Health Education - Grade 5

Course Description:
The program includes information on and practice of resistance skills regarding alcohol and other drugs. The program provides students with basic information on drugs and their effects and explains causes of substance abuse. New concepts are introduced at this grade level and others are maintained, reinforced, and expanded upon. The program also includes information on the onset of puberty and includes an introduction to HIV/AIDS awareness and prevention. The curriculum emphasizes self-concept, coping skills and social skills.

In general, the curriculum advocates abstinence and the avoidance of unhealthy behaviors and risk situations which reduce personal choice. Students will be encouraged to seek guidance and clarification of their values through their families, places of worship, or other appropriate counselors.

The curriculum promotes behavior which is physically, socially, emotionally, and intellectually healthy.

Course Proficiencies:
The following list of proficiencies describes what students are expected to know and be able to do as a result of successfully completing this course. The proficiencies are the basis of assessment of student achievement. The learner will demonstrate the ability to:

1.	Describe the physical and behavioral effects of smoking, inhaling others smoke, and chewing tobacco.
2.	Explain the physical and behavioral effects of alcohol.
3.	Discuss the behavioral effects of drugs, particularly marijuana.
4.	Describe the physiological and behavioral effects of using cocaine.
5.	Review information about drugs and chemical dependency.
6.	Identify chemical dependency as a treatable disease.
7.	Identify key helping resources in her/his school.
8.	Identify sources of help for problems related to alcohol and other drugs.
9.	Identify potential risk situations.
10.	Use refusal skills to keep her/his friends, have fun, stay out of trouble, and stay in control.
11.	Identify steps to make good decisions.
12.	Identify stressful situations in her/his life.
13.	Recognize how stress affects her/him.
14.	Identify and practice ways to deal with stress.
15.	Identify things to do that are fun, safe, and healthy.
16.	Give affirmations to others when they make mistakes or do not do well.
17.	Recognize the importance of a positive self-image for his/her role in relationships.
18.	List the ground rules for discussion that promote a safe atmosphere in which respect for self, family, and others is demonstrated.
19.	Relate the importance of communication in family and social living.
20.	Explain the developmental patterns of humans.
21.	Identify the endocrine system and the basic functions of the pituitary and reproductive glands.
22.	List the secondary sex characteristics.
23.	Recognize the necessity for personal cleanliness and good health.
24.	Explain the basic process of menstruation and ovulation.
25.	Describe the difference between a virus and a disease.
26.	Explain the basic function of the immune system.
27.	Identify the acronyms HIV (Human Immunodeficiency Virus) and AIDS (Acquired Immune Deficiency Syndrome).
28.	Identify the methods of HIV transmission.
29.	Identify the methods of preventing HIV transmission and infection.
30.	Describe the basic functions of the vitamins, minerals, and nutrients absorbed daily from a balanced diet.

Assessment:
1. 2. 3. 4. 5.	oral presentations role playing discussions demonstrations written class and homework assignments

Board Adopted Materials:
.	Here's Looking at You 2000, Roberts, Fitzmahan & Associates 1991 "Meet the New You"(for boys), Marsh Video 1988 "Meet the New You" (for girls), Marsh Video 1988 NJN-Slim Goodbody- presentation on AIDS/HIV, AIT/SGC INC. 1988

Physical Education - Grades K-5

Course Description:
The physical education curriculum will offer activities in the following categories.

1. 2. 3. 4. 5. 6. 7.

movement education/exploration games of low organization stunts and tumbling physical fitness orientation recreation activities and games team sports individual and dual sports

The above activities will provide the foundation for continued movement of more refined movement challenges offered in the middle school physical education curriculum.

