Standard A:

A student should be able to acquire a core knowledge related to well-being.*

Rationale: Current, complete and accurate information is the basis for making healthy decisions. The committee’s intent was to identify concepts critical for Alaska youth to understand how to achieve and maintain a balance of an individual’s physical, spiritual, intellectual, emotional, and social characteristics throughout their lives. The committee understood that specific content used for classroom and gymnasium instruction will be determined within individual districts as part of the local responsibility to assess students’ needs that are generated by the community and our society at large.

The sample activities listed here are not state requirements or performance objectives. They are examples of ways to interpret the standard's key elements. Each district will need to determine its own benchmarks and develop its own set of activities for interpreting the standards.

INDICATORS

SAMPLE ACTIVITIES

Identify indicators of physical, social, emotional, and mental health during childhood.

Dramatize emotions and physical well-being experienced in daily living.

Describe how physical, social, and emotional factors influence personal health.

Articulate a description of wellness for self.

Explain the role of nutrition and physical fitness in the maintenance of optimal health.

Use an activity such as "Cholesterol Tag," "Pyramid Relay," or " Pyramid Toss" to emphasize the food pyramid and its relationship to proper diet and good health. Adapt the pyramid to include Alaska foods.

Students ages 9-11 should be able to:

Recognize the social benefits of participation in physical activity.

Create a class web after recess highlighting what felt good and what was fun or problematic about playing together on the playground.

Describe the relationships between a healthy lifestyle and "feeling good."

Create a collage of people doing things they enjoy. Have the child put an "X" on the person in an activity that he or she would like to do.

Analyze the relationship between behaviors and health.

Plan and produce a news documentary entitled "Lifestyles of the Healthy and Infamous" regarding behaviors that contribute to a healthy life (e.g., diet, recreation, exercise).

Describe the interrelationship of physical, social, emotional, and mental health during preadolescence.

Create a wheel divided into eight sections. In each section, students will write about or illustrate an activity they do, with whom they do it, and how it makes them feel.

Students ages 12-14 should be able to:

Describe the interrelationship of physical, social, emotional, and mental health during adolescence.

Read The Giver and assess the boy’s physical, social, emotional, and mental health using examples from the story.

Describe the physical and social benefits of regular participation in leisure, recreational and competitive physical activities.

Watch highlights of a recreational or competitive game with the class. List the physical and social benefits of participating in that game. Identify other games with similar benefits that students enjoy.

Differentiate between activities that will improve skill-related components versus those that will improve health-related components of fitness.

Identify the component of health-related fitness and prescribe at least two exercises and one activity that would contribute to the development of that component.

Students ages 15-18 should be able to:

Evaluate how disease affects an individual’s personal, social, and economic well-being.

Create responses to mock letters from students regarding problems associated with HIV infection/AIDS. Include information about how the disease could have been contracted, available treatments, short- and long-term outcomes, and possible changes required in lifestyles.

Explain social and economic effects of wellness on individuals (e.g., cost of health care, productivity).

Compare a group managed-care approach with that of private medical care.

Describe the physical, mental, emotional, and social benefits of health and fitness.

Select one leisure, recreational or competitive physical activity. Identify decisions and plans needed in order to participate in this activity throughout life.

INDICATORS

SAMPLE ACTIVITIES

Identify methods of health promotion (e.g., obtaining immunizations, hand washing, brushing and flossing teeth, eating practices, sleep, cleanliness).

Role-play correct hand washing using a human sink. (A square cardboard box and rope hangs around the student’s neck, the extended hands become the faucets, the nose is the soap dispenser, and the chin and neck hold the paper towels.) After drying hands, use paper towels to turn off faucets to prevent touching the faucets with clean hands.

Apply knowledge about the physical activity to daily personal health habits.

Identify the benefits derived from regular physical activity and select several moderate to vigorous fitness, sports and recreation activities that provide personal pleasure.

Describe principles of good nutrition.

