& Health, Physical Education,
Family and Consumer Sciences

Resource Guide
The State Education Department The University of the State of New York

http://www.nysed.gov

CONTENTS

Health Education: Content Outline (Back to top)

This content outline for health education, developed by two health educators, links New York State learning standards to the areas of study for K-12 Health Education. The number(s) in bold after each performance indicator reference the appropriate learning standard.

 

Human Growth and Development

Elementary

Standard(s)

Intermediate

Standard(s)

Commencement

Standard(s)
At the elementary level, students will:
  • recognize and use appropriate (anatomical) terms for body parts and functions      1
  • recognize that individuals develop in a sequence with varying rates and unique patterns      1
  • understand that a person’s physical appearance is determined by both heredity and family patterns      1
  • identify the biological differences between males and females      1
  • relate personal health practices to changes that occur during puberty.      1
At the intermediate level, students will:
  • respect an individual’s right to privacy while acknowledging the need to communicate effectively concerning the parts and functions of the human body      1, 2
  • relate developmental changes in their own lives to family patterns      1
  • analyze how their physical appearance is related to family patterns      1
  • comprehend how the biological differences between males and females contribute to an individual’s role in reproduction      1
  • understand the need to alter health practices to meet the changes occurring in their bodies as a result of the changes associated with puberty.      1
At the commencement level, students will:
  • respect the complex interactions of the human body’s parts and their respective functions      1
  • appreciate the unique patterns of development and change that occur throughout the life cycle      1
  • select physical activities appropriate to an individual’s body type, family background, and life style      1
  • appreciate the responsibilities associated with sexuality throughout the life cycle      1
  • give priority to the personal health practices associated with the changes that occur throughout the life cycle.      1
Summary: Elementary students recognize how the basic body systems function together in individual patterns of development. Students understand the basic patterns of development that govern the changes that occur as males and females mature. Summary: Intermediate level students integrate knowledge of the basic body systems with an understanding of the changes that accompany puberty. As part of this understanding students alter their own personal health practices to respond to and meet the changing nature of their own development. Summary: Commencement level students integrate a thorough knowledge of individual patterns of growth and development with health practices appropriate for their life.

 

 

Emotional Health (Back to top)

Elementary

Standard(s)

Intermediate

Standard(s)

Commencement

Standard(s)
At the elementary level, students will:
  • recognize healthy and unhealthy ways to deal with emotional conflict      1, 2
  • show consideration for the emotional needs and feelings of others      2
  • recognize that emotional problems can become serious enough to require professional help.      2, 3
At the intermediate level, students will:
  • demonstrate healthy ways to deal with emotional conflict      1, 2
  • describe how a person’s emotional needs and feelings contribute to overall health      1
  • identify age-appropriate resources individuals may use to assist them with personal, family, or work-related emotional problems.      3
At the commencement level, students will:
  • employ several different skills to successfully resolve conflicts      2
  • demonstrate a respect for the emotional needs and problems that others face      2
  • demonstrate an understanding of how to obtain appropriate assistance for their own or family members’ emotional problems      2
  • understand methods of helping others obtain appropriate assistance for emotional problems.      3
Summary: Elementary level students learn to identify positive means of dealing with emotions while learning to recognize and reduce unhealthy responses. Students learn positive methods of dealing with conflicts including how to seek help for problems. Summary: Intermediate level students examine their behavior and that of others for positive and negative ways of dealing with their emotions. Students learn to use appropriate resources to assist them in dealing with problems. Summary: Commencement level students will utilize good emotional health practices and numerous skills to improve their own and others’ emotional health. Students will demonstrate an ability to obtain age-appropriate assistance for those with emotional health problems.

 

 

Nutrition (Back to top)

Elementary

Standard(s)

Intermediate

Standard(s)

Commencement

Standard(s)
At the elementary level, students will:
  • identify nutrient groups found in food (protein, carbohydrates, fat, vitamins, minerals, and water)      1
  • explain how eating nutritionally-balanced meals and snacks has a positive effect on one’s health      1
  • discuss how family and friends influence one’s food choices      1
  • discuss guidelines for the safe storage of food      2
  • identify opportunities to reduce food waste and promote recycling      2
  • examine how advertising affects personal food choices.      1
At the intermediate level, students will:
  • select foods that are needed to maintain health      1
  • discuss nutrients and explain how food supplies the nutrients needed for growth, development, repair, and maintenance of the body      1
  • recognize factors that influence food choices (social, cultural, economic, availability, and production)      1
  • identify local, state, and federal agencies responsible for food safety and sanitation      2, 3
  • demonstrate ways to positively influence recycling to reduce food waste and maintain safety      2, 3
  • identify resources available for evaluating nutritional information.      1, 3
At the commencement level, students will:
  • assess personal dietary patterns to adjust nutrient and caloric intake depending on age, activity level, and physiological state      1
  • develop dietary plans to incorporate changing nutritional requirements that occur throughout one’s life      1
  • use problem solving strategies to solve food access issues and nutrition-related problems      1, 3
  • apply principles of food safety and sanitation in selecting and preparing food      2
  • develop a plan to reduce waste and increase recycling and food safety within the community      2, 3
  • employ skills related to reading nutritional information on labels when selecting food.      1
Summary: Elementary students identify the functions of nutrient groups and how they affect health. They recognize many influences on food choices. They learn to store food safely and seek ways to promote recycling. Summary: Intermediate level students can select healthy foods and understand their importance to health. They recognize factors affecting food choices. They can identify resources to make healthy decisions regarding food safety and sanitation. Summary: Commencement level students analyze personal dietary habits and indicate ways to improve or maintain optimum health. They address nutritional deficiencies caused by social, political, and economic factors. Students apply food safety and sanitation principles to their community and identify ways they can contribute positively.

 

 

Environmental Health (Back to top)

Elementary

Standard(s)

Intermediate

Standard(s)

Commencement

Standard(s)
At the elementary level, students will:
  • identify resources that individuals may consult for accurate information concerning the environment      3
  • identify the personal, emotional, social, and physical elements of the environment that contribute to an individual’s safety, well being, and enjoyment of life      1, 2, 3
  • understand their responsibility to have a positive personal impact on the environment.      2, 3
At the intermediate level, students will:
  • use resources to assess the impact of personal decisions on the environment      2, 3
  • initiate changes in their personal environment that contribute to the development of a safer and healthier environment       2
  • understand the need for personal involvement in improving the environment.      3
At the commencement level, students will:
  • participate in making decisions to improve the overall quality of the environment      2, 3
  • practice environmentally safe and healthy lifestyles      1, 2
  • advocate for a healthy environment for individuals, families, and society.      2, 3
Summary: Elementary students identify how they may use resources to make decisions that improve the quality of their personal environment. They learn to accept limited responsibility for their personal impact on the environment. Summary: Intermediate level students learn to use resources to assess how their personal actions can contribute to the development of a safer and healthier environment. Summary: At the commencement level, students accept responsibility for their role in creating a healthy environment. Students participate in environmental decisions and advocate for an environmentally healthy life.

