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Bullitt County Public Schools |
| Health Education |
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Program of Studies – Big Idea: Personal Wellness (Health Education) Wellness is maximum well-being, or total health. Personal wellness is a combination of physical, mental, emotional, spiritual and social well-being. It involves making behavioral choices and decisions each day that promote an individual’s physical well-being, the prevention of illnesses and diseases and the ability to remain, physically, mentally, spiritually, socially and emotionally healthy. Academic Expectations 2.29 Students demonstrate skills that promote individual well-being and healthy family relationships. 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being. 2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy. 3.2 Students demonstrate the ability to maintain a healthy lifestyle. 4.1 Students effectively use interpersonal skills. 4.4 Students demonstrate the ability to accept the rights and responsibilities for self and others. 5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating and comparing to solve a variety of problems in real-life situations. 5.4 Students use a decision-making process to make informed decisions among options. Grade 4 Enduring Knowledge – Understandings Students will understand that • responsibility to oneself promotes health enhancing behaviors. • physical, emotional and social changes are normal and each individual is unique in the growth and development process. • interpersonal skills and strategies can influence social, mental and emotional well-being and affect an individual’s relationships. • culture, media and use of technology (e.g., television, computers, MP3 Players, electronic/arcade games) can influence personal health. • behavioral choices affect physical, mental, emotional and social well-being and can have positive or negative consequences on one’s health. • positive health habits prevent the spreading of diseases and injuries to self and others. • self-management and coping strategies can enhance mental and emotional health. Grade 4 Skills and Concepts – Personal and Physical Health Students will • describe the relationship between personal health behaviors and individual well-being • explain the characteristics of mental/emotional, social and physical health • explain and exhibit responsibility to oneself and others • describe how individual behaviors and choices of diet, exercise and rest affect the body Grade 4 Skills and Concepts – Growth and Development Students will • explain why growth and development are unique to each individual • develop an awareness of the interrelatedness of body functions and the impact lifestyle choices has on body systems • describe physical, social and emotional changes that occur during preadolescence Program of Studies – Big Idea: Personal Wellness (Health Education) – Continued Grade 4 Skills and Concepts – Social, Mental and Emotional Health Students will • demonstrate social interaction skills by: o using etiquette, politeness, sharing and other social interaction skills o working and playing collaboratively in large and small groups o using appropriate means to express needs, wants and feelings o distinguishing between verbal and nonverbal communication o describing characteristics needed to be a responsible friend and family member o identifying social interaction skills that enhance individual health • describe how goal setting can lead to personal achievement • identify and describe common social and emotional problems (aggression, anxiety, depression) • demonstrate the ability to apply a decision-making process to solve health issues and health problems • identify self-management and coping strategies (goal setting, refusal skills, decision making and time management) that enhance health Grade 4 Skills and Concepts – Family Health Students will • describe how culture influences personal health behaviors • describe ways technology and media influences thoughts, feelings and personal health • explain how family traditions/values impact personal health practices • explain how information from school and family influences health Grade 4 Skills and Concepts – Communicable, Non-Communicable and Chronic Diseases Prevention Students will • describe symptoms and treatments of: o communicable diseases (cold, strep throat and chicken pox) o non-communicable diseases (asthma, heart disease, diabetes, skin cancer) • demonstrate an understanding of how to maintain a healthy body by: o explaining how body systems work together (e.g., digestive, circulatory and respiratory systems) o listing body defenses that fight pathogens o describing ways pathogens from the environment enter the body o identifying and explaining behaviors that promote personal hygiene (e.g., the use of grooming products) or can affect self and others in the prevention and spread of disease (e.g., hand washing, care of teeth and eyes, covering coughs and sneezes, sun protection) o describing reasons for regular visits to health care providers Grade 4 Skills and Concepts – Alcohol, Tobacco and Other Drugs Students will • demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs: o distinguish between the use and misuse of drugs, alcohol and tobacco and identify the effects each use might have on the body o describe their effects on physical, mental, emotional and social health (e.g., effects on family life) Program of Studies – Big Idea: Personal Wellness (Health Education) – Continued Grade 4 Skills and Concepts – Social, Mental and Emotional Health Students will • demonstrate social interaction skills by: o using etiquette, politeness, sharing and other social interaction skills o working and playing collaboratively in large and small groups o using appropriate means to express needs, wants and feelings o distinguishing between verbal and nonverbal communication o describing characteristics needed to be a responsible friend and family member o identifying