guide_to_understanding_health_and_fitness_terminology_2014-2015_turley1.docx | |
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Health and Fitness – Sixth Grade
Students in grade six will combine fundamental skills into more complex movement forms in modified game, dance, and recreational activities. Cooperative and competitive small-group games are appropriate, emphasis being on developing skills and tactical understanding. Students use feedback to initiate and maintain practice to improve skill performance. Students assess their health-related fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. They identify and seek opportunities to participate in regular physical activity at school and outside the school environment. Students in grade six develop more sophistication in understanding health issues and practicing health skills. They apply health skills and strategies to improve or maintain personal and family health. Students begin to understand adolescent health issues and concerns and the relationship between choices and consequences.
They understand how to be a positive role model and the impact of positive and negative peer pressure. Students demonstrate injury-prevention behaviors at school and elsewhere. They are resourceful in accessing and critiquing health information.
EALR 1: The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition.
Component 1.1: Develops motor skills and movement concepts as developmentally appropriate.
1.1.1 Demonstrates fundamental motor skills and complex motor skills that contribute to movement proficiency. Demonstrates mechanics of movement as applied to specific motor skills.
Example:
"Throws a ball: Stepping with opposite foot, putting opposite shoulder closest to target, reaching back, extending arm fully, and following through.
Demonstrates progressive movement combinations in rhythmic activities.
Example: "Performs a sequence of step patterns in a line dance or cultural dance.
Demonstrates the critical elements of fundamental motor skills and complex motor skills involved in individual, group activities, and team games.
Example: "Demonstrates basketball skills such as dribbling, passing, and shooting.
Demonstrates the ability to practice independently to improve motor skill levels.
Example: "Performs rope jumping and explains the importance of practice using a teacher-designed worksheet.
1.1.5 Demonstrates understanding of movement concepts.
Demonstrates the following movement concepts: Concepts of relationships, concepts of effort, concepts of spatial awareness, and concepts of pathways.
Example: "Dribbles a ball while preventing an opponent from stealing the ball.
Applies movement concepts to refine skills in lead-up games and activities.
Example: "Uses various speeds, levels, directions, and pathways in a floor hockey game.
1.2.1 Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities.
Applies rules and etiquette in a variety of games.
Recognizes personal space of self and others.
Understands space and position in a game or activity.
Recognizes signals to pause activity for instruction.
Demonstrates ability to return/retrieve equipment in a safe manner.
1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
Demonstrates sportsmanship and cooperation.
Example: "Acknowledges contribution of all team members.
Demonstrates offensive, defensive, and cooperative strategies.
Example: "Identifies offense as “attacking” and defensive as “defending.”
Component 1.3: Understands the components of health-related fitness and interprets information from feedback, evaluation, and self-assessment in order to improve performance.
1.3.1 Understands the components of health-related fitness.
Explains components of health-related fitness as related to lifelong health.
Example: "Understands cardiorespiratory endurance is needed to climb stairs.
Describes appropriate assessments to measure personal fitness in health-related components.
Example: "Recognizes a push up is a measure of muscular strength.
Gives examples of realistic fitness goals based on current fitness measurement results and minimum health standards for age and gender.
Example: "Identifies Presidential Fitness: A 14-year-old girl must complete one pull up.
Gives examples of activities promoting physical fitness in the components of health-related fitness.
Example: "Understands swimming promotes cardiorespiratory endurance.
Describes FITT principle.
Component 1.4: Understands the components of skill-related fitness and interprets information from feedback, evaluation, and self-assessment in order to improve performance.
1.4.1 Understands the components of skill-related fitness to physical activity.
Understands the components of skill-related fitness.
Describes appropriate fitness assessments for components of skill-related fitness.
Example: "Recognizes shuttle run is a measure of agility.
Participates in skill-related fitness assessments for goal setting.
Example: "Performs agility and balance assessments and sets personal goals.
Interprets self-progress for skill-related fitness assessments in a fitness
plan.
Example: "Understands lower shuttle run times show improvement in agility.
1.4.2 Explains how movement skills contribute to active living for lifetime health.
Describes activities that lead to an active life.
Example: "Discusses how an active life includes recreational activities, sport, exercise, and dance.
Component 1.5: Understands relationship of nutrition and food nutrients to body composition and physical performance.
1.5.1 Understands nutrition goals based on dietary guidelines and individual activity needs. Describes dietary guidelines when making food choices.
Example: "Chooses foods that limit fat and cholesterol intake.