Using a shower curtain on which the food pyramid has been traced, attach pictures to the correct section. (Food can be attached to the shower curtain with Velcro. Pictures can be obtained from the Dairy Council, Alaska magazines, etc.) Plan a meal by pulling foods off the pyramid.

Identify reasons for using medicines, describe prescription and over-the-counter medicines, and apply knowledge to specific situations.

Have students act out situations and proper procedures for using medicine safely: a) Children are playing doctor at a friend’s house. The friend takes medicine from the bathroom cabinet to use for the "game." b) A group of children find a bottle of medicine while walking home from school. Some children want to try it. c) A child has a stomach ache and wants to take his sister’s medicine. d) Children playing together want to drink cough syrup because "it tastes like candy."

Students ages 9-11 should be able to:

Identify and discuss how personal behaviors — including adequate sleep, balanced nutrition, good posture, moderate exercise, appropriate clothing, hygiene, and cleanliness in food handling — can enhance the health of an individual, reduce disease, and promote achievement.

Plan and develop a health fair for peers and parents with demonstration stations showing ways to maintain a healthy body, including personal cleanliness, fitness, and care of the teeth. Determine the impact of the health messages by asking students to write, demonstrate, or draw ways to maintain a "Healthy Me."

Determine target heart rate for age and monitor heart rate before, during, and after a physical activity.

Practice monitoring heart rates before, during, and after exercise. Each student finds his or her pulse by placing the index and middle finger of the same hand on the inside of the neck. Count the beats for one minute and record the number (resting heart rate). Then students jog in place for at least two minutes and record their heart rates for another minute. They wait an additional minute and count their heartbeats again to see how close this number is to the original resting heart rate. They may answer these questions: 1) What is the importance of knowing an individual’s resting heart rate? 2) What affects the heart rate?

Explain how health is influenced by the interaction of body systems.

Create an "Owner’s Manual" of the "Incredible Machine, The Body." Include a general operations guide (body systems and functions), a use and care section, and a troubleshooting guide, which describes factors that can affect each body system and how to prevent or manage these problems.

Recognize that tobacco, alcohol, and other drugs can be detrimental to body systems.

Using a model of the human body, identify body parts and systems affected by alcohol and tobacco use.

Students ages 12-14 should be able to:

Apply knowledge of physical fitness to develop practice procedures that will improve performance in self-selected activities.

Plan practice sessions in cooperative groups, applying processes and knowledge from scientific principles to improve performance (e.g., successful basketball free throws, achieving a "second wind," increasing flexibility). Present the practice session to the class, restating the correct skill techniques and scientific principles related to the skill.

Explain the relationship between positive behaviors, including physical activity, and the prevention of injury, illness, disease, and premature death.

Conduct a survey to clarify values about activities related to personal health. After the survey, have students discuss the health habits that most affect their health. The survey includes five questions to be answered "yes" or "no," and responses can be interrupted at any time for discussion. a) Do you use good posture when you sit, stand, walk? b) Do you eat foods that lead to good skeletal development? c) Would you have a heart transplant if needed to lengthen your life? d) Do you get regular physical examinations? e) Would you smoke if it shortened the length of your life?

Evaluate how certain behaviors, both positive and negative, influence body systems and functions, in order to determine cause-and-effect relationships.

Working in small groups, list five things students routinely do for themselves that they consider beneficial. Compare the groups’ lists to see how many items relate to care of the body. Write on the board or chart paper the items related to body care, and ask the groups to rank the items in order of importance for maintaining proper body functioning. Discuss rankings and reasons, and determine the most important personal health habits for maintain proper body functioning.

Apply nutrition knowledge to compare the nutrient component of a food to its energy contribution.

Plan a party for teenagers that meets their growth and energy needs as well as food preferences.

Students ages 15-18 should be able to:

Analyze and evaluate the relationship of regular exercise to the development of the individual.

Watch the movie Rudy. Discuss the goals he made for himself, and what he had to do to accomplish those goals. Write a paragraph on personal goals and the importance of those goals.