 

 

Family Life Education (Back to top)

Elementary

Standard(s)

Intermediate

Standard(s)

Commencement

Standard(s)
At the elementary level, students will:
  • recognize that various family structures exist      3
  • realize that any tasks, jobs, or occupations can be done by males and females      1,3
  • demonstrate qualities of friendship      1
  • identify how bodies change as children grow      1
  • recognize, refuse, and report incidences of abuse or neglect.      2, 3
At the intermediate level, students will:
  • summarize various kinds of families and how family members nurture one another      1
  • differentiate roles and relationships within the family      1
  • predict how and why friendships change      1
  • clarify reasons for abstinence from sexual activity      1, 2
  • explain emotional and physical changes that occur during puberty      1
  • define and describe positive/healthy relationships between and among males and females      1, 2
  • demonstrate techniques for preventing and reporting various types of abuse and neglect including date rape, sexual assault, incest, and molestation.      2, 3
At the commencement level, students will:
  • analyze the skills, attitudes,and behaviors necessary to become a competent parent      2, 3
  • explore careers and discuss how families are affected by career choice      3
  • compare and contrast mature and immature love      1
  • evaluate responsibilities and consequences of sexual activity      1, 2
  • understand personal, psychological, emotional, and physical benefits of delaying sexual activity      1
  • explore the changes in physical and sexual functioning that occur throughout the life cycle      1
  • research various methods of contraception and the effectiveness of each      1
  • analyze psychological and sociological assets which reduce or eliminate dating violence, date rape, and sexual assault.      2
Summary: Elementary level students describe different kinds of families and how members care for one another. They examine qualities of friendship. They recognize how bodies grow and change. They can recognize, refuse, and report sexual abuse. Summary: Intermediate level students recognize how families shape values and attitudes. Adolescent issues are examined. Puberty changes are identified. Abstinence from sexual activity is recognized as the safest way to prevent sexually transmitted diseases. Refusal skills are demonstrated to resist sexual abuse. Summary: Commencement level students examine how the family is the basic unit of society. They analyze skills, attitudes, and behaviors needed to become a responsible parent. Students learn how dating, teen pregnancy, and sexual activity affect friendships. Consequences of sexual activity are evaluated with an emphasis on abstinence as the most effective method of contraception and of preventing sexually transmitted diseases.

 

 

Diseases and Disorders (Back to top)

Elementary

Standard(s)

Intermediate

Standard(s)

Commencement

Standard(s)
At the elementary level, students will:
  • compare and contrast infectious and non-infectious diseases      1
  • examine the chain of infection and know how to break it      1, 2
  • understand the role of personal behavior in health promotion and disease prevention      1, 2, 3
  • appreciate how many diseases can be avoided or minimized by one’s personal health behaviors      1, 2
  • protect themselves and others by taking age-appropriate steps to avoid the spread of disease      1, 2
  • identify possible causes, effects, and treatment of disabilities and methods of prevention      1
  • discuss resources available for dealing with diseases and disorders.      3
At the intermediate level, students will:
  • demonstrate an understanding of infectious disease transmission      1
  • assess the relationship between the body’s immune system and the disease process      1
  • identify and practice health-related behaviors which promote health and reduce health risks related to sedentary life style; nutrition; tobacco, alcohol, and other drug use; sexual activity; and injury      1, 2
  • respect how personal health behaviors enhance health and reduce or minimize disease      1, 2
  • promote health behaviors that reduce risks associated with diseases and disorders      1, 2
  • describe how hereditary, environmental, and life style factors affect health      1
  • select community resources available for dealing with diseases and disorders.      3
At the commencement level, students will:
  • project how infectious disease transmission can be interrupted      1
  • evaluate the body’s defense mechanisms for interrupting the disease process      1
  • practice health-related behaviors which promote health and reduce lifetime risks, risks of cancer, cardiovascular disease, and other life style-related diseases      1, 2
  • advocate the positive effects of behavioral choices related to diseases      2, 3
  • understand that behaviors can reduce the risk of diseases, disorders, and disabilities      1, 2
  • predict the consequences of negative environmental and life style factors on diseases, disorders, and reproductive health      1, 2
  • obtain community resources for dealing with diseases and disorders when needed.      3
Summary: Elementary level students are knowledgeable about factors that lead to the development of diseases and disorders. They demonstrate an understanding between personal health behaviors and diseases. They appreciate the personal responsibility involved in reducing risks associated with disease and disability. Summary: Intermediate level students understand how diseases develop and ways to prevent or control diseases. They examine the relationships between personal health behaviors and diseases. They learn to respect how these behaviors reduce or minimize preventable diseases. Summary: Commencement level students can predict how infectious disease transmission can be interrupted. They practice behaviors to minimize risk, and they advocate the positive effects of behavioral choices related to diseases. They develop personal, family, and community goals related to the reduction of diseases and disorders. They promote the enhancement of health and well-being.

 

 

Tobacco, Alcohol, and Other Drugs (Back to top)

Elementary

Standard(s)

Intermediate

Standard(s)

Commencement

Standard(s)
At the elementary level, students will:
  • identify the harmful effects of misusing or abusing alcohol, tobacco, and other drugs      1, 2
  • articulate a variety of ways to say no to alcohol, tobacco, and drugs.      1, 2
At the intermediate level, students will:
  • differentiate among the short- and long-term effects of alcohol, tobacco, and other drug use      1, 2
  • develop an understanding of the manner in which the home, the school, and the community can influence, alcohol, tobacco, and other drug use behaviors      1, 2, 3
  • practice a variety of problem-solving, communication, and stress-management skills to resist alcohol, tobacco, and other drugs.      1, 2
At the commencement level, students will:
  • formulate appropriate strategies for dealing with a person’s alcohol or drug use in the home, in a motor vehicle, or within a school or work site.      1, 2, 3
  • identify how alcohol, tobacco, and other drug use can affect pregnancy, newborns, and child growth and development      1
  • initiate a variety of problem-solving, communication, and stress-management skills to resist alcohol, tobacco, and other drugs.      1, 2
Summary: Elementary level students are knowledgeable about the general effects of alcohol, tobacco, and other drug use, misuse, and abuse. They demonstrate the personal, social, and resistance skills needed to promote non-use of alcohol, tobacco, and other drugs. Students understand the skills needed to make healthful choices related to the non-use of alcohol, tobacco, and other drugs. Summary: Intermediate level students will comprehend the short- and long-term effects of alcohol, tobacco, and other drug use, misuse, and abuse. They articulate the personal, social, and resistance skills needed to promote non-use of alcohol, tobacco, and other drugs. Summary: Commencement level students evaluate the adverse short- and long-term effects of alcohol, tobacco, and other drug use, misuse, and abuse. They pursue the personal, social, and resistance skills needed to promote non-use of alcohol, tobacco, and other drugs.

