aerobic, anaerobic, handoff, relay, basic muscle groups, core/abdominal strength, balance

Resources: teacher created worksheets/materials (see individual school resource binders), IAPHERD conference, Web site: PE Central

K-8 Learning Outcome II: Achieve and maintain a health-enhancing level of physical fitness based upon

continual self-assessment. Grade Level Emphases Activities, Materials, Vocabulary and Resources

During grades 5-6 students will: • Begin to describe the basic benefits of maintaining a health

enhancing level of fitness. • Regularly participate in physical activity to sustain or improve

individual levels of health-related fitness. • Monitor individual heart rate before, during and after physical

activity. • Match recognized assessments of health-related fitness (e.g.,

AAHPERD, AAU) to corresponding components of fitness. • Set personal health-related fitness goals. • Demonstrate the relationship between movement and health-

related fitness components (e.g., running/cardio respiratory, tug-of-war/strength).

Activities:

• Wellness unit, • Pacer test, partner test • Warm-up exercises • Obstacle course • Fitness pie/stations • Fitness room cards • Stair climbing • Obstacle course • Pedometer unit

Materials: RPE, Target Heart Rate, 5 components of fitness,

benefits of exercise, FITT principle, circulatory, respiratory, nervous systems, components of warm-ups , power point presentation, projection unit/screen, computer, DVD player, Current Health subscription, teacher created work sheets, posters, target heart rate lab, warm-up sheets, fitness charts, jump ropes, pacer cd, cd player, jump ropes, mats, balance beams, trapezoid mat, crash pads, deck rings, spring boards, soft hurdles, various size athletic balls, Frisbees, bases, bats, goals, pins, beanbags, scooters, cage balls, bats, hockey sticks, pucks, badminton rackets, shuttlecocks, pickle ball paddles, golf clubs, pedometers, cardio equipment: treadmills, DDR, ellipticals, rowers, game bikes, stationary bikes, patch platform, bosu balls, medicine ball

Vocabulary: see unit plans Resources: JOPERD periodical, http://www.pecentral.org,

kidshealth.org/, fitness room logs

K-8 Learning Outcome II: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: • Identify the principles of training, frequency, intensity, time and

type (FITT) • Identify and participate in activities associated with the

component of health-related fitness. • Monitor intensity of exercise through a variety of methods (e.g.,

perceived exertion, pulse monitors, target heart rate), with and without the use of technology.

• Evaluate the strengths and weaknesses of a personal fitness

profile. • Set realistic short-term and long-term goals for a health-related

fitness component. • Identify opportunities within the community for regular

participation in physical activities. • Apply the principles of training to the health-related fitness goals

Activities: Wellness class, aerobic, mile run, trimester fitness

testing, pacer test run, partner pacer test, minute run, calisthenics, stations, pedometers, fitness games, square/line dancing, plyometrics.

Materials: exercise equipment: bikes, rowers, sliders, steps, jump

rope, heavy jump rope, balance boards, mats, weights, chin-up bar, peg board, mini tramps, blood pressure cuffs. Fitness testing: shuttle run blocks, measuring device, sit & reach box, scale, fitness card, interval run tape/CD, exercise ball, pedometers, Heart rate monitors, spurometers, dyna-bands, medicine balls.

Vocabulary: fitness/wellness: F.I.T.T., target heart rate, aerobic,

anaerobic, goal setting, pulse monitors, Karvonen Formula, personal best/record, components of fitness, physical fitness, primary health risk factors, benefits of exercise, flexibility, principals of training, guidelines for exercise, CV fitness, muscular fitness, stress, muscular strength, endurance, body composition, systolic/diastolic blood pressure. Rhythmic: beats, measure, formations, positions, steps, figures, tempo, square dance language. Independent projects: cooperation, responsibility, accountability, imagination

Resources: Strategies: A Journal for Physical & Sport Education,

JOPERD: Journal of PE, Recreation & Dance, Teacher created worksheets and power points, Pacer (tape/CD), posters, bulletin boards, kidshealth.org, Current Health magazine

K-8 Learning Outcome III: Develop team-building skills by working with others through physical activity.