social interaction skills that enhance individual health • describe how goal setting can lead to personal achievement • identify and describe common social and emotional problems (aggression, anxiety, depression) • demonstrate the ability to apply a decision-making process to solve health issues and health problems • identify self-management and coping strategies (goal setting, refusal skills, decision making and time management) that enhance health Grade 4 Skills and Concepts – Family Health Students will • describe how culture influences personal health behaviors • describe ways technology and media influences thoughts, feelings and personal health • explain how family traditions/values impact personal health practices • explain how information from school and family influences health Grade 4 Skills and Concepts – Communicable, Non-Communicable and Chronic Diseases Prevention Students will • describe symptoms and treatments of: o communicable diseases (cold, strep throat and chicken pox) o non-communicable diseases (asthma, heart disease, diabetes, skin cancer) • demonstrate an understanding of how to maintain a healthy body by: o explaining how body systems work together (e.g., digestive, circulatory and respiratory systems) o listing body defenses that fight pathogens o describing ways pathogens from the environment enter the body o identifying and explaining behaviors that promote personal hygiene (e.g., the use of grooming products) or can affect self and others in the prevention and spread of disease (e.g., hand washing, care of teeth and eyes, covering coughs and sneezes, sun protection) o describing reasons for regular visits to health care providers Grade 4 Skills and Concepts – Alcohol, Tobacco and Other Drugs Students will • demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs: o distinguish between the use and misuse of drugs, alcohol and tobacco and identify the effects each use might have on the body o describe their effects on physical, mental, emotional and social health (e.g., effects on family life) Program of Studies – Big Idea: Personal Wellness (Health Education) – Continued Grade 4 Skills and Concepts – Social, Mental and Emotional Health Students will • demonstrate social interaction skills by: o using etiquette, politeness, sharing and other social interaction skills o working and playing collaboratively in large and small groups o using appropriate means to express needs, wants and feelings o distinguishing between verbal and nonverbal communication o describing characteristics needed to be a responsible friend and family member o identifying social interaction skills that enhance individual health • describe how goal setting can lead to personal achievement • identify and describe common social and emotional problems (aggression, anxiety, depression) • demonstrate the ability to apply a decision-making process to solve health issues and health problems • identify self-management and coping strategies (goal setting, refusal skills, decision making and time management) that enhance health Grade 4 Skills and Concepts – Family Health Students will • describe how culture influences personal health behaviors • describe ways technology and media influences thoughts, feelings and personal health • explain how family traditions/values impact personal health practices • explain how information from school and family influences health Grade 4 Skills and Concepts – Communicable, Non-Communicable and Chronic Diseases Prevention Students will • describe symptoms and treatments of: o communicable diseases (cold, strep throat and chicken pox) o non-communicable diseases (asthma, heart disease, diabetes, skin cancer) • demonstrate an understanding of how to maintain a healthy body by: o explaining how body systems work together (e.g., digestive, circulatory and respiratory systems) o listing body defenses that fight pathogens o describing ways pathogens from the environment enter the body o identifying and explaining behaviors that promote personal hygiene (e.g., the use of grooming products) or can affect self and others in the prevention and spread of disease (e.g., hand washing, care of teeth and eyes, covering coughs and sneezes, sun protection) o describing reasons for regular visits to health care providers Grade 4 Skills and Concepts – Alcohol, Tobacco and Other Drugs Students will • demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs: o distinguish between the use and misuse of drugs, alcohol and tobacco and identify the effects each use might have on the body o describe their effects on physical, mental, emotional and social health (e.g., effects on family life) |
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PL-04-1.1.1 Social Skills
The learner will be able to describe effective social interaction skills (e.g., identifying emotions, listening, cooperation, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior. DOK 2.
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PL-04-1.1.2 Conflict Resolution
The learner will be able to describe strategies for stress management, problem solving, conflict resolution and communication (e.g., self-esteem, self-control, empathy, asking for help, forgiveness/reconciliation, how to apologize, active listening, anger management, standing up for one's rights). DOK 2.
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PL-04-1.1.3 Preadolescence
The learner will be able to describe how physical, social and emotional changes occur during preadolescence.
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PL-04-1.1.4 Begins in Grade 6
The learner will be able to begin in Grade 6.
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PL-04-1.1.5 Begins in Grade 6
The learner will be able to begin in Grade 6.
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PL-04-1.1.6 Behavior
The learner will be able to describe how an individual's behavior and choices relating to diet, exercise and rest affect body systems (e.g., circulatory, respiratory, digestive). DOK 2.