 

 

Consumer Health (Back to top)

Elementary

Standard(s)

Intermediate

Standard(s)

Commencement

Standard(s)
At the elementary level, students will:
  • identify people who can help if illness or injury occurs      3
  • discuss health care practices and products      1
  • identify reliable sources of consumer health information.      3
At the intermediate level, students will:
  • identify reasons for selecting health care products or services      1
  • explain state and federal laws that protect the consumer      3
  • discuss criteria for being an informed consumer.      3
At the commencement level, students will:
  • evaluate criteria for selecting health care products or services      1, 3
  • participate in consumer rights and practice responsibilities      3
  • develop knowledge necessary to determine whether advertising claims are accurate, misleading, or deceptive.      3
Summary: Elementary level students identify people who can help when illness or injury occurs. They identify products or services that contribute to health. They examine the reliability of advertising claims. Summary: Intermediate students learn the importance of being an informed consumer. They identify consumer protection agencies. Health issues of various populations are addressed; students assess how these populations might be susceptible to consumer fraud. Summary: Commencement level students identify criteria to measure the accuracy, reliability, and validity of claims for health care products or services. Students demonstrate an understanding of how to act responsibly when health care products or services are not adequate or accurate.

 

 

Safety/First Aid (Back to top)

Elementary

Standard(s)

Intermediate

Standard(s)

Commencement

Standard(s)
At the elementary level, students will:
  • recognize an unsafe condition and take appropriate action to reduce the hazard      2
  • participate in safety drills and basic first aid training      2
  • discuss precautions and procedures to follow in dangerous events such as weather conditions or natural disasters      2
  • identify steps used in conflict resolution.      2
At the intermediate school level, students will:
  • anticipate situations that could increase the risk of injury and select risk-reducing strategies to effectively deal with that situation      2
  • demonstrate and prioritize emergency procedures to be followed when injury, illness,or accidents occur      2
  • distinguish between hazards in the environment that are produced by people and those that are a result of natural phenomena      2
  • compare and contrast violent behavior with conflict resolution skills.      2
At the commencement level, students will:
  • design and implement a plan to improve safety in the home, school, work place, or community      2
  • using universal precaution, apply first aid, CPR and/or other emergency procedures appropriately      2
  • recognize how fatigue, drugs, alcohol, and stress increase accidents and injury      2
  • employ conflict resolution skills within the home, school, work place, and community.      2
Summary: Elementary level students understand basic safety rules to prevent accidents and injury. They are active participants in safety drills and first aid. They recognize when something is potentially dangerous and analyze how to minimize the risk involved. Summary: Intermediate level students apply the knowledge of safety education and first aid. They begin to recognize how some hazards are environmental, while others are caused by people. They practice risk-reduction strategies. Summary: Commencement level students appreciate how safety education and first aid training prevents accidents and injury. They expand their application of these principles from themselves to the world around them.

 

 

Community Health (Back to top)

Elementary

Standard(s)

Intermediate

Standard(s)

Commencement

Standard(s)
At the elementary level, students will:
  • identify community health resources appropriate for individuals and families      3
  • ask health care providers questions concerning health care needs      3
  • discuss how family members contribute to health care      3
  • practice good health care habits      1
  • discuss health decisions that need to be made when someone gets injured.      1
At the intermediate level, students will:
  • discuss community health services and community needs for services with classmates and families      3
  • recognize how public health strategies can be applied in the resolution of health care problems      3
  • express individual health care needs and concerns to family members and to health care providers      3
  • explain how personal health habits contribute to wellness      1
  • explain how priorities are established when an emergency occurs.      1
At the commencement level, students will:
  • demonstrate an understanding of how to obtain health services appropriate for individual health needs     3
  • promote health care planning strategies used at the local, state, national, and international levels      3
  • analyze community health care problems and propose strategies for their resolution      3
  • participate knowledgeably in personal health caredecisions      1
  • prioritize critical health care decisions in their own lives, in their families life, and in public health care policy formation.      1 
Summary: Elementary students learn how to identify health resources, recognize who provides health services, and ask age- and culturally-appropriate questions concerning their own health care. Summary: Intermediate level students discuss health care services, categorize health resources, and recognize public health strategies. Students express their health care needs and concerns to family members and health care providers. Summary: Commencement level students determine which health care service(s) they need and access the appropriate service for themselves, friends, or family members. Students fully participate in health care planning, health care promotion, and in personal decisions related to health care.

 

 

 

Physical Education: Content Outline  (Back to top)

Philosophy of Physical Education

Physical education in the Mamaroneck Union Free School District is an integral and required part of the total educational experience. Our program is child-centered and focuses on participation in physical activity. Although physical activity is the centerpiece, other unique and worthy objectives are attained through a well planned program that offers a variety of activities and experiences. The professional staff teaches sport and movement skills, integrating the concepts of health and wellness, fair play, teamwork, and personal living skills, thereby nurturing a healthy and active life style.

 

LEARNING STANDARDS (Back to top)

As a result of the K-12 physical education instructional program, Mamaroneck students will:

Standard 1. Develop basic motor and manipulative skills which serve as a foundation for participation in a variety of physical activities.

KNOWS

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VALUES

 

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  • force is needed to change a motion
  • that the center of gravity changes with a change in position, e.g., sit-ups with hands behind neck versus across the chest
  • stability is increased by increasing the base of support.
  • demonstrate, while moving, a variety of relationships with an object
  • demonstrate large and small body shapes while stationary or moving
  • combine shapes, levels, and pathways into simple sequences
  • jump a self-turned swinging rope
  • hop, gallop, slide, leap, jump, walk, and run using a mature motor pattern
  • distinguish between straight, curved, and zig-zag pathways while moving
  • demonstrate clear contrasts between slow and fast speeds while moving
  • form round, narrow, wide, and, twisted body shapes alone and with partnermaintain appropriate body alignment during activity (carry, lift, pull, push)
  • catch an object thrown by self and by partner
  • quickly change direction in response to a signal
  • jump and land using a combination of take-off and landings
  • roll, without hesitation, in different directions
  • combine various movement patterns in time to music
  • strike a moving and stationary object with various body parts and with an implement
  • kick a rolling ball
  • skip, walk, and run using mature motor patterns
  • move in and out of a swinging rope held by others
  • continuously jump a swinging rope held by self or others
  • throw a ball demonstrating a side orientation
  • catch a thrown ball
  • lift own body weight while climbing over a wall
  • hang from a bar for 15 seconds.
  • positive feelings resulting from involvement in physical activity
  • the role physical activity plays in maintaining one’s health
  • participation in physical activity
  • participation in physical activity as an enjoyable experience
  • that skill development requires practice and effort.

 

 

KNOWS

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VALUES

 

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  • principles of absorption applied to catching and landing from a jump
  • the effects of friction, gravity, and water resistance on changes of force
  • principles of movement used to lift, climb, jump, and carry objects.
  • demonstrate proficiency in basic rope jumping skills
  • demonstrate competence in a variety of basic foundation skills, such as running, jumping, leaping, hopping, and throwing
  • perform manipulative skills with mature motor patterns (strike a ball with a racquet or bat, dribble with hand or foot)
  • throw a variety of objects demonstrating mature motor patterns
  • dribble a ball by foot or hand in order to prevent it from being taken away
  • consistently throw and catch while in a guarded position
  • direct a ball where desired by striking, kicking, throwing, or batting
  • throw a variety of balls for accuracy and distance
  • demonstrate competence in a variety of aquatics, sports, and skills
  • demonstrate appropriate movement patterns for participation in a variety of sports and games
  • participate in moderate to vigorous activities for a sustained period of time
  • move in relationship to others in a variety of games and activities.
  • participation in a wide variety of activities.