Determine the relationship between nutrition, exercise, and weight control by identifying nutrition and exercise as an essential element of weight control and by distinguishing between factual and fictitious ideas about weight control.

Critique diet plans and exercise programs to see if they meet the criteria for safe and effective weight management and physical performance.

Evaluate information regarding body functions and the use of tobacco, alcohol, and other drugs to determine cause-and-effect relationships (e.g., alcohol and impaired judgment, marijuana and short-term memory loss, smoking and low birth-weight babies).

Create a one-minute public service announcement to inform students and parents of findings regarding the relationships between tobacco, alcohol, and other drugs, and body system dysfunction.

Recognize actual problems related to healthy system functioning encountered in daily living situations (e.g., stress, inactivity, high-fat diet, environmental hazards, pollution).

Using appropriate technology and other resources, create a tri-fold brochure identifying a particular health problem and possible remedies. Distribute the brochure in the community.

A student who meets this standard should understand and be able to identify the causes, prevention and treatments of diseases, disorders, injuries and addictions.

INDICATORS

SAMPLE ACTIVITIES

Articulate safety rules and identify safety helpers, such as fire fighters, in various situations (e.g., as a pedestrian, in traffic, fire, water, automobile, on bicycles, at home, and if lost).

Survey the number of students who wear bicycle helmets. Interpret reasons given why helmets are not being worn and create responses, both oral and illustrative, that communicate the importance of safety.

Recognize problems in daily living situations that may require assistance and select appropriate resources, such as 911 calls, to solve the problems.

Demonstrate basic first-aid procedures for handling childhood injuries (e.g., cuts, scrapes, first-degree burns).

Identify positive health habits to prevent disease and injury.

Compile a list of childhood injuries suffered by students and determine what could have done to prevent them.

Students ages 9-11 should be able to:

Identify potential risks at home or at school and apply basic health and safety measures.

Create posters for use in school hallways that illustrate risky situations (e.g., broken glass in play area, loose dogs, bullying by older kids) and solutions.

Prioritize and demonstrate the steps involved in assessing an emergency situation, including the 911 call format. Analyze why the processes are used in a sequential order (e.g., ABCs of emergencies).

Assess whether a situation is threatening and role-play appropriate procedures for getting assistance, including the information necessary to make a 911 call (e.g., who, what, when, where).

Describe benefits of early detection and treatment of illness.

Identify health problems that should be detected and treated early, and explore the reasons why someone may not seek medical help.

Describe and compare health and safety procedures that reduce risks during recreational activities (e.g., wearing seat belts and helmets, using sunscreen, telling others of travel plans and destinations on snow machines or boats).

Conduct an egg drop experiment to reinforce the importance of wearing helmets. Invite a police officer or safety patrol member to discuss and demonstrate bike, four-wheeler, boat, and snow machine safety guidelines.

Students ages 12-14 should be able to:

Describe how lifestyle, pathogens, family histories, and other risk factors are related to the cause or prevention of disease and other health problems.

Create a family tree. List physical features, interests, good health habits, and health problems the student has in common with other family members, birth or adoptive (e.g., siblings, parents, grandparents).

Recognize adolescent health concerns and select appropriate strategies to solve or prevent problems (e.g., eating disorders, suicide).

Invite a leader of an eating disorders clinic to discuss effects and health implications of prolonged overeating and crash diets. Prepare questions in advance.

Develop injury prevention and management strategies for self.

Review a suicide prevention and intervention resources booklet to determine the role of a friend.

Describe and analyze safety risks and prevention related to rape and sexual assault, fighting and homicide (e.g., peacefully resolving conflict, taking safe routes home).

Create a chart representing at least four personal safety risks. Include levels of risk and possible points of intervention, and recommend preventive actions.

Students ages 15-18 should be able to:

Analyze how prevention, treatment and control of health problems are influenced by research and medical advances.

Investigate and present how medical advances have changed diagnosis and treatment of communicable diseases (e.g., HIV infection/AIDS, STDs, resistant strains of pathogens, hepatitis).

Display an awareness of when to seek medical advice for physical rehabilitation and the importance of following rehabilitation protocol.