As a result of activities in grades K-8, all students should:

1. Demonstrate individual responsibility during group physical activities.

2. Demonstrate cooperative skills during structured group physical activity

K-8 Learning Outcome I addresses State Goal 21 for Physical Development and Health: Goal 21: Develop team-building skills by working with others through physical activity. Academic Standards: • Demonstrate individual responsibility during group physical activities. • Demonstrate cooperative skills during structured group physical activity.

K-8 Learning Outcome III: Develop team-building skills by working with others through physical activity.

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: • Follow directions and class procedures while participating in

physical activities. • Use identified procedures and safe practices with little or no

reinforcement during group physical activities. • Work independently on tasks for short periods of time. • Work cooperatively with another to accomplish assigned task.

Activities:

• Climbing Activities • Teambuilding Activities • Team Sports • Group Activities • Stations, warm-up activities, individual challenges, partner

challenges, team challenges, low organized games (medic, mouse tag, etc.)

Materials: climbing wall, climbing ropes, hula-hoops, jump ropes,

mats, pinnies, balls, cargo nets, balance beam, lind climber, rings, parachute.

Vocabulary: cooperation, respect, responsibility, honesty,

participation, initiative, challenge, comfort zone, safety, sportsmanship, spotting, teamwork, encouragement, problem solving, positive reinforcement.

Resources: PE Central, IAPHERD Convention, Team Building

Through Physical Challenges More Team Building Challenges

K-8 Learning Outcome III: Develop team-building skills by working with others through physical activity.

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 5-6 students will: • Accept responsibility for their own actions in group physical

activities. • Use identified procedures and safe practices without reminders

during group physical activities. • Work independently on task until completed • Work cooperatively with a partner or small group to reach a

shared goal during physical activity.

Activities:

• warm-up activities • individual challenges • partner challenges • team challenges • high ropes course • low organized games • team sports

Materials: climbing leadership power point presentation, projection unit/screen, computer, DVD player, teacher created work sheets, posters, warm-up sheets, jump ropes, pacer cod, cd player, bosu ball, flags, cones, poly spots, leisure games: bocce balls, blango sets, baggo sets, jump ropes, mats, balance beams, trapezoid mat, crash pads, deck rings, spring boards, soft hurdles, various size athletic balls, Frisbees, bases, bats, goals, pins, beanbags, scooters, bats, hockey sticks, pucks, badminton rackets, shuttlecocks, pickle ball paddles, golf clubs, pedometers, high ropes equipment: harness, Y-tails, carabineer, helmet, climbing ropes, birdie ball, golf clubs

Vocabulary: cooperation, respect, responsibility, honesty,

participation, initiative, challenge, comfort zone, safety, sportsmanship, offense, defense

Resources: Quick Silver, Silver Bullets, New Games Book by Rohnke, The Cooperative Sports & Games Book by Orlich, PE Central website, IAPHERD conference

K-8 Learning Outcome III: Develop team-building skills by working with others through physical activity.

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: • Follow directions and decisions of responsible individuals (e.g.,

teachers, peer leaders, squad leaders). • Participate in establishing procedures for group physical

activities. • Remain on task independent of distraction (e.g., peer pressure,

environmental stressors). • Work cooperatively with others to accomplish a set goal in both

competitive and non competitive situations (e.g., baseball, choreographing a dance).

Activities: • Initiatives/team building challenges • Team sports • Dual sports (Badminton, Pickle-ball) • Personal Fitness Evaluation (Fitness Mondays, physical fitness

testing, portfolios) • Group activities (creative games, heart rate project, skill

analysis, law enactment, dance-tumbling performance) Materials: Equipment for team sports (pinnies, balls, volleyball

standards, nets, etc.), for partner sports (rackets, shuttles, whiffle balls, etc.), for initiatives (climbing ropes, cargo net, hoops, etc.), personal fitness cards, Monday fitness cards, portfolios