 

 

 

KNOWS

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  • principles of movement used to throw and strike
  • how to detect and correct errors in one’s personal movement patterns.
  • demonstrate mature motor patterns throwing a variety of objects
  • demonstrate mature motor patterns striking with a racquet, bat, paddle, or stick
  • demonstrate competence in at least one activity from each of the six categories (aquatics, dance, outdoor pursuits, individual activity, dual activity, and team activity).
  • participation in physical activity as a lifelong and enjoyable experience.

 

 

Standard 2. Understand the principles, concepts, and practices involved in the development and maintenance of personal health and fitness.

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  • the components of health-related fitness
  • the positive changes that occur to the body as a result of regular exercise
  • the body deteriorates as a result of inactivity
  • the role fats and cholesterol plays in blocking blood flow
  • the causes of a heart attack
  • heart rate increases with an increase in exertion
  • the location of different body parts
  • stretching helps to maintain and improve flexibility
  • the heart is a pump that pushes blood and oxygen through the system
  • location of the heart and pulse
  • how to set a fitness goal
  • how to identify positive health practices
  • physical activity has positive effects upon the mind as well as the body
  • physical activity promotes relaxation.
  • list and describe the components of health-related fitness
  • demonstrate appropriate activities for each component of fitness
  • regularly participate in warm-up and cool-down activities
  • listens to the heart beat with a stethoscope
  • sustain moderate forms of physical activity
  • maintain an aerobic activity for a specified amount of time
  • take pulse following participation in a variety of activities
  • participate in self-assessment of fitness
  • participate in fitness assessment of others
  • hang from a bar for 15 seconds.
  • the role physical activity plays in maintaining one’s health.

 

 

KNOWS

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VALUES

 

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  • problems associated with work in the heat/cold
  • principles of movement used to lift, climb, jump, and carry objects safely
  • therapeutic value of physical activity following a muscle injury
  • the role activity plays on weight control
  • the debilitating effects of drug abuse on the family and society
  • the negative effects of smoking
  • the effects of drugs on performance (cocaine, alcohol, steroids)
  • cues of poor fitness: heavy breathing after walking up a few flights of stairs
  • how to identify positive health habits
  • the effects of physical activity on the risk factors of heart disease
  • the time and effort needed for improvement in fitness
  • physiological changes that occur in the body as a result of training
  • the role of blood and oxygen in preventing fatigue
  • the many activities, games, and outdoor pursuits that help promote fitness
  • the differences between cardiovascular and muscular endurance
  • the various foods used for energy
  • negative influence on blood flow as a result of consumption of fat and cholesterol
  • role of beverages in fluid replacement
  • improvement in fitness requires work and effort.
  • use proper form and technique when stretching
  • recover from moderate to vigorous activity in an appropriate period of time
  • evaluate and analyze the time and effort needed for improvement in fitness
  • sets a goal for each component of fitness
  • explore personal limits through self-testing
  • participate in a sustained moderate activity for a specified amount of time (20 minutes) while maintaining a target heart rate
  • demonstrate computation of the target heart rate
  • participate in self-assessment of each component of fitness.
  • moderate physical activity as a prevention against disease and injury
  • that physical activity can help one’s mental as well as physical health
  • importance of healthful nutrition.

 

 

 

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  • wellness implies a positive life style
  • how to prepare a personal fitness program designed to improve the components of fitness.
  • establish goals relative to interpersonal skills, cooperation, leadership, and self-responsibility.
  • development and implementation of a program that relates to total wellness.

 

 

Standard 3. Demonstrate fair play, team work, and other personal living skills through cooperative and competitive activities.

 

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  • difference between positive and negative reinforcement.
  • celebrate successes and achievements in self and others
  • self-officiate oneself in a game
  • demonstrate consideration of others when participating in physical activities
  • share equipment with others
  • design a movement routine with a partner
  • sets a fitness goal.
  • personal successes and achievements in others
  • consideration of others.

 

 

 

KNOWS

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  • personal and group conduct appropriate for engaging in physical activities and games
  • ethical and unethical behavior during competition
  • differences in appropriate fan and athlete behavior when comparing a professional and school game
  • how to modify a game in order to allow for participation of the handicapped
  • the importance of evaluating the physical limitations of self and others.
  • seek out, participate with, and show respect for persons of like and different skill levels
  • seek out, participate with, and show respect for persons from different cultures
  • accept constructive criticism
  • use self-control when placed in a difficult situation
  • assume role of leader or follower for good of the group
  • demonstrate ability to work with teammates as well as opponents
  • establish a goal relative to interpersonal skills such as cooperative leadership or self-responsibility
  • Apply rules and courtesies when participating with others in physical activity
  • demonstrate respect, dignity, and consideration for opponents and game officials
  • conduct self with courtesy and tact
  • participate in activities with fairness and honesty
  • analyze behaviors of spectators and participants when viewing a professional or school sport.
  • shared responsibility when completing a task
  • the needs and rights of others
  • acceptance of constructive criticism
  • acceptance of others from different cultures and abilities
  • team membership and cooperation regardless of ethnic or cultural diversity
  • cooperative atmosphere when working with others
  • need to treat one’s opponent with respect and dignity
  • appropriate fan behavior
  • individual’s effort regardless of score
  • consideration of others
  • celebration of others accomplishments
  • teammates and opponents regardless of the outcome
  • punctuality and preparation for class
  • acceptance of self and others regardless of the outcome.

 

 

 

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  • the value of competition as the process in competing rather than the outcome of the game
  • the potential development of trust and respect among teammates.
  • establish goals relative to interpersonal skills, cooperation, leadership, and self-responsibility.
  • that conflict resolution among peers may be handled in a variety of ways
  • teammates and opponents regardless of the outcome of the game.

 

 

Standard 4. Demonstrate a willingness to try new skills and activities including those that involve risk and challenge.

 

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  • that success is based upon an individual’s personal best performance and effort
  • that achievement in personal best performance or improvement requires practice and effort
  • that physical activity has positive effects upon the mind as well as the body
  • that failure is an integral part of learning a skill.
  • explore appropriate risk-taking activities
  • explore individual and group challenge and problem-solving activities
  • explore appropriate risk-taking activities
  • form round, narrow, wide, and twisted body shapes alone and with partner
  • participate in games, sports, and dance activities representative of different cultural background.
  • solving movement problems with others
  • the benefits that accompany cooperation and sharing
  • team membership and cooperation regardless of ethnic or cultural diversity
  • consideration of others
  • individual regardless of differences.

 

 

 

KNOWS

DOES

VALUES

 

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  • the benefits of participation in a wide range of activities
  • how to modify activities
  • appropriate safety and spotting techniques for a variety of activities
  • that participation in new activities builds one’s experiential background.
  • participate in a variety of games and activities
  • participate in new activities which may require new skills
  • set goals on the process as well as the outcome of an activity.
  • the intrinsic rewards which occur from participation in risk and challenge activities
  • the celebration of accomplishment
  • effort for its own sake
  • acceptance of self and others regardless of outcome
  • the experience for its own merit.

 

 

 

KNOWS

DOES

VALUES

 

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  • the benefits of participation in a variety of activities
  • appropriate safety and spotting techniques for a variety of activities.
  • explore appropriate individual and group challenge and problem-solving activities
  • explore appropriate risk-taking activities.
  • the learning of new skills and games
  • the enjoyment and self-esteem of accomplishment

 

 

Standard 5. Demonstrate responsible, personal, and social behavior as a participant and spectator.