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PL-04-1.1.7 Good Health
The learner will be able to explain how strategies (e.g., diet, exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate protection from ultraviolet rays) promote good health and prevent communicable (cold, flu/influenza, measles, strep throat, lice) and non-communicable (heart disease, diabetes, obesity, cancer, asthma) diseases. DOK 2.
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PL-04-1.1.8 Behavior Choices
The learner will be able to identify behavior choices (tobacco, alcohol, illegal drug use) that result in negative consequences. DOK 1.
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PL-04-1.1.9 Feelings
The learner will be able to describe symptoms of common social and emotional problems (aggression, anxiety, depression). DOK 2.
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PL-04-1.1.10 Begin in Grade 6
The learner will be able to begin in Grade 6.
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PL-04-1.1.11 Coping/Self-Management
The learner will be able to identify self-management and coping strategies (goal setting, decision making and time management). DOK 1.
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PL-04-1.2.1 Growth & Development
The learner will be able to identify foods containing nutrients (protein, carbohydrates, fats), which are important in the growth and development of healthy bodies.
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PL-04-4.2.2 Dietary Guidelines
The learner will be able to describe key recommendations made in the Dietary Guidelines for Americans (weight management, physical activity, food groups to encourage) and the overall purpose of these guidelines. DOK 2.
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PL-04-1.3.1 Safety Practices
The learner will be able to identify safety practices (e.g., use of seatbelts/helmets/life vests) for dealing with a variety of health hazards (e.g., crossing the street, talking to strangers, dealing with threatening situations) while at home, school and play.
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PL-04-1.3.2 Emergency Assistance
The learner will be able to identify proper procedures (calling 911, Heimlich maneuver, stop, drop & roll, apply pressure) for dealing with emergency situations (choking, bleeding, burns). DOK 1.
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| Physical Education |
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Program of Studies – Big Idea: Psychomotor Skills (Physical Education) Cognitive information can be used to understand and enhance the development of motor skills such as movement sequences and patterns. Individuals who understand their bodies and how to perform various movements will be safer and more productive in recreation and work activities. Development of psychomotor skills contributes to the development of social and cognitive skills. Academic Expectations 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being. 2.34 Students perform physical movements skills effectively in a variety of settings. 2.35 Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout lives. 4.1 Students effectively use interpersonal skills. Grade 4 Enduring Knowledge – Understandings Students will understand that • spatial awareness, motor skills and movement patterns are needed to perform a variety of physical activities. • movement concepts, principles and strategies apply to the learning and performance of physical activities. Grade 4 Skills and Concepts Students will • demonstrate a variety of locomotor and combination skills in a movement pattern • use non-locomotor, locomotor and combination skills to demonstrate movements in creative sequences and in simple patterned dances, games and other activities • demonstrate a variety of non-locomotor, locomotor and combination skills while participating in different games and sports • develop manipulative skills of throwing, catching, kicking and striking while developing motor skills (e.g., sliding, running, jumping) for use in games and other activities that lead to more complex games and sports (e.g., basketball, volleyball, soccer, softball) • demonstrate and explain how movement patterns are influenced by space, force and time • willingly try new movement and skills Program of Studies – Big Idea: Lifetime Physical Wellness (Physical Education) Lifetime wellness is health-focused. The health-related activities and content utilized are presented to help students become more responsible for their overall health status and to prepare each student to demonstrate knowledge and skills that promote physical activity throughout their lives. Physical education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being. Physical, mental, emotional and social health is strengthened by regular involvement in physical activities. Academic Expectations 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being. 2.34 Students perform physical movements skills effectively in a variety of settings. 2.35 Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout lives. 3.1 Students demonstrate positive growth in self-concept through appropriate tasks or projects. 3.2 Students demonstrate the ability to maintain a healthy lifestyle. 3.7 Students demonstrate the ability to learn on one’s own. 4.2 Students use productive team membership skills. Grade 4 Enduring Knowledge – Understandings Students will understand that • physical activity provides opportunities for social interaction, challenges and fun. • participation in regular physical activity has physical, mental and social benefits. • practice is a basic component for improving sport skills. • rules impact the effective participation in physical activities. • personal and social behavior that shows respect to self and others impacts enjoyment and safety in physical activity settings. • regular participation in health-related, physical activity supports the goals of fitness and a healthier lifestyle throughout life. • principles and techniques are used to improve physical fitness. Program of Studies – Big Idea: Lifetime Physical Wellness (Physical Education) – Continued Grade 4 Skills and Concepts Students will • identify likes and dislikes connected with participating in sports and physical activities; explain how physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction • identify and engage in physical activities that promote physical fitness and health • describe the potential positive and negative (e.g., injury) effects of regular participation in moderate to vigorous physical activities • participate in daily physical activity during and after school • relate the concept of practice to the importance of learning new skills; explain why repeated appropriate practice contributes to increased skill development • when participating in a variety of physical activities and games: o explain basic rules needed to make games fair o identify the need for rules in social settings and choose appropriate behaviors o demonstrate cooperation with partners and small groups • demonstrate and apply the concept of sportsmanship (e.g., complying with rules, responding appropriately) in games, sports and physical activities • explain how rules of play and sportsmanship for spectators and participants during games or activities can make them safe and enjoyable • identify and participate in activities to enhance the health related fitness components (e.g., aerobic capacity/cardio-respiratory endurance, muscular endurance, muscular strength and flexibility) • identify the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory endurance); describe the meaning of F.I.T.T. Principle (Frequency, Intensity, Type, Time) |
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PL-04-2.1.1 Fundamental Motor Skills
The learner will be able to apply fundamental motor skills:Locomotor:· Walking · Running · Skipping· Hopping· Galloping· Sliding· Leaping· JumpingNonlocomotor: · Turning· Twisting· Bending· Stretching· Swinging· Swaying· BalancingFundamental manipulative skills:· Hitting· Kicking· Throwing· Catching· Striking· Dribbling.
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PL-04-2.1.2 Fundamental Movement
The learner will be able to explain the fundamental movement concepts: · Body awareness - what the body is doing· Space awareness - where the body moves· Time - how quickly the body moves· Effort - how the body moves· Relationship - relationships that occur while the body moves.
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PL-04-2.2.1 Physical Activities
The learner will be able to describe physical and social benefits that result from regular and appropriate participation in physical activities:· physical benefits (e.g., weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction)· social benefits (e.g., positive interaction with others, respect for self and others, enjoyment, self-expression) DOK 1.
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PL-04-2.2.2 Practice
The learner will be able to explain the importance of practice for improving performance in games and sports.
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PL-04-2.2.3 Fitness
The learner will be able to describe the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and the FITT Principle (Frequency, Intensity, Type, Time). DOK 1.
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PL-04-2.2.4 Rules/Participation
The learner will be able to explain basic rules for participating in simple games and activities needed to make games fair.
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PL-04-2.2.5 Rules/Play & Sportsmansh
The learner will be able to explain how rules of play and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyable.
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| Consumerism |
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PL-04-3.1.1 Wants/Needs
The learner will be able to explain the difference between wants and needs as it relates to consumer decisions.
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PL-04-3.1.2 Factors
The learner will be able to identify major factors (price, quality, features) to consider when making consumer decisions and will compare and evaluate products and services based on these factors. DOK 2.
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PL-04-3.1.3 Buying Practices
The learner will be able to explain ways consumer's buying practices are influenced by peer pressure and desire for status. DOK 2.
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PL-04-3.1.4 Environmental Impact
The learner will be able to identify and describe consumer actions (reusing, reducing, recycling) that impact the environment. DOK 2.
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PL-04-3.1.5 Service Agencies
The learner will be able to identify and explain the available health and safety agencies in a community that provide services:· Health department· Fire department· Sanitation· Police· Ambulance services.
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PL-04-3.2.1 Budget
The learner will be able to explain the purpose of a budget and define the basic components (income, expenses, savings). DOK 2.
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| Vocational Studies |
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PL-04-4.1.1 Working
The learner will be able to explain why people need to work (e.g., chores, jobs, employment) to meet basic needs (food, clothing, shelter).
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PL-04-4.1.2 Job Identification
The learner will be able to identify jobs (e.g., farmer, nurse, truck driver) relating to Kentucky's Career Clusters and describe these jobs/careers.
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PL-04-4.1.3 Academic Classes
The learner will be able to describe how academic classes (e.g., reading and writing) relate to various jobs/careers. DOK 1.
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PL-04-4.2.1 Work Ethics
The learner will be able to describe how personal responsibility and good work habits (e.g., attendance, work done on time, follow directions) are important at home, school and work. DOK 2.
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PL-04-4.2.2 Team Skills
The learner will be able to describe team skills (e.g., cooperation, communication) and explain how these skills are used to complete tasks more efficiently at home, school and work. DOK 2.
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PL-04-4.3.1 Technology Tools
The learner will be able to explain how technology tools (e.g., computer programs, Internet, email, cell phones) are used in homes, schools and jobs. DOK 2.
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