Curriculum for Grades K-5

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

Unit Title

Standards

Unit 1: Safe Movement

National Standards:

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

ASCA (American School Counselor Association)

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

PS:A1 Acquire Self-knowledge

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

PA Standards:

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

cool-down).

Unit 2: Motor Skills and Movement Patterns

National Standards:

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

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

PA Standards:

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

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

Unit 3: Skill Based Physical Activity

National Standards:

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

PA Standards:

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

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

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

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

Unit 4:  Fitness

National Standards:

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

State Standards:

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

Unit 5:  Drug and Alcohol Education: Medicine and Drugs

National Standards:

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

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

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

PA Standards:

10.1.3.D: Knowing age appropriate drug information.

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

10.2.3.B: Identify health related information.

• signs and symbols
• terminology
• products and services

Unit 6:  Safety and Responsibility: Emergencies

National Standards:

Standard 5: Students will demonstrate the ability to use

decision-making skills to enhance health.

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

ASCA

Standard C: Students will understand safety and survival skills.

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

PA Standards:

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

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

Unit 7:  Healthy Living: Hygiene & Germs

National Standards

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

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

State Standards

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

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

Unit Title

Standards

Unit 1: Safe Movement

National Standards:

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

ASCA

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

PS:A1 Acquire Self-knowledge

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

PA Standards:

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

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

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

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

Unit 2:  Motor Skills and Movement Patterns

National Standards:

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

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

PA Standards:

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

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

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

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

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

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

Unit 3: Skill Based Physical Activity

National Standards:

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

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

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

PA Standards:

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

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

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

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

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

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

Unit 4:  Fitness

National Standards:

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

State Standards:

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

Unit 5: Drug and Alcohol Education: Tobacco

National Standards:

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

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

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

ASCA:

Standard C: Students will understand safety and survival skills.

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

PA Standards:

10.1.3.D: Know age appropriate drug information.

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

Unit 6:  Growth and Development: Anatomy and Safe Touch

National Standards

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

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

National Sexuality Education Standards

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

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

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

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

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

ASCA:

Standard C: Students will understand safety and survival skills.

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

State Standards

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

• childhood

• adolescence

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

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

Unit 7: Healthy Living: Nutrition

National Standards

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

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

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

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

State Standards

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

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

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

Unit Title

Standards

Unit 1: Safe Movement

National Standards:

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

ASCA

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

PS:A1 Acquire Self-knowledge

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

PA Standards:

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

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

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

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

Unit 2: Motor Skills and Movement Patterns

National Standards:

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

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

PA Standards:

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

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

• heart rate
• breathing rate

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

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

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

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

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

Unit 3: Skill Based Physical Activity

National Standards:

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

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

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

PA Standards:

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

• heart rate
• breathing rate

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

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

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

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

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

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

Unit 4:  Fitness

National Standards:

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

State Standards:

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

Unit 5: Drug and Alcohol Education:   Alcohol

National Standards:

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

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

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

ASCA:

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

PS:B1 Self-knowledge Application

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

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

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

PA Standards:

10.1.3.D: Know age appropriate drug information.

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

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

National Standards:

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

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

ASCA

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

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

PA Standards:

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

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

Unit 7: Healthy Living: Environmental Health

National Standards:

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

PA Standards:

10.2.3.E: Identify environmental factors that affect health.

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

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

Unit Title

Standards

Unit 1: Safe Movement

National Standards:

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

ASCA

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

PS:A1 Acquire Self-knowledge

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

PA Standards:

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

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

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

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

Unit 2:  Motor Skills and Movement Patterns

National Standards:

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

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

PA Standards:

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

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

• heart rate
• breathing rate

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

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

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

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

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

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

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

Unit 3: Skill Based Physical Activity

National Standards:

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

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

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

PA Standards:

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

• heart rate
• breathing rate

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

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

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

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

• form
• developmental differences
• critical elements
• feedback

10.5.3.C: Know the function of practice.

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

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

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

• gravity
• force production/absorption
• balance
• rotation

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

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

Unit 4:  Fitness

National Standards:

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

State Standards:

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

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

National Standards:

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

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

ASCA:

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

PS:B1 Self-knowledge Application

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

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

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

PA Standards:

10.1.3.D: Know age appropriate drug information.

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

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

Unit 6: Healthy Living:  Emotions and a Healthy Mind

National Standards

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

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

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

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

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

ASCA

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

PS:A1 Acquire Self-knowledge

• PS:A1.5 Identify and express feelings

PS:A2 Acquire Interpersonal Skills

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

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

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

State Standards

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

• I-Statement
• Adult intervention

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

Unit Title

Standards

Unit 1: Safe Movement

National Standards:

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

ASCA:

PS:A1 Acquire Self-knowledge

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

PA Standards:

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

Unit 2: Motor Skills & Movement Patterns

National Standards:

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

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

PA Standards:

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

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

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

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

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

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

Unit 3: Skill Based Physical Activity

National Standards:

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

PA Standards:

10.5.3.C: Know the function of practice.

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

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

Unit 4:  Fitness

National Standards:

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

State Standards:

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

Unit 5: Healthy Living - Nutrition and Exercise

National Standards

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

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

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

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

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

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

State Standards

10.1.6.C: Analyze nutritional concepts that impact health.

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

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

• dietary guidelines/food selection

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

National Standards

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

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

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

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

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

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

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

PS:B1 Self-knowledge Application

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

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

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

State Standards

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

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

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

Unit 7: Growth and Development: Puberty and Personal Hygiene

National Standards

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

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

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

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

National Sexuality Standards

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

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

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

ASCA

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

PS:A1 Acquire Self-knowledge

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

State Standards

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

• immunizations
• health examinations

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

Unit Title

Standards

Unit 1: Safe Movement

National Standards:

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

ASCA:

PS:A1 Acquire Self-knowledge

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

PA Standards:

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

Unit 2: Motor Skills and Movement Patterns

National Standards:

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

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

PA Standards:

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

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

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

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

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

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

Unit 3: Skill Based Physical Activity

National Standards:

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

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

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

PA Standards:

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

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

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

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

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

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

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

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

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

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

• give and go
• one on one
• peer communication

Unit 4:  Fitness

National Standards:

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

State Standards:

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

Unit 5: Drug and Alcohol Education: Addiction and Advocacy

National Standards

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

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

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

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

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

ASCA

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

PS:B1 Self-knowledge Application

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

Standard C: Students will understand safety and survival skills.

PS:C1 Acquire Personal Safety Skills

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

State Standards

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

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

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

Unit 6: Healthy Living - Body Systems and Disease Prevention

National Standards:

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

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

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

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

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

National Sexuality Standards

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

PA Standards:

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

• education
• socioeconomic

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

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

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

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

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

• immunizations
• health examinations

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

• dietary guidelines/food selection
• sun exposure guidelines/sunscreen selection

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