National Standards: A physically educated student...

1. Demonstrates competency in many movement forms and proficiency in a few movement forms.

2. Applies movement concepts and principles to the learning and development of motor skills.

3. Exhibits a physically active lifestyle.

4. Achieves and maintains a health-enhancing level of physical fitness.

5. Demonstrates responsible personal and social behavior in physical activity settings.

6. Demonstrates understanding and respect for differences among people in physical activity settings.

7. Understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

Physical Education Program Descriptions

Exploration in performing a variety of locomotor, non-manipulative and manipulative skills is the major focus at the elementary level. Organization of the content shifts from grouping activities by games (ie soccer, basketball, volleyball) to the adoption of a Skill Theme approach. Skill themes are fundamental movements which are explored, then combined into more complex and specialized movement patterns that may lead to game situations. Examples of skill themes include: traveling, striking, balancing, jumping and landing. The skill theme approach provides experiences appropriate to a child's development level, as opposed to age or grade level. Skill themes are designed to reflect the varying needs and interests of students over a period of years. Physical fitness activities and developmentally appropriate fitness/wellness concepts will be integrated into skill theme lessons.

The middle school refines the motor skills introduced in the elementary curriculum through participation in a wide variety of activities. In additional, this level introduces more sophisticated health-related fitness/wellness concepts. Content will be delivered in a unit approach. Units in dance, fitness and outdoor winter activities/challenge activities will be developed and recommended for all schools. Providing cross-district consistency and acquiring resources and equipment which can be shared between schools is a priority.

Curriculum emphasis at the high school level shifts away from the development of sports skills to an emphasis on personal fitness and the importance of an active lifestyle. In order to ensure that all students will exit with the knowledge-base and skills to achieve and maintain good health, all students will be required to take one semester of Lifetime Personal Fitness. Additionally, students must take at least one semester for a lifetime activity class. The reinforcement of basic knowledge of fitness principles , as well as activities participation in fitness activities will occur in every class. Students will learn how to analyze various sports and recreational pursuits according to their health and wellness related benefits.

• Be introduced to hand washing and care of own minor wounds and nose bleeds.
• Be introduced to basic safety precautions including 911, memorizing name, address, and phone number.
• Recognize harmful substances and learn to tell an adult.
• Use seat belts and helmets.
• Identify and name feelings.
• Identify types of foods in the food pyramid and the reason for the triangle shape.
• Identify the five senses.
• Correctly name the body parts.

• Identify the purpose of advertising and commercials.
• Comprehend the basic effects of choices on health behaviors.
• Name the basic effects of pollution.
• Learn to express feelings in a socially acceptable way.
• Recognize the relationship between exercise and nutrition.
• Relate location and function of major body systems.
• Identify harmful substances such as drugs, medicines, poisons.

• Identify specific rescue providers and know where to go for help.
• Demonstrate basic disease precautions through personal cleanliness and care with handling materials.
• Describe ways to personally prevent pollution.
• Practice safety as for natural disasters, fires, "stranger danger", and personal injury prevention.
• Identify causes of stress and conflict resolution alternatives.
• Locate ingredient labels on food products.
• Recognize effects of poor nutrition, lack of exercise, drugs and alcohol on the body.

• Identify effects of others (peer pressure) and media on choices.
• Verbalize choices and consequences.
• Describe effects of disease on body systems.
• Identify basic needs and practice good personal hygiene.
• Name effects of pollution on body systems.
• Use a variety of stress management techniques.
• Identify healthy diet and safe and unsafe foods.
• Distinguish legal ad illegal substances and ways they effect the body.

• Describe the difference between communicable and non-communicable diseases and the effects of being sick.
• Describe effects of pollution on the environment.
• Describe safety rules specifically related to Alaska's cold water and wild animals.
• Identify choices, and practice decisions making for good health.
• Compare food labels and describe a balanced meal.
• Describe inter-relatedness of body systems
• Identify effects of smoking on lungs and effects of drugs and alcohol on body.
• Practice refusal skills.

• Identify precautions necessary to stay free of disease.
• Establish goals for health.
• Identify physical reactions to emotions and stress.
• Identify six essential nutrients and their importance.
• Be introduced to the endocrine and reproductive systems and hormonal effects on development.
• Be introduced to sexual relations and human reproduction with an emphasis on sexual abstinence.
• Expand understanding of the effects of drugs, alcohol and tobacco on body systems.
• Practice refusal, coping and decision making skills.

• Relate genetic health problems and identify those that are preventable.
• Expand environmental health issues.
• Practice basic first aid.
• Identify opportunities to make healthy choices by setting goals.
• Recognize eating disorders.
• Describe issues related to adolescent development.
• Have sexual abstinence reinforced.
• Identify the effects of addiction and where to get help.
• Practice refusal, coping and decision making skills.

8th Grade Health: one semester This class is a more in-depth look at health issues of critical importance to adolescents: an overview of wellness, self-esteem and other mental health issues, body systems, nutrition, sexual concerns, drugs and alcohol, diseases, harassment and other.

Healthy Life Skills: one semester course. This course is designed to help students develop healthy habits and positive behavior patterns. Students are provided with the knowledge of skills that lead to responsible decision making for a safe and healthy lifestyle. Topics covered includes nutrition, fitness, substance abuse, sexuality education and stress management.

First Aid course: one semester This course is designed to prepare students to assist themselves and others, in case of injury or sudden illness, when medical and hospital services are limited or delayed. Emphasis will also be placed on safety awareness in the home, school, community, and on the streets and highways. The new Red Cross certificate will be given to those students who complete the requirements of this course.

• A: A Students should be able to acquire a core knowledge related to
• well-being
• B: A student should be able to demonstrate responsibility for the student's
• well-being
• C: A student should understand how well-being is affected by relationships
• with others.
• D: A student should be able to contribute to the well-being of families an
• communities.