Explains food choices in relation to portion size for a healthy diet.
Example: "Discusses two tablespoons of peanut butter count as one serving in the meat and beans group.
Describes positive impacts of eating a variety of foods.
Example: "Discusses eating vegetables provide fiber.
Understands the term nutrients.
Example: "Defines the word nutrient and lists the six kinds of nutrients (fats, carbohydrates, proteins, vitamins, minerals, and water).
1.5.2 Understands the effects of activity, fitness, and nutrition practices.
Understands relationship between caloric intake and physical activity.
Example: "Understands more calories are expended in distance running compared to bowling.
1.5.4 Understands healthy and unhealthy eating patterns.
Recognizes proper nutrition for a healthy lifestyle.
EALR 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely.
Component 2.1: Understands foundations of health.
2.1.1 Recalls the dimensions of health and relates to personal health behaviors.
Identifies dimensions of health.
Example: "Recognizes physical, social, intellectual, and emotional health.
Component 2.2: Understands stages of growth and development.
2.2.1 Understands structure and functions of body systems.
Describes structure and function of major body systems.
2.2.2 Understands how to maintain sexual health throughout life.
Choosing The Best
2.2.3 Understands hereditary factors affecting growth, development, and health.
Describes hereditary factors influencing growth, development, and health risks.
Example: "Discusses untreated high-blood pressure may lead to a stroke.
2.2.4 Understands benefits of maintaining a balance of healthy habits.
Describes a healthy balance of stress, sleep, exercise, nutrition, recreation, and school.
Example: "Understands that adolescents need nine-ten hours of sleep.
Component 2.3: Understands the concepts of prevention and control of disease.
2.3.1 Understands factors and prevention related to communicable diseases.
Describes transmission, prevention, and treatment of communicable diseases.
Example: "Explains common cold is a viral infection from coughing and sneezing. Prevention: Avoid drinking from other’s glass and wash hands.
Treatment: Rest and plenty of fluids.
Understands that some diseases can be transmitted when people have sexual contact.
Example: "Gives HIV as an example of a sexually transmitted disease (STD) that can be transmitted through sexual contact.
2.3.2 Understands skills that prevent and control non-communicable diseases.
Describes prevention and control of non-communicable diseases.
Example: "Avoids smoking to prevent heart disease.
2.4.3 Understands stress and stress-management techniques.
Understands stress.
Example: "Understands eustress is positive stress: Earning a good grade. Distress is negative stress: Conflicts with a friend.
Describes stress-management techniques to use in stressful situations.
Example: "Counts from one to ten before responding.
2.4.5 Understands issues and risks related to drug use and abuse.
Describes legal and illegal drugs.
Describes benefits of being drug-free.
Describes risks associated with alcohol and tobacco use.
Example: "Recognizes alcohol impairs the ability to make good decisions.
EALR 3: The student analyzes and evaluates the impact of real-life influences on health.
Component 3.1: Understands how family, culture, and environmental factors affect personal health.
3.1.1 Understands how family and cultural factors affect health.
Describes ways that family habits influence health choices.
Example: "Identifies healthy and non-healthy food choices at home.
3.1.2 Understands how environmental factors impact health.
Describes how environmental factors affect individual susceptibility (age, size, genetics, gender, and ethnicity) on health: Air, water, noise, and chemical pollution.
Example:
3.2.1 Analyzes health and fitness product information.
Compares and contrasts sources of health and fitness information.
Example: "Compares and contrasts various diets and advertisements.
3.2.2 Analyzes health and fitness messages in the media.
Compares and contrasts health and fitness messages in media and technology.
Component 3.3: Evaluates the impact of social skills on health.
3.3.1 Solves conflicts while maintaining safe and respectful relationships.
Demonstrates importance of positive self-concept.
Uses verbal and non-verbal communication skills to maintain positive relationships. Demonstrates roles/qualities of a good friend.
EALR 4: The student effectively analyzes personal information to develop individualized health and fitness plans.
Component 4.1: Analyzes personal health and fitness information.
4.1.1 Analyzes daily health and fitness habits.
Analyzes health behaviors (e.g., diet, sleep, activity, fitness, and hydration).
Sets and charts goals for changing behavior.
Component 4.2: Develops and monitors a health and fitness plan.