Vocabulary: Responsibility, cooperate, accountable, creative,

divergent, honesty, participation, trust, empathy

Resources: Team Building Challenges by Glover Midora, Teaching Middle School PE by Mohnsen, PE Handbook by Seaton et. al., Student Centered PE by Smith & Cestaro, Success Oriented PE Activities For Secondary Students by Bud & Sue Turner, New Games Book, Silver Bullets by Rohnke, Quick Silver by Rohnke & Butler, Jump Start with Web Links: a Guidebook for Sport Education & Activities by Mills & Mitchell, The Cooperative Sports & Games Book by Orlich, Children Moving by Graham, Holt/Hale & Parker

K-8 Learning Outcome IV: Understand principles of health promotion and the prevention and treatment of illness and injury

As a result of activities in grades K-8, all students should:

1. Explain the basic principles of health promotion, illness prevention and safety.

2. Describe and explain factors that influence health among individuals, groups, and communities.

K-8 Learning Outcome I addresses State Goal 22 for Physical Development and Health: Goal 22: Understand principles of health promotion and the prevention and treatment of illness and injury. Academic Standards: 1. Explain the basic principles of health promotion, illness prevention and safety. 2. Describe and explain the factors that influence health among individuals, groups and communities. 3. Explain how the environment can affect health.

K-8 Learning Outcome IV: Understand principles of health promotion and the prevention and treatment of illness and injury

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: • Explain the basic principles of health promotion, illness

prevention and safety.

Activities:

• Warm up/Cool Down Activities • Dynamic/static stretches • Safety Expectations (school, playground, classroom) • Personal Hygiene (washing hands/germ prevention • Aerobic/ Anaerobic Activities

Materials: Handouts from BrainPop.com, Polybones, Fitness Equipment (Jump ropes, Bosu Balls, Pedometers, etc.)

Vocabulary: exercise, fitness, dynamic/static stretches,

aerobic/anaerobic exercise, nutrition, stress, wellness, safety, hygiene

Resources: building health professional, American Heart

Association, www.BrainPop.com

K-8 Learning Outcome IV: Understand principles of health promotion and the prevention and treatment of illness and injury

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 5-6 students will: • Explain the basic principles of health promotion, illness,

prevention, and safety • Develop a plan for lifetime fitness • Demonstrate a variety of healthy practices and behaviors to

maintain or improve personal health • Locate resources from home, school and community that provide

valid health information.

Activities:

• Wellness unit • Nutrition unit • Brain unit: Effect of drugs, alcohol and tobacco on the

brain

Materials: food and drink nutrition labels, health and wellness worksheets, wellness power point, brain power point, nutrition power point, computer, projector, internet, My pyramid packet, National Institute on Drug Addiction video, packets, posters and handouts

Vocabulary: exercise, aerobic exercise, nutrition, stress, wellness, safety, heart rate, overload principle, “FITT”, RPE; cardiovascular endurance, respiratory system, circulatory system, moderate versus vigorous physical activity, carotid pulse, brachial pulse, food groups nutrients, moderation, wide/narrow foods, media influence, cerebellum, stem, limbic system, cortex, neuron, dendrites, limbic system, myelin sheath, addiction, classification of drugs

Resources: mypyramid.gov, Current Health magazine, kidshealth.org, http://www.nida.nih.gov, http://www.mypyramid.gov/, http://kidshealth.org/, http://www.brainpop.com

K-8 Learning Outcome IV: Understand principles of health promotion and the prevention and treatment of illness and injury

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: • Identify and describe ways to reduce health risks common to

adolescents (e.g., exercise, diet, and refusal of harmful substances).

• Identify how positive health practices and relevant health care can

help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease.)