KNOWS

DOES

VALUES

 

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  • how to keep score in a variety of individual and group activities
  • appropriate behaviors when participating with others in a game
  • acceptable behavior during competition
  • that achievements include more than winning
  • that competition involves more than the score.
  • celebrate successes and achievements in self and others
  • self-officiate
  • demonstrate consideration of others when participating in physical activities
  • apply rules and courtesies when participating in physical activities
  • demonstrate respect and dignity for one’s opponent
  • demonstrate acceptance of others with different abilities
  • describe appropriate behavior in a game situation
  • demonstrate respect for individuals from different cultures
  • demonstrate appropriate use and care of equipment.
  • importance of playing by the rules
  • consideration of others
  • trust by others
  • differences and similarities in others’ abilities
  • individuals regardless of differences
  • team membership and cooperation regardless of ethnic or cultural diversity
  • benefits that accompany sound competition
  • benefits that accompany cooperation and sharing
  • acceptance of self and others regardless of the outcome
  • acceptance of one’s feelings resulting from physical activity
  • teammates and opponents regardless of the outcome
  • players (as a fan) regardless of the outcome.

 

 

 

KNOWS

DOES

VALUES

 

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  • personal and groups conduct appropriate for engaging in physical activities and games
  • ethical and unethical behavior during competition
  • differences in appropriate fan and athlete behavior when comparing a professional and school game
  • how to modify a game in order to allow for participation by the handicapped.
  • seek out, participate with, and show respect for persons from different cultures
  • accept constructive criticism
  • use self-control when placed in a difficult situation
  • apply rules and courtesies when participating with others in physical activities
  • seek out, participate with, and show respect for persons of like and different skill levels
  • demonstrate ability to work with teammates as well as opponents
  • officiate a game
  • conduct self with courtesy and tact
  • respect opponents and officials
  • congratulate opponents
  • describe appropriate personal and group conduct when participating in games
  • shared responsibility when completing a task
  • the needs and rights of others
  • acceptance of constructive criticism
  • acceptance of others from different cultures and abilities
  • cooperative atmosphere when working with others
  • need to treat one’s opponent with respect and dignity
  • appropriate fan behavior
  • individual’s effort regardless of score
  • celebration of others accomplishments
  • punctuality and preparation for class.

 

 

 

KNOWS

DOES

VALUES

 

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  • the value of competition as the process in competing rather than the outcome of the game
  • the potential development of trust and respect among teammates.
  • establish goals relative to interpersonal skills, cooperation, leadership, and self-responsibility.
  • that conflict resolution among peers may be handled in a variety of ways
  • teammates and opponents regardless of the outcome of the game.

 

 

 

 

 

Standard 6. Understand and demonstrate the importance of safety when participating in physical activity.

 

KNOWS

DOES

VALUES

 

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  • stretching helps to maintain and improve flexibility
  • lifting of heavy objects from the floor is best done by the legs
  • potential risks associated with physical activity
  • principles of movement used to safely lift, climb, jump, and carry
  • stability is increased by increasing the base of support
  • appropriate behaviors when participating with others in a game.
  • lift own body weight while climbing over a wall
  • regularly participate in warm-up and cool-down activities
  • maintain appropriate body alignment during activity (carry, lift, pull, push)
  • demonstrate appropriate use and care of equipment
  • demonstrate safety precautions while participating in a variety of activities
  • demonstrate consideration of others when participating in physical activities.
  • importance of playing by the rules
  • potential danger from mis-used and abused equipment.

 

 

 

KNOWS

DOES

VALUES

 

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  • principles of absorption applied to catching and landing from a jump
  • muscle shortens unless it is made to move through the full range of motion
  • the contraindicated forms of exercise, as in squats, leg raise, etc.
  • how to use equipment in appropriate fashion.
  • use appropriate conduct when participating in games and activities
  • describe appropriate personal and group conduct when participating in games and activity
  • apply rules and courtesies when participating with others in physical activity
  • analyze, evaluate, and modify performance in lifting safely
  • use self-control when placed in a difficult situation
  • use proper form and technique when stretching
  • list potential risks associated with physical activity.
  • the need to monitor the behavior of self and others in potentially dangerous situations.

 

 

 

KNOWS

DOES

VALUES

 

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  • how to use equipment in an appropriate fashion
  • physiological principles behind warm-up and cool-down procedures.
  • appreciate and respect the environment when participating in physical activity
  • demonstrate proper use and care of equipment.
  • the need to monitor the behavior of self and others in potentially dangerous situations
  • dangers of misusing equipment.

 

 

Standard 7. Understands that physical activity provides the opportunity for enjoyment, self expression, and communication.

 

KNOWS

DOES

VALUES

 

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  • physical activity has positive effects upon mind as well as body
  • physical activity promotes relaxation
  • that achievements include more than winning
  • that competition involves more than the score
  • appropriate behaviors when participating with others in a game.
  • continuously move to music
  • combine various movement patterns in time to music
  • design a movement routine with a partner
  • design a movement routine without a partner
  • enjoy participation in physical activity alone and in a group
  • participate in games, sports, and dance activities representative of different cultural background
  • identify activities that contribute to personal feelings of joy
  • enjoy participation in physical activities alone and in a group.
  • positive feelings resulting from involvement in physical activity
  • participation in physical activity
  • personal successes and achievements in others
  • teammates and opponents regardless of the outcome of the game
  • the joy of participation.

 

 

 

KNOWS

DOES

VALUES

 

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  • that beside physical benefit, physical activity may improve one’s ability to relax and concentrate
  • physical activity is part of a life style that produces enjoyment, self expression, and reflection
  • physical activity has beneficial effects on the mind
  • that one may enhance one’s self-esteem, reduce stress, and improve one’s self-discipline through participation in physical activity.
  • participate in a wide variety of games and activities
  • participate in moderate to vigorous activity for a sustained period of time
  • compile a list of areas in the community where one may participate in activity
  • exercise at home for personal enjoyment.
  • physical activity as part of a life style that produces enjoyment, self expression, and reflection
  • participation in physical activity as an enjoyable experience
  • exercise at home for personal enjoyment
  • that physical activity can help one’s mental as well as physical health
  • satisfaction in the aesthetic and creative aspects of physical activity.

 

 

 

KNOWS

DOES

VALUES

 

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  • physical activity may act as a positive habit in one’s life
  • physical activity is a part of a life style that produces enjoyment, self-expression, and reflection.
  • enjoy participation in physical activity
  • participate in physical activity for enjoyment, self-expression, and reflection.
  • the environment as a place for physical activity and enjoyment
  • participation in physical activity as a joyful experience.

 

 

 

 

Herricks High School

                Department of Physical Education
                Curriculum Checklist

 

    Teachers in Herricks High School’s Physical Education Department developed this Curriculum Checklist to organize the various skills and activities options to be taught to students throughout high school.