4.2.1 Evaluates personal health and fitness data and sets goals.
Students in grade six will combine fundamental skills into more complex movement forms in modified game, dance, and recreational activities. Cooperative and competitive small-group games are appropriate, emphasis being on developing skills and tactical understanding. Students use feedback to initiate and maintain practice to improve skill performance. Students assess their health-related fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. They identify and seek opportunities to participate in regular physical activity at school and outside the school environment. Students in grade six develop more sophistication in understanding health issues and practicing health skills. They apply health skills and strategies to improve or maintain personal and family health. Students begin to understand adolescent health issues and concerns and the relationship between choices and consequences.
They understand how to be a positive role model and the impact of positive and negative peer pressure. Students demonstrate injury-prevention behaviors at school and elsewhere. They are resourceful in accessing and critiquing health information.
EALR 1: The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition.
Component 1.1: Develops motor skills and movement concepts as developmentally appropriate.
1.1.1 Demonstrates fundamental motor skills and complex motor skills that contribute to movement proficiency. Demonstrates mechanics of movement as applied to specific motor skills.
Example:
"Throws a ball: Stepping with opposite foot, putting opposite shoulder closest to target, reaching back, extending arm fully, and following through.
Demonstrates progressive movement combinations in rhythmic activities.
Example: "Performs a sequence of step patterns in a line dance or cultural dance.
Demonstrates the critical elements of fundamental motor skills and complex motor skills involved in individual, group activities, and team games.
Example: "Demonstrates basketball skills such as dribbling, passing, and shooting.
Demonstrates the ability to practice independently to improve motor skill levels.
Example: "Performs rope jumping and explains the importance of practice using a teacher-designed worksheet.
1.1.5 Demonstrates understanding of movement concepts.
Demonstrates the following movement concepts: Concepts of relationships, concepts of effort, concepts of spatial awareness, and concepts of pathways.
Example: "Dribbles a ball while preventing an opponent from stealing the ball.
Applies movement concepts to refine skills in lead-up games and activities.
Example: "Uses various speeds, levels, directions, and pathways in a floor hockey game.
1.2.1 Understands safety rules and procedures in a variety of physical activities: Individual, dual/team, and lifetime activities.
Applies rules and etiquette in a variety of games.
Recognizes personal space of self and others.
Understands space and position in a game or activity.
Recognizes signals to pause activity for instruction.
Demonstrates ability to return/retrieve equipment in a safe manner.
1.2.2 Applies skills and strategies necessary for effective participation in physical activities.
Demonstrates sportsmanship and cooperation.
Example: "Acknowledges contribution of all team members.
Demonstrates offensive, defensive, and cooperative strategies.
Example: "Identifies offense as “attacking” and defensive as “defending.”
Component 1.3: Understands the components of health-related fitness and interprets information from feedback, evaluation, and self-assessment in order to improve performance.
1.3.1 Understands the components of health-related fitness.
Explains components of health-related fitness as related to lifelong health.
Example: "Understands cardiorespiratory endurance is needed to climb stairs.
Describes appropriate assessments to measure personal fitness in health-related components.
Example: "Recognizes a push up is a measure of muscular strength.
Gives examples of realistic fitness goals based on current fitness measurement results and minimum health standards for age and gender.
Example: "Identifies Presidential Fitness: A 14-year-old girl must complete one pull up.
Gives examples of activities promoting physical fitness in the components of health-related fitness.
Example: "Understands swimming promotes cardiorespiratory endurance.
Describes FITT principle.
Component 1.4: Understands the components of skill-related fitness and interprets information from feedback, evaluation, and self-assessment in order to improve performance.
1.4.1 Understands the components of skill-related fitness to physical activity.
Understands the components of skill-related fitness.
Describes appropriate fitness assessments for components of skill-related fitness.
Example: "Recognizes shuttle run is a measure of agility.
Participates in skill-related fitness assessments for goal setting.
Example: "Performs agility and balance assessments and sets personal goals.
Interprets self-progress for skill-related fitness assessments in a fitness
plan.
Example: "Understands lower shuttle run times show improvement in agility.
1.4.2 Explains how movement skills contribute to active living for lifetime health.
Describes activities that lead to an active life.
Example: "Discusses how an active life includes recreational activities, sport, exercise, and dance.
Component 1.5: Understands relationship of nutrition and food nutrients to body composition and physical performance.
1.5.1 Understands nutrition goals based on dietary guidelines and individual activity needs. Describes dietary guidelines when making food choices.
Example: "Chooses foods that limit fat and cholesterol intake.
Explains food choices in relation to portion size for a healthy diet.