Activities: Exercise & Heart Rate Monitoring: Fitness activities, aerobic

activity, lifetime fitness choices, Wellness Day, cardiovascular fitness, resistance training

Diet & Nutritional instruction: reading food labels, healthy choices, major nutrients, sources of nutrient intake, effects of poor nutrition, new food pyramid

Substance Abuse: effects of drugs and alcohol, decision making strategies, consequences of poor choices concerning drugs and alcohol

Healthy Living Choices Project Alert Law Enactment Materials: Project Alert curriculums, Polar Heart rate monitors,

Polar Heart rate software, Karvonen Formula sheet Vocabulary: action/consequence, modeling, reinforcement,

validation, pressure, choices, drugs, fats, carbohydrates, protein, vitamins, essential nutrients, Heart rate zone, coping strategies

Resources: Looking Good, Feeling Good, Fitness for Life

textbook, Project Alert curriculum & videos, Fit or Fat video by PBS, Dying to Win by PBS

K-8 Learning Outcome V: Understand human body systems and factors that influence growth and development.

As a result of activities in grades K-8, all students should:

1. Describe and explain the structure and functions of the human body systems and how they interrelate.

2. Explain the effects of health-related actions on the body systems.

3. Describe factors that affect growth and development

K-8 Learning Outcome I addresses State Goal 23 for Physical Development and Health: Goal 23: Understand human body systems and factors that influence growth and development Academic Standards: • Describe and explain the structure and functions of the human body systems and how they interrelate. • Explain the effects of health-related actions on the body systems. • Describe factors that affect growth and development.

K-8 Learning Outcome V: Understand human body systems and factors that influence growth and development.

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: • Identify basic parts of body systems and their functions (e.g.,

heart, lungs, and eyes). • Identify healthy actions that influence the functions of the body

(e.g., cleanliness, proper diet, and exercise). • Identify individual differences in growth and development among

people.

Activities:

• Muscle identification • Nutrition (brief study of 4 food groups including the

pyramid) • Body systems (brief study of) • Basic hygiene

Materials: muscle/bone charts, food pyramid

Vocabulary: self-esteem, self (concept, discipline), individual

difference, responsible for actions, importance of individual, heart muscle, strength, nutrition, flexibility, muscles of the body, bones, circulation

Resources: website www.mypyramid.gov, www.BrainPop.com PE Central

K-8 Learning Outcome V: Understand human body systems and factors that influence growth and development.

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 5-6 students will: • Identify basic body systems and their functions (e.g., circulatory,

respiratory, nervous). • Differentiate between positive and negative effects of health-

related actions on body systems (e.g., drug use, exercise, and diet).

• Identify stages in growth and individual development.

Activities:

• wellness unit • nutrition unit • brain and addiction unit • bone study, Robert Crown Center (reproduction, Drug

Education, and discussion of AIDs),

Materials: National Institute on Drug Abuse website and printed curriculum, Current Health Magazine, Teacher created power points, science field trip, my pyramid packets, posters, charts, food labels

Vocabulary: awareness of the systems (skeletal, reproductive,

nervous, muscular, and circulatory), The Brain: cerebellum, brain stem, limbic system, lobe nerve cells, dendrites, axon, myelin sheath, addiction, classification of drugs, alcohol, drug use, tobacco, addiction, consequences, stress, nutrition, muscular: strength, endurance, flexibility, circulation, nerves, digestion

Resources: Current Health magazine, kidshealth.org,

http://www.nida.nih.gov, http://www.mypyramid.gov/, http://kidshealth.org/, http://www.brainpop.com

K-8 Learning Outcome V: Understand human body systems and factors that influence growth and development.

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: • Explain how body systems interact with each other (e.g., blood

transporting nutrients from the digestive system and oxygen from the respiratory system).

• Explain the effects of health-related actions upon body systems

(e.g., fad diets, orthodontics, avoiding smoking and alcohol use and other drug use).

• Describe the relationships among physical, mental and social

health factors during adolescence (e.g., the effects of stress on physical and mental performance, effects of nutrition on growth).

