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HEALTH
1.1 Analyze the benefits of healthy eating and being physically active.
1.3 Explain how weight management is influenced by healthy eating and being physically active
1.4 Describe the federal dietary guidelines and the amount of physical activity recommended for one’s age in order
to achieve health benefits.
1.5 Describe strategies for dealing with personal preferences, restrictions, and barriers related to healthy eating,
adequate sleep, and physical activity.
Standard 1: Core Concepts
1.9 Describe the relationship of self perception, body image, body weight, and physical activity.
Standard 4: Influences
1.10 Analyze how one’s own perception of weight influences healthy eating and being physically active.
Strand 1: Nutrition and Physical Activity
Standard 1: Core Concepts
1.1 Summarize the benefits of healthy eating, being physically active, and keeping the body hydrated, and the
potential consequences of not doing so.
1.2 Describe the federal dietary guidelines for teenagers, and the recommended amount of physical activity needed
to achieve health benefits.
Standard 2: Access Information
1.3 Use nutrition information on food labels to compare products and select foods for specific dietary goals.
1.4 Determine the accuracy of health claims on food packages and advertisements in order to choose foods that
have the most nutritional value.
1.5 Demonstrate the ability to access resources regarding healthy weight management and unhealthy eating
patterns; and assess the validity of the resources.
Standard 3: Health Behaviors
1.6 Analyze characteristics of restaurant menu items and methods of preparation to identify healthier food choices
one can make when eating out, including at fast food restaurants.
1.7 Evaluate a typical day’s food intake according to the federal dietary guidelines for teenagers.
1.8 Describe moderate-intensity physical activities that are personally enjoyed and that can be enjoyed for a
lifetime.
Standard 4: Influences
1.9 Analyze the influence of television, computer, and video games on physical activity.
Standard 5: Goal Setting
1.10 Assess personal barriers to healthy eating and being physically active, and develop practical solutions to remove
these barriers.
1.11 Make a personal plan for improving one’s nutrition and incorporating physical activity into daily routines.
Standard 8: Advocacy
1.12 Advocate for the availability of appealing, nutrient-dense foods in the school cafeteria and throughout the
school environment.
PHYSICAL EDUCATION
K.HR.06.02 use the criterion-referenced cardio respiratory health-related fitness standards for age and gender (e.g., PACER, Step Test, One-Mile Run, Walk Test, Hand cycle Test).
K.HR.06.03 use the criterion-referenced muscular strength and endurance health-related fitness standards for age and gender (e.g., Curl-up, Push-up, Pull-up, Modified Pull-up, Flexed Arm Hang).
K.HR.06.04 use the criterion-referenced flexibility health-related fitness standards for age and gender
K.HR.06.05 use the criterion-referenced body composition health-related fitness standards for age and gender
K.HR.06.06 identify a plan for improving or maintaining health-related fitness status with assistance from the teacher.
K.HR.06.07 understand how to self-assess health-related fitness status for muscular strength and endurance, flexibility, and body composition with teacher guidance.
K.HR.06.08 understand how to identify the principles of training (frequency, intensity, type, time, overload, specificity).
Physical Activity and Nutrition
Students will…
K.AN.06.01 discuss the effects of physical activity and nutrition on the body (e.g., food as fuel; helps build and maintain bones, muscles, and joints; reduces feelings of depression and anxiety; reduces risk of some chronic diseases; provides nutrients vital for health and maintenance of body; reduces the risk of low bone mass).
K.AN.06.02use the physiological indicators associated with moderate to vigorous physical activity to monitor and/or adjust participation/effort (e.g., palpating pulse, using pedometers, and/or heart rate monitors to
Personal/Social Behaviors
Social Benefits
Students will...
K.SB.06.01 use physical activity as a positive opportunity for social interaction in controlled settings.
Individual Differences
Students will...
K.ID.06.01 choose to participate with students of varying skill and fitness levels in dynamic settings.
K.ID.06.02 understand differences between idealized body images and elite performances portrayed by the media and personal characteristics and skills.
K.ID.06.03 choose to participate in activities that allow for self-expression in controlled settings.
Feelings
Students will...
K.FE.06.01 identify indicators of enjoyment for the aesthetic and creative aspects of skilled performance.
Social Benefits
Students will...
K.SB.07.01 use physical activity as a positive opportunity for social interaction in dynamic settings.
Physical Activity and Nutrition
Students will…
A.AN.07.01 monitor the effects of physical activity and nutrition on the body, with teacher guidance.
A.AN.07.04 apply the physiological indicators associated with moderate to vigorous physical activity to monitor and/or adjust participation/effort (e.g., palpating pulse, using pedometers, and/or heart rate monitors to train in target heart rate zones), with teacher guidance.
ELA
R.CM.06.03 analyze global themes, universal truths and principles within and across
texts to create a deeper understanding by drawing conclusions, making inferences, and
synthesizing.
R.CS.06.01 compare the appropriateness of shared, individual and expert standards based on
purpose, context, and audience in order to assess their own writing and the writing of others.
W.GN.06.03 formulate research questions using multiple resources and perspectives that
allow them to organize, analyze, and explore problems and pose solutions that culminate in
a final presented project using the writing process.
S.DS.06.04 plan a focused and coherent informational presentation using an informational
organizational pattern (e.g., problem/solution, sequence); select a focus question to address
and organize the message to ensure that it matches the intent and the audience to which it
will be delivered.
MATH
A.RP.06.08 Understand that relationships between quantities can be suggested by graphs
and tables.
D.RE.07.01 Represent and interpret data using circle graphs, stem and leaf plots, histograms,
and box-and-whisker plots, and select appropriate representation to address specific questions.
SCIENCE
S.IP.06.11 Generate scientific questions based on observations, investigations, and research.
S.IP.06.15 Construct charts and graphs from data and observations.
S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.
S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data.
TECHNOLOGY
Productivity Tools
1. apply common software features (e.g., thesaurus, formulas, charts, graphics, sounds) to enhance communication and
to support creativity
2. use a variety of technology resources, including the internet, to increase learning and productivity
3. explore basic applications that promote creativity (e.g., graphics, presentation, photo-editing, programming, video-editing)
4. use available utilities for editing pictures, images, or charts
5. use collaborative tools to design, develop, and enhance materials, publications, or presentations
Communication tools
2. create a project (e.g., presentation, web page, newsletter, information brochure) using a variety of media and formats
(e.g., graphs, charts, audio, graphics, video) to present content information to an audience
Research Tools
1. use a variety of Web search engines to locate information
2. evaluate information from various online resources for accuracy, bias, appropriateness, and comprehensiveness
Tech Problem Solving
1. use database or spreadsheet information to make predictions, develop strategies, and evaluate decisions to assist
with solving a basic problem
2. describe the information and communication technology tools to use for collecting information from different sources,
analyze findings, and draw conclusions for addressing real-world problems
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