Course Proficiencies:
The following is a list of proficiencies that describes what students are expected to know and be able to do as a result of successfully completing this course. The proficiencies are the basis of the assessment of student achievement. The learner will demonstrate the ability to:

1.	Develop the five basic locomotor movement patterns (running, skipping, galloping, leaping and sliding).
2.	Demonstrate gross motor coordination, special awareness, balance, eye hand and eye foot accuracy and coordination.
3.	Develop and improve the five components of physical education: aerobic fitness, muscular strength/endurance, absolute strength, flexibility, and body composition.
4.	Follow rules.
5.	Share equipment and take turns.
6.	Demonstrate proper sportsmanship.
7.	Demonstrate the ability to play cooperatively.
8.	Exhibit an understanding of the simple strategies necessary to participate in team sports.
9.	Demonstrate the ability to perform skills in soccer including instep, shot, passing, and shooting with the inside and outside of the foot.
10.	Demonstrate skills in football including kicking, passing, and catching. and stay in control.
11.	Demonstrate skills in softball including hitting, fielding, throwing, and base running.
12.	Demonstrate skills in basketball including dribbling, passing and shooting.
13.	Demonstrate skills in floor hockey, including stick handling, passing, shooting, and goal tending.
14.	Demonstrate skills in volleyball, including serving, setting, and digs/bumps.
15.	Demonstrate the basic skills necessary to play racket sports including forehand, backhand, and serve.
16.	Demonstrate the ability to properly grip and swing a golf club and perform a putt.
17.	Demonstrate the ability to properly approach and deliver a bowling ball.
18.	Demonstrate the stance, approach and release of a bowling ball.
19.	Understand the scoring procedures for bowling, golf, and racket sports.
20.	Demonstrate the ability to play and score shuffle board, horseshoes, tether ball, badminton, and hopscotch.
21.	Demonstrate the appropriate skills necessary to play horseshoes, around the world in basketball, stick ball, power 500 in baseball, wall tennis, one vs. one basketball, frisbee, and four square.
22.	Demonstrate the ability to roller blade/skate skillfully and respect the safety of themselves and others.
23.	Perform the self-testing challenges of the balance stand, stork stand, smell the toe, hell tap, tripod pod, and 2, 3, and 4 point balances.
24.	Perform the dual stunts including tuck and stand, double crab, wheel barrow, rocker walking chair, partner handstand, shoulder stand, hand-knee-shoulder balance, and stand on hand.
25.	Develop the basic tumbling skill of forward roll, backward roll, egg roll, log roll, shoulder roll, cartwheel, round off, and back arch.
26.	Demonstrate the ability to perform balance beam skills including walk forward and backward, gallop walk, dip walk, toe turn, squat turn, side ways walk, pivots, and pick ups.
27.	Demonstrate the ability to perform skills on the parallel bars including, simple swings, skin the cat, bird nest, and dismount.
28.	Develop and improve his/her level of physical fitness.

Assessment:
1.	Teacher observation of student participation in drills, lead up activities and game situations.
2.	Motor skill assessments
3.	Pre and post testing.
4.	Adequate dress for safe participation in activities.

Health - Grade 6

Course Description:
The middle school health program is a comprehensive curriculum designed to meet the needs of the adolescent individual. It addresses many of the topics which are critical in today's society including: health enhancing behaviors, family life and social health, body systems, nutrition, substance awareness, cardiovascular diseases and cancer.

In general, the curriculum advocates abstinence and the avoidance of unhealthy behaviors and risk situations. Students will be encouraged to seek guidance and clarification of their values through their families, places of worship, or other appropriate counselors.

The curriculum promotes behavior which is physically, socially, emotionally, and intellectually healthy.

Course Proficiencies:
The following list of the proficiencies describes what students are expected to know and be able to do as a result of successfully completing this course. The proficiencies are the basis of assessment of student achievement. The learner will demonstrate the ability to:

1.	Explain what constitutes health enhancing behaviors.
2.	Identify healthful behaviors and recognize risk behaviors and risk situations.
3.	Identify refusal skills.
4.	Identify the varied roles and responsibilities in families.
5.	Recognize the varied family structures in society.
6.	Explain the function of the digestive, circulatory, respiratory, and urinary systems.
7.	Identify the six nutrients, their functions, sources and deficiencies.
8.	Identify seven dietary guidelines.
9.	Describe how drugs affect the body, with emphasis on nicotine.
10.	Define psychological and physical dependence associated with drug use.
11.	Identify ways to stay drug free.
12.	Identify ways to reduce the risk of cardiovascular disease.
13.	Identify ways to reduce the risk of cancer.