From the science department:

• Digestive system • Respiratory/circulatory system • Reproductive System/Human Sexuality

Activities: Weight training, fitness/wellness course Materials: Videos, textbooks, resistance bands, tennis balls, free-

weights, step boxes, mats, training logs, muscle guides and exercise guides

Vocabulary: muscular strength, muscular endurance, flexibility,

cardiovascular fitness, body composition, balance, reaction time, speed, agility, power, coordination, nutrition, sex & gender, age, heredity, smoking, obesity, stress & tension, high blood pressure, inactivity, cholesterol level, drugs & steroids, muscular development (tibialis anterior, quadriceps, biceps, triceps, hamstrings, gluteus, gastroachemius, deltoids, trapezius, pectorials, sternacliedomastoid, brocialradialis, latisimis dorsi, abdominal), testosterone, estrogen, skeletal, muscle, nervous, digestive, responsibility, reproduction, circulatory system

Resources: school nurse, science department, Looking Good,

Feeling Good (video), Looking Good, Feeling Good, (book), Dumbbell, The Safe Exercise Handbook by Branner, Fitness for Life by Corbin & Lindsey

K-8 Learning Outcome VI: Promote and enhance health and well-being through the use of effective communication and decision-making skills.

As a result of activities in grades K-8, all students should:

1. Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict. 2. Apply decision-making skills related to the protection and promotion of individual health. 3. Demonstrate skills essential to enhancing health and avoiding dangerous situations.

K-8 Learning Outcome I addresses State Goal 24 for Physical Development and Health: Goal 24: Promote and enhance health and well-being through the use of effective communication and decision-making skills. Academic Standards: • Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict. • Apply decision-making skills related to the protection and promotion of individual health. • Demonstrate skills essential to enhancing health and avoiding dangerous situations.

K-8 Learning Outcome VI: Promote and enhance health and well-being through the use of effective communication and decision-making skills.

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades K-4 students will: • Differentiate between positive and negative behaviors (e.g.,

waiting your turn vs. pushing in line, honesty vs. lying). • Identify positive verbal and nonverbal communication skills (e.g.,

body language, manners, listening). • Recognize how choices can affect health • Demonstrate basic refusal skills

Activities:

• Teacher/class discussion • Teambuilding activities (debriefing +preparing) • Appropriate student feedback • Focusing on self-discipline/control

Materials & Resources: Officer Friendly, Individual School

Values, Team Building Through Physical Challenges

Vocabulary: trust, respect, fairness, honesty, good choices,

positive attitude, responsibility, commitment, communication, sportsmanship, well being

K-8 Learning Outcome VI: Promote and enhance health and well-being through the use of effective communication and decision-making skills.

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 5-6 students will: • Identify how peers can influence healthy and unhealthy

behaviors. • • Demonstrate positive verbal and nonverbal communication skills

(e.g., polite conversation, attentive listening, and body language). • Describe key elements of a decision-making process • Describe situations where refusal skills are necessary (e.g., peer

pressures).

Activities:

• Team building activities • Initiatives • Icebreakers • Low ropes • High ropes • Nutrition unit

Materials: climbing equipment, mats, power point presentation,

work sheets, computer, projection unit

Vocabulary: responsibility, challenge by choice, positive risk

taking, leadership, risk taking, communication skills, goals, safety, group dynamics.

Resources: Quick Silver, Silver Bullets, New Games Book by

Rohnke, The Cooperative Sports & Games Book by Orlich, IAPHERD conference

K-8 Learning Outcome VI: Promote and enhance health and well-being through the use of effective communication and decision-making skills.

Grade Level Emphases Activities, Materials, Vocabulary and Resources During grades 7-8 students will: • Describe possible causes and consequences of conflict and

violence among youth in schools and communities. • Demonstrate methods for addressing interpersonal differences

without harm (e.g., avoidance, compromise, and cooperation). • Explain how positive communication helps to build and maintain

relationships at school, at home and in the workplace. • Apply a decision making process to an individual health concern. • Apply refusal and negotiation skills to potentially harmful

situations.

Activities:

Project Alert: role playing, lectures, videos, demonstration Law Enactment and Debate Wellness Program Team Initiatives Nutrition

Materials and Resources: Looking Good, Feeling Good,

Initiatives books: Team Building Through Physical Challenges, New Games Book, Silver Bullets, Cowtails and Cobras II, Quicksilver

Vocabulary: nutrition, stress management, goal setting, personal

fitness, consumer education, weight control, bulimia, anorexia nervousa, food poisoning, pasteurization, body composition