 

Student’s Name ________________________________

9 10 11 12 Addictive Behavior Instruction
9 10 11 12 AIDS Prevention Curriculum
9 10 11 12 Alpine Skiing
9 10 11 12 Archery
9 10 11 12 Asthma Information
9 10 11 12 Badminton
9 10 11 12 Basketball
9 10 11 12 Blood Pressure
9 10 11 12 Bocce Ball
9 10 11 12 Bowling
9 10 11 12 Caloric Expenditure
9 10 11 12 Camping
9 10 11 12 Conoeing

 

 

Cardiorespiratory Equipment

9 10 11 12 Aerodyne Stepper
9 10 11 12 Bicycling (exercise)
9 10 11 12 Rowing Machine
9 10 11 12 Circus Arts
9 10 11 12 Cooking (Outdoor)
9 10 11 12 Field Hockey
9 10 11 12 Fishing
9 10 11 12 Fitness Testing
9 10 11 12 Football
9 10 11 12 Golf
9 10 11 12 Handball
9 10 11 12 Indoor Soccer
9 10 11 12 Horseshoes
9 10 11 12 Jogging
9 10 11 12 Jump Roping
9 10 11 12 Knot Making
9 10 11 12 Lacrosse (STX)
9 10 11 12 Nutritional Log
9 10 11 12 Orienteering
9 10 11 12 Photography (Outdoor)
9 10 11 12 Paddleball
9 10 11 12 Personal Fitness Goals
9 10 11 12 Physio Balls
9 10 11 12 Pickleball
9 10 11 12 Project Adventure Activities
9 10 11 12 Self Defense
9 10 11 12 Shuffleboard
9 10 11 12 Softball
9 10 11 12 Speedball
9 10 11 12 Square Dancing
9 10 11 12 Step Aerobics
9 10 11 12 Steroid Instruction
9 10 11 12 Stress Reduction
9 10 11 12 Stretch Bands
9 10 11 12 Table Tennis
9 10 11 12 Team Handball
9 10 11 12 Tennis
9 10 11 12 Thermabands
9 10 11 12 Volleyball
9 10 11 12 Walking

 

 

Weight Training

9 10 11 12 Free Weight
9 10 11 12 Hoist Machine
9 10 11 12 Universal Machine
9 10 11 12 Wellness Unit
9 10 11 12 Wiffleball

      COURSE CHECKLIST
9 10 11 12 Personal Fitness
9 10 11 12 Outdoor Living Skills
9 10 11 12 Outdoor Education
9 10 11 12 Physiology of Exercise
9 10 11 12 Sports Medicine
9 10 11 12 IMA
9 10 11 12 Dance I - African/Tap
9 10 11 12 Dance II - Jazz
9 10 11 12 Dance III - Modern/Social
9 10 11 12 Dance IV - Competition & Performance
9 10 11 12 Physical Education
9 10 11 12 Adapted Physical Education
9 10 11 12 Leadership

 

 

 

Family and Consumer Sciences: Content Outline  (Back to top)

 

 

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Home and

Career Skills

 

 

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   Home and Personal Management Sequence

        Food and Nutrition CORE*
        Human Development CORE**
        Housing and Environment CORE
        Clothing and Textiles CORE

        Parenting***
        Independent Living***
        Entrepreneurship***

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  Food and Nutrition Sequence

        Food Preparation and Nutrition
        Nutrition, Health, and Fitness
        Culture and Foods
        Gourmet Food
        Commercial Food Program
        Applied Food Science

  Human Services and Family Studies Sequence

        Child Development
        Early Childhood Education Program
        Adolescent Psychology
        Gerontology
        Careers in Human Services
        Family Dynamics

 

* Required as part of the Food and Nutrition Sequence.
** Required as part of the Human Services and Family Studies Sequence.
*** May be used as part of any sequence.

 

Family and Consumer Sciences: Content Outline

 

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Standards 1 2 3   

Home and Career Skills

    The home and career skills programs (Grades 5-8) prepares students to apply the principles and process skills of decision making, problem solving, and management to all areas of daily life. These include:

  • Personal Development
    -   Awareness of Self
    -   Relationships with Others
  • Personal and Family Resource Management
    -   Consumer Skills
    -   Financial Management
    -   Nutrition and Wellness
    -   Home and Personal Environment/Living Space
  • Career Planning
    -   Overview of Work
    -   Career Plans
    -   Entrepreneurship

 

 

 

Home and Personal Management Sequence

The intermediate level comprises four CORE courses. The Food and Nutrition CORE provides the foundation for the Food and Nutrition Sequence. The Human Development CORE is the foundation for the Human Services and Family Studies Sequence. These two courses plus Clothing and Textile CORE and Housing and Environment CORE are needed for the Home and Personal Management Sequence. This sequence also includes three commencement-level courses: Parenting, Independent Living, and Entrepreneurship.

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Standard 1   

Food and Nutrition CORE

Students will:

  • apply nutrition concepts to daily living
  • use basic food preparation skills to prepare nutritious foods safely
  • follow basic recipes to ensure successful products
  • plan and purchase foods in a nutritionally and economically sound manner for self and family
  • select meal service options appropriate for various occasions, investigate food and nutrition career opportunities, and evaluate suitability of personal characteristics in relation to various careers.

Standards 1 2   

Human Development CORE

Students will:

  • identify and describe unique characteristics of the adolescent period
  • analyze life roles in relation to family, career, and community responsibilities
  • become aware of considerations in relating to younger children
  • describe ways to relate to and learn from adults
  • identify and analyze careers in relation to human development.

Standards 2 3   

Housing and Environment CORE

Students will:

  • understand housing options and relate them to life style, life cycle, and economic considerations
  • identify cultural influences on housing
  • demonstrate an understanding of the elements and principles of design
  • assess housing space in relation to individual and family requirements
  • use consumer skills to evaluate appliances, equipment, and furnishings
  • practice conservation of natural resources
  • understand comfort and safety considerations
  • identify career opportunities in housing.

Standard 3   

Clothing and Textiles CORE

Students will:

  • understand the ways clothing relates to culture, history, and social and economic situations
  • explore clothing and textiles as a medium for artistic expression
  • use consumer skills to evaluate the quality of ready made garments
  • explain physiological, psychological, and sociological reasons why humans wear clothing and/or decorate their bodies
  • demonstrate basic skills of pattern selection, alteration, and layout
  • demonstrate basic and specialized techniques in the construction of a garment
  • explore employment opportunities related to clothing construction.

 

 

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Standards 1 2 3   

Parenting

Students will:

  • recognize the factors which influence the development of an unborn child
  • identify the responsibilities of parents
  • investigate how families care for children with special needs
  • recognize that parenting is for life and requires adjustments in life style, careers, and relationships
  • examine choices available to new parents who need support
  • determine what to look for in order to create and promote quality child-care situations
  • understand importance of caring for one’s personal health
  • identify ways to meet the physical, emotional, and social needs of individuals and families.

Standards 1 2 3

Independent Living

Students will:

  • identify major adult responsibilities throughout the life cycle
  • understand how to manage and protect financial resources
  • apply management principles to meet individual and family needs/wants in relation to food, shelter, clothing, health care, and transportation
  • define a personal life style and make plans for attaining it, basing decisions on interests, goals, abilities, and occupational choices
  • identify leadership skills needed to obtain goals
  • analyze the interelationship between the economic system and consumer decisions and actions
  • use information systems and technology to meet individual and family needs.