Example: "Discusses two tablespoons of peanut butter count as one serving in the meat and beans group.
Describes positive impacts of eating a variety of foods.
Example: "Discusses eating vegetables provide fiber.
Understands the term nutrients.
Example: "Defines the word nutrient and lists the six kinds of nutrients (fats, carbohydrates, proteins, vitamins, minerals, and water).
1.5.2 Understands the effects of activity, fitness, and nutrition practices.
Understands relationship between caloric intake and physical activity.
Example: "Understands more calories are expended in distance running compared to bowling.
1.5.4 Understands healthy and unhealthy eating patterns.
Recognizes proper nutrition for a healthy lifestyle.
EALR 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely.
Component 2.1: Understands foundations of health.
2.1.1 Recalls the dimensions of health and relates to personal health behaviors.
Identifies dimensions of health.
Example: "Recognizes physical, social, intellectual, and emotional health.
Component 2.2: Understands stages of growth and development.
2.2.1 Understands structure and functions of body systems.
Describes structure and function of major body systems.
2.2.2 Understands how to maintain sexual health throughout life.
Choosing The Best
2.2.3 Understands hereditary factors affecting growth, development, and health.
Describes hereditary factors influencing growth, development, and health risks.
Example: "Discusses untreated high-blood pressure may lead to a stroke.
2.2.4 Understands benefits of maintaining a balance of healthy habits.
Describes a healthy balance of stress, sleep, exercise, nutrition, recreation, and school.
Example: "Understands that adolescents need nine-ten hours of sleep.
Component 2.3: Understands the concepts of prevention and control of disease.
2.3.1 Understands factors and prevention related to communicable diseases.
Describes transmission, prevention, and treatment of communicable diseases.
Example: "Explains common cold is a viral infection from coughing and sneezing. Prevention: Avoid drinking from other’s glass and wash hands.
Treatment: Rest and plenty of fluids.
Understands that some diseases can be transmitted when people have sexual contact.
Example: "Gives HIV as an example of a sexually transmitted disease (STD) that can be transmitted through sexual contact.
2.3.2 Understands skills that prevent and control non-communicable diseases.
Describes prevention and control of non-communicable diseases.
Example: "Avoids smoking to prevent heart disease.
2.4.3 Understands stress and stress-management techniques.
Understands stress.
Example: "Understands eustress is positive stress: Earning a good grade. Distress is negative stress: Conflicts with a friend.
Describes stress-management techniques to use in stressful situations.
Example: "Counts from one to ten before responding.
2.4.5 Understands issues and risks related to drug use and abuse.
Describes legal and illegal drugs.
Describes benefits of being drug-free.
Describes risks associated with alcohol and tobacco use.
Example: "Recognizes alcohol impairs the ability to make good decisions.
EALR 3: The student analyzes and evaluates the impact of real-life influences on health.
Component 3.1: Understands how family, culture, and environmental factors affect personal health.
3.1.1 Understands how family and cultural factors affect health.
Describes ways that family habits influence health choices.
Example: "Identifies healthy and non-healthy food choices at home.
3.1.2 Understands how environmental factors impact health.
Describes how environmental factors affect individual susceptibility (age, size, genetics, gender, and ethnicity) on health: Air, water, noise, and chemical pollution.
Example:
- Understands elderly, infants, young
children, pregnant women, and sick people who have weakened immune systems are
more likely to be harmed by exposure to a hazard than others.
3.2.1 Analyzes health and fitness product information.
Compares and contrasts sources of health and fitness information.
Example: "Compares and contrasts various diets and advertisements.
3.2.2 Analyzes health and fitness messages in the media.
Compares and contrasts health and fitness messages in media and technology.
Component 3.3: Evaluates the impact of social skills on health.
3.3.1 Solves conflicts while maintaining safe and respectful relationships.
Demonstrates importance of positive self-concept.
Uses verbal and non-verbal communication skills to maintain positive relationships. Demonstrates roles/qualities of a good friend.
EALR 4: The student effectively analyzes personal information to develop individualized health and fitness plans.
Component 4.1: Analyzes personal health and fitness information.
4.1.1 Analyzes daily health and fitness habits.
Analyzes health behaviors (e.g., diet, sleep, activity, fitness, and hydration).
Sets and charts goals for changing behavior.
Component 4.2: Develops and monitors a health and fitness plan.
4.2.1 Evaluates personal health and fitness data and sets goals.
health_and_fitness_7th_grade_standards_turley.docx | |
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