PE

Last Program Review

Last Mid-Cycle Review

 

Projected Timeline for Next Program Review

Health 2006-07

PE 2005-07

Implementation 2007-08

Health 1997-98

 PE 2002-03

 


Grade Level Adoptions/Content Focus:

 

 

Grade Level

 

 

Content Focus

 

 

Core Adopted Materials

 

 

K-12

 

 

·         Identify and perform activities that will maintain and develop the five components of fitness

·         Understand basic nutrition and how it affects health, performance and appearance

·         Understand the location and function of major bones and muscles

·         Understand and perform fitness measurements to improve and maintain fitness levels

·         Set realistic goals for improvement in the five components of fitness

·         Manage personal health habit information through the use of activity, diet, hydration, and sleep logs

·         Identify safety concerns associated with a variety of activities

Five for Life (Focused Fitness 2005)

 

 

K-8

 

 

Students will develop a growing understanding of : 

·         Injury, prevention and personal safety

·         Nutrition

·         Functions of the body 

·         Growth and development cycle of family life

·         Substance abuse prevention

·         Community health and safety (violence prevention)

·         Self worth, mental and emotional health

·         Environmental and consumer health

The Great Body Shop, published by The Children’s Health Market, Inc. (2007)

 body shop

Resources for Teachers

 Resources For Parents

Grade 9

 

 

Students develop concepts of: 

·         Health and wellness

·         Consumer health

·         Nutrition

·         Mental/emotional health

          Medicines and drugs

·         Diseases

·         Injury prevention

Health & Wellness, published by Glencoe/McGraw-Hill (2008)

 

Project Alert (Tobacco Prevention Curriulum) published by the BEST Foundation through a multi-year grant from Conrad N. Hilton Foundation

 

 


HIV/AIDS Gr. 5-12 State-Mandated Curriculum


Grade 5

 

 

·         Distinguish between healthy concern and unhealthy fear.

·         Understand that HIV is hard to catch, affects few children and is preventable.

·         Distinguish between illnesses caused by germs and those caused by other factors (i.e., genes, chemicals).

·         Define "communicable disease" and give examples.

·         Discuss ways in which HIV is and is not passed.

The Great Body Shop, Gr. 5, published by The Children’s Health Market, Inc. (2007)

 

 

Grades 6-8

 

 

  • Emphasizes the importance of sexual abstinence outside lawful marriage and avoidance of substance abuse in controlling disease. 
  • Teaches students which behaviors place a person (dangerously) at risk for HIV infection and methods to avoid such risk. These include the dangers of drug abuse, especially those involving the use of hypodermic needles; and the dangers of sexual intercourse, with or without condoms.
  • Stresses that abstinence from sexual activity is the only certain means for preventing the transmission of HIV through sexual contact.
  • Teaches that condoms and other artificial means of birth control are not a certain means of preventing the spreads of HIV and that reliance on condoms puts a person at risk for exposure to the disease.

The Great Body Shop, Gr. 6, published by The Children’s Health Market, Inc. (2007)

KNOW HIV/STD Prevention Curriculum, published by the Office of the Superintendent of Public Instruction (selected passages)

Family Life and Sexual Health (F.L.A.S.H.) Curriculum, published by Public Health – Seattle & King County  (selected passages)

Grade 9

 

 

  • Emphasizes the importance of sexual abstinence outside lawful marriage and avoidance of substance abuse in controlling disease.
  • Teaches students which behaviors place a person (dangerously) at risk for HIV infection and methods to avoid such risk. These include the dangers of drug abuse, especially those involving the use of hypodermic needles; and the dangers of sexual intercourse, with or without condoms.
  • Stresses that abstinence from sexual activity is the only certain means for preventing the transmission of HIV through sexual contact.
  • Teaches that condoms and other artificial means of birth control are not a certain means of preventing the spreads of HIV and that reliance on condoms puts a person at risk for exposure to the disease.


Health & Wellness, published by Glencoe/McGraw-Hill (2008)

 

 KNOW HIV/STD Prevention Curriculum, published by the Office of the Superintendent of Public Instruction (selected passages)

Family Life and Sexual Health (F.L.A.S.H.) Curriculum, published by Public Health – Seattle & King County  (selected passages)

 

Video  Understanding HIV and AIDS.  Human Relations Media. (2006)

Grade 10

 

 

  • continue to provide students with technical information about HIV/AIDS, and
  • develop students’ understanding of how this disease affects the daily lives of young people who have been infected. 

Video   Blood Lines:  A View into the Souls of HIV+ Youth.  Jako, Jennifer and Guberman, Rebecca.  (2002)

 

 

Grade 11

 

 

  • continue to provide students with technical information about HIV/AIDS, and
  •  provide students with the opportunity to have questions about HIV/AIDS answered by a health educator or health care professional.  

Video  HIV/AIDS 101.  AIMS Multimedia.  (2002)

 

 

Grade 12

 

 

  • continue to provide students with technical information about HIV/AIDS including the difference between HIV and AIDS, the methods by which the disease is transmitted, and methods for preventing infection.
  • provide students with information about the global and social consequences of the HIV/AIDS epidemic.  

Video  Pandemic:  Facing AIDS.  Kennedy, Rory and Richardson, Nan.  Moxie Firecracker Films/Umbrage Editions.  (2002)

 

 




TECHNOLOGY:   The health and fitness program should help all students to appropriately utilize technological tools to broaden understanding of health and fitness, gather and analyze data, monitor progress toward personal goals, and communicate and collaborate with others. 

Effective use of instructional technology  . . .

  • Helps students acquire information and investigate questions or problems related to health and fitness.
  • Helps students to gather, store, analyze, and apply data and information to monitor progress and make decisions related to personal wellness.
  • Provides  authentic opportunities for students to use technology in ways that reflect current practice in the fields of health and fitness. 
  • Broadens the learning community by creating networks for collaboration and information exchange.

 

 

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