Standards 1 2 3   

Entrepreneurship

Students will:

  • assess personal characteristics in relation to those of successful entrepreneurs
  • explain the advantages and disadvantages of business ownership
  • conduct a market survey
  • develop a marketing strategy
  • construct a sound business plan
  • identify the start-up costs for a business
  • evaluate sources of new venture financing
  • explain a profit and loss statement and construct a balance sheet
  • develop an accounting system and plan the organizational structure for a business
  • establish long and short-term goals for a business
  • participate in the operation of a business.

 

 

Commencement Sequences

    There are two commencement level sequences: Food and Nutrition and Human Services and Family Studies.

 

 

Food and Nutrition Sequence

 

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Standard 1   

Food and Nutrition CORE

Students will:

  • apply nutrition concepts to daily living
  • use basic food preparation skills to prepare nutritious foods safely
  • follow basic recipes to ensure successful products
  • plan and purchase foods in a nutritionally and economically sound manner for self and family
  • select meal service options appropriate for various occasions, investigate food and nutrition career opportunities, and evaluate suitability of personal characteristics in relation to various careers.

 

 

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Standards 1 2   

Food Preparation and Nutrition

Students will:

  • describe the role of food in growth, maintenance, and functioning of the body
  • explain the factors that must be considered in making a plan for weight loss, weight gain, and weight maintenance
  • perform the basic skills and techniques for food preparation
  • apply nutrition concepts to daily living
  • explore the employment opportunities related to food preparation and nutrition
  • apply the steps of the decision-making process in selecting and preparing food for good nutrition and health.

Standard 1   

Nutrition, Health, and Fitness

Students will:

  • assess personal fitness and eating habits
  • explain the risks associated with special diets
  • explain the effect of gender on physical performance
  • design a personal plan for lifetime fitness
  • estimate the energy requirements of various athletic sports
  • differentiate between safe and unsafe nutritional practices related to various athletic sports
  • explain the importance of complex carbohydrates in the diet
  • differentiate between healthy and unhealthy levels of fat in a diet
  • explain the importance of protein in the human diet throughout the life cycle
  • explain the effects of excesses and deficiencies in vitamin intake
  • analyze sample diets for adequate mineral content
  • weigh personal career opportunities in relation to a career in nutrition.

Standard 1   

Culture and Foods

Students will:

  • explain how culture affects food choices
  • explain how location and climate affect food supply
  • identify why food patterns differ from region to region and country to country
  • prepare a variety of foods that are typical of the country being studied and compare to regions where that population migrated in the United States
  • examine the difference between chronic hunger, malnutrition, and famine
  • determine how finite resources can be used to meet worldwide needs
  • appreciate a variety of family customs, traditions, and differences related to foods
  • investigate new methods of feeding a growing population.

Standards 1 3

Gourmet Food

Students will:

  • understand the factors that contribute to culinary excellence
  • prepare and present a variety of gourmet foods
  • use skills involved in a variety of related careers such as food photography, journalism, and styling
  • understand how to use specialized equipment.

Standards 1 2 3   

Commercial Food Program

Students will:

  • evaluate career paths within the food and service industries
  • use effective communication skills
  • demonstrate food safety and sanitation procedures
  • select, use, and maintain food production equipment
  • plan menu items based on standardized recipes to meet customer needs
  • prepare all categories of menu items utilizing commercial materials to produce a variety of food products
  • implement food service management functions
  • demonstrate the concept of internal and external customer service.

Standard 1   

Applied Food Science

Students will consider:

  • food health and safety issues
  • chemical and material science applications
    -   chemical terminology
    -   chemical reactions
    -   chemical hazards
    -   materials science and testing
  • food science application
    -   science of food preparation
    -   science of food processing
  • food industry occupations.

 

 

 

Human Services and Family Studies Sequence

 

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Standards 1 2   

Human Development CORE

Students will:

  • identify and describe unique characteristics of the adolescent period
  • analyze life roles in relation to family, career, and community responsibilities
  • become aware of considerations in relating to younger children
  • describe ways to relate to and learn from adults
  • identify and analyze careers in relation to human development.

 

 

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Standards 1 2 3   

Child Development

Students will:

  • understand the stages of child development from prenatal through adolescence
  • understand the issues and concerns of parents of children with special needs
  • investigate the ways infants communicate their needs and how these needs are identified and satisfied
  • interact with children in a variety of situations
  • apply principles of child development and psychology in choosing guidance and discipline techniques
  • recognize ways to evaluate each child’s progress
  • examine ways to deal with problems such as stress, addiction, divorce, and death, and examine ways to deal with these problems to minimize the negative effect on children.

Standard 2   

Early Childhood Education Program

Students will:

  • identify the types of programs serving children and characteristics of these programs
  • evaluate a program to determine the quality of care it provides for children
  • identify desirable characteristics of an early childhood center’s indoor and outdoor space design
  • list reasons for establishing goals in a child care program
  • plan, prepare, and present activities for organizing the physical, interpersonal, and learning environment of a child care program
  • assist in the daily operation of an early childhood education center
  • observe policies of centers concerning work schedules, absences, and health regulations.

Standard 2

Adolescent Psychology

Students will:

  • define self-concept and ways to foster feelings of positive self-esteem
  • recognize and practice skills needed for effective communication with all age levels
  • examine the physical, cognitive, and psycho-social development of the adolescent
  • examine the changing roles of males and females
  • identify, analyze, and apply the functions of group dynamics
  • define self-empowerment and apply to personal needs and choices
  • explain how the adolescent’s relationships with parents, siblings, peers, and other persons change over time
  • identify stressful and crisis situations for adolescents and how to manage them
  • identify community agencies and hot line numbers and investigate the services they provide
  • plan ways to use acquired skills in service to the community.

Standards 1 2 3   

Gerontology

Students will:

  • identify common myths about aging and positive facts to dispel stereotyping
  • recognize the aging process and identify factors that contribute to a productive and longer life
  • identify the changes that occur throughout the aging process, the needs created by these changes, and ways to respond to the needs of the elderly
  • recognize that adolescents and mature adults have similar interests, aspirations, and needs
  • examine factors in the environment that make the elderly vulnerable to criminal acts and susceptible to accidents, and suggest ways of prevention
  • examine the housing choices of the elderly and how choices are made
  • research career opportunities in the field of gerontology.

Standard 2   

Careers in Human Services

Students will:

  • understand the major stages of human development–physical, social, emotional, and psychological–and the problems that are part of the phases of human growth
  • demonstrate understanding of and sensitivity to individual, ethnic, and cultural differences among individuals and families
  • explore a variety of community-based human service agencies and careers
  • demonstrate effective communication skills, decision-making strategies, and problem solving techniques with children, the elderly, the families of clients, and staff colleagues.

Standard 2   

Family Dynamics

Students will:

  • explore stress management and coping techniques
  • describe the changes that occur in families during their life cycle
  • analyze life roles related to family, career, and community responsibilities.