Visit a sports medicine clinic to observe modalities used in rehabilitation and gain an awareness of requirements needed for a career in sports medicine.

Apply problem-solving skills to assess unsafe situations (e.g., swimming, driving) and potential risks of injuries; determine strategies to reduce these risks.

Role-play a situation (e.g., intoxicated driver, unsupervised party). Analyze potential risks and act out possible solutions. After the scenario is completed, analyze and evaluate processes used in solving problems.

Analyze how personal behavior can impact injury, health maintenance, and disease prevention.

Given a scenario, select and apply first-aid strategies for prevention and treatment of weather-related emergencies (e.g., hypothermia, frostbite, heat exhaustion, heat stroke).

A student who meets this standard should recognize the patterns of abuse directed at self or others and understand how to break these patterns.

INDICATORS

SAMPLE ACTIVITIES

Identify ways to avoid and reduce threatening situations and patterns of abuse, including sexual assault, drug use, and violence.

Role-play this scenario to decide what the girls should do: Beth and sister Harriet are walking home from school when a car pulls up to the curb. The strange driver asks their names, and they tell him. The driver claims to know their father, who asked him to take the girls for a ride. He also offers to buy them ice cream.

Identify school resources available to help self and others.

Visit with the school nurse to determine how he or she works with children and families who need help.

Recognize potentially dangerous or abusive situations including child physical abuse.

Assist children in understanding the word "private." Using drawings of an unclothed boy and girl, have students draw swimming suits to cover "private" parts. Read My Body Belongs to Me. Teach the following steps to saying "no."

1) Say "no" with words and body;

2) Give a reason, if desired;

3) Go to a safe place;

4) Tell a trusted adult.

Students ages 9-11 should be able to:

Distinguish between physically and emotionally safe and risky, or harmful, behaviors in relationships.

Create a collage with students of activities they do with families and friends (e.g., taking trips, playing basketball, watching TV, going on a walk). Use the pictures to discuss safe behaviors (e.g., holding hands with a parent while on a walk), or risky, unsafe behaviors (e.g., playing with friends who push too hard or touch inappropriately).

Assess the impact of substance abuse on the individual and family and identify community resources available for help.

Assign students to interview a student or parent involved with Students Against Drunk Driving (SADD), Mothers Against Drunk Driving (MADD), or Alcoholics Anonymous to learn about the activities of those or similar groups.

Identify causes and effects of family stress and techniques for management and prevention.

Describe three things in the family that cause the student to feel stress (e.g., activity schedules, substance use, or changes related to moving, jobs or family structure). Describe feelings and physical symptoms experienced from the stress. Discuss advantages and disadvantages of stress. Students will implement one activity (e.g., deep breathing, keeping a diary) to help manage symptoms of stress.

Students ages 12-14 should be able to:

Identify and describe the long-term physical and psychological effects of using steroids or other performance-enhancing drugs. Consider effects on individuals and society, in which an idealized body image and win-at-all costs mentality takes precedent over health.

Prepare P.E. locker tags and posters that include the effects of steroids and the problems associated with the media’s representation of an idealized body image.

Recognize problems in daily living that may contribute to self-destructive behaviors and apply strategies to reduce the risks of harm to self and others.

Determine and map out the safest route home from school, using input from parents. In making the plan, consider established routes, road crossings, traveling alone, and distractions along the way, such as kids in a park playing baseball.

Analyze the impact of violence on families.

Read aloud the beginning of What Jamie Saw. Predict changes that might occur in the family as a result of the incident with the baby.

Describe strategies for preventing sexual abuse and assault.

Practice making "I" statements (I think, I feel...) until confident about saying "no." Use resources from local or state agencies for examples of situations or stories to discuss.

Students ages 15-18 should be able to:

Analyze patterns of abuse and develop strategies to break cycles.

Brainstorm the subject of abuse to determine a broad range of offenses and behaviors related to this topic. Use examples of touching (penetration and fondling) and non-touching (pornography) to exemplify the understanding of this concept. Recognize characteristics of exploitative relationships and relate to examples of daily living.