Assessment:
1. 2. 3. 4. 5. 6.	class discussion worksheets homework quizzes tests projects

Board Adopted Materials:
	Title: Publisher: Copyright:	Totally Awesome Health (Grade 6) Meeks Heit Publishing Company 1999

Health - Grade 7

Course Description:
The middle school health program is a comprehensive curriculum designed to meet the needs of the adolescent individual. It addresses many of the topics which are critical in today's society including: health enhancing behaviors, family life and social health, body systems, nutrition, substance awareness, cardiovascular diseases and cancer.

In general, of the curriculum advocates abstinence and the avoidance of unhealthy behaviors and risk situations which reduce personal choice. Students will be encouraged to seek guidance and clarification of their values through their families, places of worship, or other appropriate counselors.

The curriculum promotes behavior which is physically, socially, emotionally, and intellectually healthy.

Course Proficiencies:
The following list of the proficiencies describes what students are expected to know and be able to do as a result of successfully completing seventh grade health. The proficiencies are the basis of assessment of student achievement. The learner will demonstrate the ability to:

1.	Identify how to achieve a healthful lifestyle.
2.	Identify responsible decision making.
3.	Outline the qualities of loving, respectful and responsible relationships.
4.	Use conflict resolution skills in a role play situation.
5.	Compare and contrast qualities of healthful and harmful relationships.
6.	Analyze the influence of peers and the media on risk behaviors, injuries, and violent behavior.
7.	Introduce qualities for healthful relationships with opposite sex.
8.	Explain the physical, emotional and social characteristics of puberty and adolescence.
9.	Describe the different stages of HIV/AIDS infection.
10.	Describe different treatments for HIV/AIDS understanding that there is no cure.
11.	Explain the importance of taking responsibility for one's own body by not engaging in risky behaviors.
12.	Describe how to maintain desirable weight.
13.	Identify causes, effects, and treatment of eating disorders and how to offer help to an individual who suffers from such a disorder.
14.	Identify the effects of alcohol on the body.
15.	Discuss alcoholism and its effects.
16.	Identify treatment for alcoholism.
17.	Explain the benefits of regular physical activity.
18.	Discuss and apply basic principles of training to fitness activities.
19.	Identify indicators used to monitor and improve performance.
20.	Develop a personal fitness plan.

Assessment:
1. 2. 3. 4. 5. 6.	class discussion worksheets homework quizzes tests projects

Board Adopted Materials:
	Title: Publisher: Copyright:	Totally Awesome Health (Grade 7) Meeks Heit Publishing Company 1999

Health - Grade 8

Course Description:
The middle school health program is a comprehensive curriculum designed to meet the needs of the adolescent individual. It addresses many of the topics which are critical in today's society including: health enhancing behaviors, family life and social health, body systems, nutrition, substance awareness, cardiovascular diseases and cancer.

In general, the curriculum advocates abstinence and the avoidance of unhealthy behaviors and risk situations which reduce personal choice. Students will be encouraged to seek guidance and clarification of their values through their families, places of worship, or other appropriate counselors.

The curriculum promotes behavior which is physically, socially, emotionally, and intellectually healthy.

Course Proficiencies:
The following list of the proficiencies describes what students are expected to know and be able to do as a result of successfully completing eighth grade health. The proficiencies are the basis of assessment of student achievement. The learner will demonstrate the ability to:

1.	Recognize symptoms of depression.
2.	Identify indicators that a person may be considering suicide and strategies for prevention.
3.	Demonstrate practical applications of stress management skills.
4.	Identify concepts for developing meaningful relationships.
5.	Describe standards for dating and strategies for saying "no" to sexual activity.
6.	Describe the hardships and responsibilities of teenage parenthood for everyone involved.
7.	Explain the function of the male and female reproductive system.
8.	Explain the phases of the menstrual cycle.
9.	Explain the process of conception.
10.	Explain prenatal care and the impact on fetal development.
11.	Discuss the health risks of sexual activity and how sexual abstinence prevents such risks.
12.	Identify common Sexually Transmitted Infections and describe their symptoms.
13.	State common causes of STI's.
14.	Describe diagnostic procedures for STI's.
15.	Develop strategies to support sexual abstinence.
16.	Identify the different pathogens that cause disease.
17.	Explain how antibodies and vaccines prevent diseases.
18.	Identify signs, symptoms, treatment, and prevention for communicable diseases, HIV, and AIDS.
19.	Identify signs of chemical dependence.
20.	Explain the effects of stimulants, sedative-hypnotic narcotics, marijuana, hallucinogens, anabolic steroids, and inhalants.
21.	Identify and explain how to access resources for information, support, and treatment of problems related to the use and abuse of chemical substances.
22.	Identify the major concerns of adolescents and how drugs affect those feelings.
23.	Identify healthy ways to have fun and stay drug free.
24.	List the STI's that can be transmitted even when condoms are used.
25.	List family recommended options for dating.
26.	Identify the only 100% effective prevention of pregnancy and STI's is to abstain from sexual intimacy.

Assessment:
1. 2. 3. 4. 5. 6.	class discussion worksheets homework quizzes tests projects

Board Adopted Materials:
	Title: Publisher: Copyright:	Totally Awesome Health (Grade 8) Meeks Heit Publishing Company 1999

Physical Education - Grades 6-7-8

Course Description:
All students (unless medically excused) must participate in three years of health and physical education. The curriculum will consist of four nine week sessions. Students will be in physical education during three of these four sessions and in health education for the remaining session. The physical education curriculum will offer activities in each of the following categories: team sports - to develop applicable skills and knowledge pertaining to team sports; fitness and conditioning - to demonstrate knowledge of appropriate methods for improving strength, flexibility and cardiovascular endurance and muscular endurance; and, individual and dual sports - to develop applicable skills and knowledge pertaining to individual and dual sports.

Course Proficiencies:
The following list of proficiencies describes the proficiencies students are expected to know and be able to do as a result of successfully completing this course. The proficiencies are the basis of assessment of student achievement. The learner will demonstrate the ability to:

1.	Perform appropriate skills pertaining to each individual unit course content.
2.	Comprehend rules for the various team and individual sports.
3.	Make use of and understand strategies of team and individual sports.
4.	Develop proper attitudes towards safety.
5.	Understand suitable care and use of equipment.
6.	Develop appreciation and enjoyment of participation in team sports.

Team and Individual Sports:

1.	Basketball: dribbling, passing, shooting
2.	Football: passing, catching, running, kicking/punting
3.	Soccer: dribbling, passing, trapping, shooting, throw-in
4.	Softball: throwing, catching, batting, base running, fielding
5.	Volleyball: passing-dig, serving-overhead pass, underhand, overhand
6.	Lacrosse: throwing-overhand, sidearm, shovel pass; catching, scooping
7.	Floor Hockey: stick control-dribbling, passing, trapping, shooting-stick side, backhand
8.	Speedball: dribbling, passing, trapping, shooting, conversion ground to air, catching
9.	Ultimate Frisbee: catching, throwing, passing
10.	Floor Tennis: forehand, backhand, serving, scoring
11.	Track and Field: baton passing, sprints, middle distance, relays, long jump, mile

Fitness and Conditioning:

1.	Rope jumping
2.	Cooperative games and activities
3.	Walking/running
4.	Physical fitness testing
5.	Aerobics, calisthenics

Assessment:
Evaluation Criteria:
1.	Teacher observation of student's participation in drills, lead up activities and game situations.
2.	Skill assessment/testing where appropriate.
3.	Adequate dress for safe participation in activities.
4.	Social conduct and sportsmanship for safe participation in activities.
5.	Following directions.
Fitness and Conditioning:
1.	Comprehend and apply appropriate methods of warming-up prior to exercise.
2.	Develop appreciation and enjoyment of participation in fitness activities.
3.	Demonstrate an understanding of the components of health and skill-related fitness.

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