 

 

 

Parenting: Course Outline (Back to top)

Family and Consumer Sciences educators are currently involved in the alignment of National Standards with New York’s State learning standards. The New York State standards challenge every discipline to evaluate content and develop courses and learning experiences that promote lifelong learning, the development of a repertoire of skills, and a base of knowledge to meet the challenges of life in the 21st century. The disciplines of Health, Physical Education, and Family and Consumer Sciences provide learning experiences that facilitate this balance between preparation for the world of work and those multiple adult roles including roles as members of families, communities, and the work force. For our integrated disciplines, these connections center around quality of life issues.

    One of the key objectives of educational programs in Family and Consumer Sciences is to help students recognize the critical role of families as the building blocks of a healthy community and the job of parents as the promoters and supporters of healthy family life and family values.

 

Goal

    The purpose of this course, developed by the North Rose-Wolcott Central School District is to empower students to explore and define their goals and to become knowledgeable about the roles and responsibilities of becoming a parent. The chart that follows is a snapshot of a semester course of .5 units of credit.

(Back to top)

September or
February

October or
March

November or
April

December or
May

January or
June
Life Planning Prenatal Development Care and Development of Children: The Child in the Family Responsible Caregiving Community Networking
Decision-making
  • Self-esteem
  • Future Goals
  • Sexuality

 

Choosing Parenthood

 

Parenting:
A Lifetime Commitment

 Prenatal Decisions and Care
  • Influences
      Heredity
      Smoking
      Alcohol
      Drugs
      Maternal Age
      Environment
  • Care of the Mother
      Nutrition
      Exercise
      Sleep/Rest
      Previous
      Illness
  • Adjustments During Pregnancy
      Physical
      Emotional
      Mental
      Financial
  • Prenatal Development
  • Delivery and Postnatal Care
      Labor
      Birth Process
      Bonding
      Attachment to Neonate
 Care and Development of Children
  • Review of Research
  • Infants
  • Toddlers
  • Preschoolers
  • School-age

The Family

  • Family Defined
  • Family Structures
  • Family Functions
  • Interpersonal Relationships
 Parenting Skills
  • Communication
  • Guidance
  • Fostering Learning
      Preschool
      Readiness
      Lifelong
      Learning
 Community Resources

Support Systems for Families

  • Balancing Work and Family
  • Crisis Management

Careers

  • Transferable Skills
  • Career Development
  • Job Shadowing/Mentoring
  • Employment Opportunities

 

Essential Elements of Portfolio Assessment (back to top)

Portfolios should be designed so those who read them will understand why students chose each piece of work and what each piece of work demonstrates. Students need to spend time organizing and describing the pieces they select and their reasons for selecting them.
    Self-assessment is an integral part of the portfolio selected by the student and teacher. A portfolio is not a collection of everything students have done. Portfolios use samples of students’ best work. Decisions about what work to include and not to include are made by teacher and student together. Only the final version of a student’s best work in each category should be included.
    Expert practitioners in every field realize the strategic importance of improving their work samples. In our quest to produce lifelong learners, we must encourage students to develop the habits and skills of professional learners. These skills include revision, self-reflection, and self-evaluation using clear standards of achievement. These three practices are essential elements of the portfolio process.

 

Revision

    Throughout the course of a school year, students learn new information and develop and practice new skills. In the portfolio process, students have the opportunity to revise and restructure their work in order to document their efforts. Teachers should provide multiple opportunities to use each of the health literacy skills, so students have a wide selection of work from which to choose their best examples. In their portfolios, they will present an increasingly clearer picture of their knowledge, abilities, and understanding.
    Students must be taught that revision is more than re-writing to fix mechanical mistakes and be given multiple opportunities to practice. Students should be encouraged to keep all scratch notes, rough drawings, doodling, and draft copies. An examination of these thinking tools and practice works will allow students to compare and contrast, categorize and relate, and infer and apply all essential components of revision. With increased practice, students will become more skilled at revision.

 

Self-Reflection

    An important aspect of revision is thinking about the nature of the work the student has just completed. This process is known as self-reflection. Self-reflection is not a cultural tradition for most American students. It will require instruction, practice, and guidance. Return self-reflection pieces to students along with your comments and suggestions for improvement. Include comments on the accuracy of the health information, the importance of language and especially the depth with which the student viewed the work. Treat these as valuable documents and the students will, too.

 

Self-Evaluation

    The reflective summary of the complete portfolio is a persuasive statement that the student writes after the finished portfolio has been compiled. It should provide evidence of the student’s health literacy based on the work in the portfolio. The reflective summary introduces the portfolio to the reader and serves as a guide for interpreting it. It will help the adult who reads it to understand what the student knows and can do.
    Students will need considerable time to write the reflective summary, so a few class periods should be committed to writing, reviewing, and revising it. The content of the reflective summary is based on the students’ thoughts about why the pieces of work they selected as portfolio entries demonstrate their health literacy, as well as the process students used to complete the portfolio. The reflective summary should address topics and questions such as the following:

  • Referring to the health skills and definitions, explain how you have become a more health literate person.
  • What evidence of your health literacy can you provide from your portfolio?
  • How have your understandings about health education changed?

 

Working Folders, Working Portfolios, and Assessment Portfolios

    A working folder is a first step toward a portfolio and may be simply a collection of work in progress or completed work. It is different from a portfolio because it does not have a stated purpose or goal or student reflections. A working folder includes work representing student progress during a specific assignment or in a specific content area over a period of time.
    A working portfolio is a purposeful collection of student work that has a stated purpose and goals. An assessment portfolio is compiled from the working portfolio.
    The assessment portfolio is the student’s opportunity to show what they consider to be their best efforts at achieving specific standards of health literacy. The selected work should demon-strate students’ growth in understanding of health-related concepts and their ability to use the six health skills. It should also show students’ ability to reflect upon their selections.

 

"Selling" the Portfolio

Because portfolio assessment is sometimes met with suspicion, teachers have a responsibility to dispel the myths that surround portfolio use. To inform the public and garner support of school leaders and parents, teachers might consider a number of options:

  • Present students and their portfolios at board meetings: to demonstrate the success of the portfolio as an instructional and assessment tool, ask students to attend a board meeting and show what they have learned through displays and discussions of their portfolios.
  • Bring students and portfolios to a faculty meeting: Other teachers are more likely to be supportive (and even buy in) if they witness your students advocating portfolios.
  • Publish a newsletter on portfolios: Create a two- or four-page newsletter, asking any teachers and students using portfolios to contribute. Your newsletter might feature success stories of teachers (both in and outside health education), quotes from students, information from research studies regarding portfolios, suggestions for tasks, and questions asked by those who are not yet using portfolios. Your audience will most likely include administrators, teachers, and parents.

 

 

Model Letter to Parents
 

Date          

Dear Parents,

      Each grading period I will ask my students to bring home their health education portfolios. This will enable you to see what your son or daughter has been learning and doing in our class. I hope that this will be a more meaningful way of showing you than with a simple letter grade, teacher comment, or checklist.
      The portfolio is a place where the students store and evaluate their best work. It is a place to show who they are as learners and what they have accomplished in health education. The contents are listed below, followed by a place for you to write to me. I welcome your comments.

      Contents of portfolio:

  • student letter to parents
  • 1-5 tasks and responses
  • self evaluation for this [quarter/semester]
  • Optional: Journal entries written in class in response to hypothetical problem situations