Consider the viewpoints of others when discussing issues regarding sexual harassment, its effects upon individuals, and strategies to prevent or handle it.

Create a Newsweek-style special edition on violence in the United States in which rape, assault, and sexual harassment are investigated and preventive strategies are outlined.

Investigate protective strategies for dealing with sexual abuse and family violence.

Determine the legal and moral rights of children who are sexually or physically abused. Suggest sources that children can turn to if exploitation is occurring, such as a school, psychologist, counselor or physician.

Demonstrate skills to get out of and avoid exploitative or manipulative relationships related to abuse, exploitation, or sexual harassment.

Select passages from Fair Game and use problem-solving skills to rewrite the actions of the lead characters.

A student who meets this standard should be able to use knowledge and skills to promote the well-being of the family.

INDICATORS

SAMPLE ACTIVITIES

Differentiate between positive and negative behaviors (e.g., waiting for a turn versus pushing in line, honesty versus lying).

Role-play in small groups different situations (e.g., fighting on the bus, pushing while waiting in line, stealing in the classroom). Students decide what should be done in each situation by asking the question, "Why is it important to behave well?"

Explain how media influences thoughts, feelings, and health behaviors of the family.

Discuss the impact of slogans used in advertising health products that families purchase. Provide students with a page of slogans to match with the products. Ask students to discuss how slogans influence buyers, why slogans influence choices, and how students feel about that.

Explain how information from school (e.g., consumer information, safety and first aid, nutrition, tobacco, alcohol and other drugs, health care, hygiene, fitness) influences family health.

Contract with students to brush their teeth consistently for a two-week period. Ask students to report what effect their modeling of good dental hygiene had on other family members.

Students ages 9-11 should be able to:

Describe ways technology can influence family health.

Research a health term or topic on the Internet at school that is of family interest. Write a letter to the family with the findings.

Predict how decisions regarding health behaviors have consequences for the family (e.g., tooth brushing, smoking).

Interview a trusted adult who smokes to learn how the decision to smoke has affected that person and his or her family. Write about a personally positive or negative health behavior and tell how it might affect one’s family.

Describe ways to use information from school to influence family health (e.g., nutrition, fitness, safety, first aid).

Create a bumper sticker about a health topic of personal interest for the family to display for a limited time.

Students ages 12-14 should be able to:

Assess home and school environments for potentially unsafe situations and recommend corrective actions.

Brainstorm a list of potential safety problems at school (e.g., earthquakes, crowded hallways). Demonstrate skills of critical thinking and problem solving to generate solutions to the issues.

Identify and apply practices that preserve and enhance the safety and health of family.

Design a brochure detailing safety issues and procedures followed by one’s family as a reference at home for a housesitter or guest.

Apply skills that promote health relationships among family and friends.

Given a scenario regarding an unsupervised social event, identify and analyze potential risks in that situation.

Students ages 15-18 should be able to:

Evaluate factors that affect personal and family health including heredity, lifestyles, economics and health-care access.

Brainstorm solutions and design an action plan for a health-related issue (e.g., lack of physical activity in high school students). Use group collaboration and consensus building. Verify whether a solution adequately addresses the correlated problem and evaluate group dynamics.

Evaluate information regarding body functions and the use of tobacco, alcohol, and other drugs to determine a cause-and-effect relationship, (e.g., alcohol and impaired judgment, marijuana and short-term memory loss, smoking and low birth-weight babies).

Review two or more articles about the relationships between smoking and low-birth-weight babies. Share findings with the class.

Present different opinions and arguments about the effects of tobacco, alcohol, and other drugs on the family.

Create a one-minute public service announcement to inform students and parents of findings regarding the relationships between tobacco, alcohol, and other drugs and body system dysfunction.

A student who meets this standard should be able to use knowledge and skills related to physical fitness, consumer health, independent living, and career choices to contribute to well-being.

INDICATORS

SAMPLE ACTIVITIES

Students ages 5-8 should be able to:

Recognize the physiological indicators that accompany moderate and vigorous physical activity.

Keep a record of heart rate before, during, and after vigorous physical activity.

Recognize how choices can affect health (e.g., not brushing leads to tooth decay; smoking increases risks of cancer and heart disease).

Record and monitor daily progress toward a personal health or fitness goal.

Students ages 9-11 should be able to:

Identify characteristics of cardiovascular and skeletal/muscular fitness (e.g., flexibility, muscular strength).

Choose an enjoyable aerobic exercise (e.g., biking, running, swimming) and develop a plan to incorporate this exercise into a health behavior plan.

Explain when it is appropriate to ask for assistance in making health-related decisions and setting health goals.

Invite five health professionals to speak to the class as a panel. Include community service employees from safety agencies such as fire and police departments, medical personnel from a clinic or hospital, or staff from a disaster-aid group such as the Red Cross. Presenters should discuss how they provide assistance, how and when they can be contacted, and how their work fits into the larger health field. Discuss whether one source can provide all the information and assistance that might be needed.

Students ages 12-14 should be able to:

Consistently demonstrate basic to intermediate competence in a variety of activities to include dual, individual and team sports, outdoor pursuit skills, aquatics, and/or movement.

Create a portfolio demonstrating competence in a selected number of movement forms. Competence can be verified with a videotape of performance or certification of participation, (e.g., all-stars athletics, equestrian show, Red Cross officiating certification, Native Youth Olympics).

Explore career opportunities in the health-related profession and how these roles meet the needs of the health consumer.

Identify and discuss job responsibilities in health-related careers.

Students ages 15-18 should be able to:

Independently and willing participate in games, sports, dance, outdoor pursuits, and other physical activities that contribute to the attainment of personal goals and maintenance of wellness.

Keep a journal of physical activities in which one participates daily. Record descriptions of feelings when personal goals are met.

Describe how personal health goals are influenced by changes in information, abilities, priorities, and responsibilities.

Select two articles of personal interest from current professional health journals. Contrast findings from those reports to current understandings of the topic. Write a personal health goal that reflects the updated information.

A student who meets this standard should understand the physical and behavioral characteristics of human sexual development and maturity.

INDICATORS

SAMPLE ACTIVITIES

Students ages 5-8 should be able to:

Identify individual differences in growth and development among children.

List physical and behavioral differences between oneself and younger siblings or friends.

Demonstrate interactions with both genders in respectful and appropriate ways.

Illustrate or write a dialogue between a boy and a girl suggesting a respectful and appropriate way to handle shoving and pushing in line at school.

Identify similarities and differences between boys and girls.

Identify major body parts by tracing each child’s body on large paper and drawing in the primary organs.

Students ages 9-11 should be able to:

Identify factors that can affect growth and development, differentiating between those factors that the student can or cannot change, (e.g., heredity, family, environment, physical activity, hormones, disease).

Note personal physical characteristics that are linked to heredity by following certain traits through a family tree.

Describe physical and behavioral changes of puberty, including the occurrence of growth spurts.

Keep a personal log to track changes experienced or expected to be experienced throughout puberty. Share this with the doctor at the next check up.

Identify ways in which one can alter, enhance, or adapt to influences of growth and development.

Design a poster which presents ways to celebrate changes in growth and development, such as staying up later, assuming more responsibility at home, or improving in athletic activities.

Use a variety of resources and technologies in order to describe the structures, functions, and interactions of the endocrine, reproductive, nervous, and immune systems.

Hypothesize if a relationship exists between rate of growth and gender. Compare height and weight ratios for males and females in a class and plot on growth charts. Find class mean for males and females. Interpret and summarize the results.

Students ages 12-14 should be able to:

Describe aspects of sexuality and responsible sexual behavior.

Discuss feelings of attraction for another person and appropriate ways to interact in preparation for dating.

Describe the physical changes that occur during puberty and the interrelationship among systems that cause these changes.

Assume the role of the pituitary gland as chairperson for adolescent restructuring. Assign committee members to define their tasks during puberty. Determine what systems must work together to accomplish these tasks and what adaptations can be made to ease "restructuring."

Discover, evaluate, and explain how growth in height and weight influences the mechanical nature of performance in physical activities.

Compare, through class discussion, body types and shapes necessary for optimal performance in a variety of track and field events (e.g., distance runners and throwers).

Students ages 15-18 should be able to:

Discuss factors which contribute to a successful family unit and marriage.

Research and design a brochure outlining the services and benefits provided by a family and marriage counselor for a successful family unit.

Analyze issues of teen pregnancy considering the physical, social, and economic effect upon the adolescent and the family.

Conduct a panel discussion with older parents, teen parents, social service organizations, and pediatricians to examine the impact of teen pregnancy. Follow up with each student examining the effect a pregnancy would have on personal goals and family dynamics, including an assessment of his or her own readiness for parenting in terms of time, cost, emotional maturity, educational plans, etc.

Analyze short- and long-term responsibilities and consequences of decisions regarding sexuality.

Develop a comparison chart about various methods of contraceptives including abstinence. Use different technological tools and compare factors such as effectiveness, side effects, complications, and social considerations.

A student who meets this standard should understand the ongoing life changes throughout the life span and healthful responses to these changes.

INDICATORS

SAMPLE ACTIVITIES

Explain the relationship of family members across the life span.

Illustrate each family member. Underneath each member’s picture, list three things that make that person special to the family.

Recognize stressful situations in personal and family lives of children (e.g., test-taking, isolation, peer or sibling conflicts, unexpected changes). Select a coping skill to relieve a personal stress.

Students ages 9-11 should be able to:

Identify changes in the life cycle from infancy to old age.

Create a time line that depicts where students and their family members are in the life cycle (e.g., preschooler, school age or older adults). Enhance time line with special events from each person’s life and one-word descriptions of physical prowess and mental alertness during each stage.

Identify factors that contribute to stress.

Name a personal stressor and choose a physical activity as a stress management tool.

Students ages 12-14 should be able to:

Describe the impact of stress on individuals and relationships.

Identify situations that are anger inducing and discuss one’s physical and emotional responses to anger. Given a potential anger-inducing scenario, describe nonviolent ways to de-escalate or resolve the conflict.

Demonstrate ways to nurture people of various ages and identify appropriate ways to interact with them.

Sketch a cartoon that depicts a scene of interaction between people of various ages, such as a child introducing a schoolmate to his or her family, assisting an elderly neighbor, or sharing daily news with an older family member.

Analyze concepts and skills related to parent-child relationships across the life span.

Discuss the different kinds of nonsexual love between students and important others (e.g., siblings, parents, stepparents, relatives, friends, teachers). Have students list different and appropriate ways of expressing love to family members by words, tone of voice, body language and actions. Raise the questions:

1. How can love change depending on ages of the individuals?
2. How might love continue to change over time?
3. How does someone know he or she is loved?

Students ages 15-18 should be able to:

Develop strategies to deal with health-related issues and needs common to each stage of the human life cycle.

Compare and contrast the nutrient needs for individuals at different stage of the life cycle (e.g., toddler, young adult).

Describe the impact of stress on individuals and relationships.

Identify anger-inducing situations and discuss one’s physical and emotional responses to anger. Given a potential anger-inducing scenario, describe nonviolent ways to de-escalate or resolve the conflict.

Identify ways in which individuals and families respond to, adapt to, and initiate change.

Examine changes within the family in a historical perspective, and predict the benefits of technological advances (e.g., faster, more efficient transportation, organ transplants, telecommunications) on families throughout the family life cycle.

Identify participation factors such as risk and safety factors, personal characteristics, performance styles and activity preferences that contribute to enjoyment and self-expression throughout the life cycle.

Select a physical activity and list modifications for participants of various age groups. Work in cooperative groups and report findings to the class. Through class discussions, evaluate why some sports lend themselves to lifetime activity and others do not.