The Following People Served on the Health Enhancement

Acknowledgement

Health Enhancement Curriculum

The following people served on the Health Enhancement

Curriculum Review Committee in 2006:

Darby-

Caroline Ehmann

Lone Rock-

Art Perez

Hamilton-

Tom Anderson

Marie Antonioli

Kelly Benson

Owen Burch

Kevin Conwell

Julie Keller

Stevensville-

Colleen Koepplin

Kerrie Schneiter

Victor-

Dan Johnston

Zane Warnken

Joe Wetzsteon

Coordinators-

Ernie Jean

Duby Santee

In July 2006, the committee met with the Ravalli Curriculum Consortium for twenty hours of concentrated health enhancement curriculum development. The committee reviewed current practices, student achievement data, current research, and existing health enhancement curriculum from each district, curriculum guides from other states, the National Standards, and the Montana Standards. The curriculum guide which follows is the culmination of this work.

Gratitude and appreciation are extended to the individual committee members for their hard work and dedication.

Philosophy

The health enhancement curriculum seeks to educate children regarding the importance of self-responsibility in achieving and maintaining a healthy lifestyle. The purpose is to help young people take an active role in protecting, maintaining and improving their health while sensitizing them to ethical and moral issues that confront our society. Lifestyle management is integrated throughout the curriculum and focuses on the total self in addition to games and sports. It emphasizes health as a value in life and enhances critical thinking, decision making, and problem-solving skills.

Health Enhancement combines the disciplines of “health” and physical education” into a single curriculum with its focus primarily on health-related outcomes. Concepts learned in the classroom are reinforced in the gymnasium and vice versa. Health enhancement develops the skills and behaviors necessary for students to become healthy, productive citizens who take personal responsibility for their community.

The responsibility for health enhancement must be shared by all facets of society, home, school, and community. Success depends on three factors: a supportive environment, high expectations, and meaningful family/community participation. Quality of life, health care, and the containment of health care costs will be major issues for all Montanans in the 21st century. The goal is to educate our children regarding health care issues and establish and encourage behaviors that will be maintained throughout life

Definitions

Standards

Indicate what students should know, understand, and be able to do in a specific content area.

Benchmarks

Define the expectations for students’ knowledge, skills and abilities along a developmental continuum focused at three points-at the end of grade 4, the end of grade 8 and grade 12.

Skills and knowledge

Define the expectations for student’s knowledge, skills and abilities at each level, K-12

Numbering

The skills and knowledge objectives are referenced to the standard, objective and benchmark. If the skill addresses more that one benchmark, it is separated by a comma, For example: 1.1.2, 3 references standard 1, object 1, benchmarks 2 and 3.

Flexibility

This document was created by dedicated individuals from the following schools: Victor, Stevensville, Lone Rock, Hamilton, and Darby. Montana State standards and Benchmarks were targeted when listing skills and knowledge for each grade level. However, it is understood that areas of study have been addressed at different grade levels from school to school.

Health Enhancement – Kindergarten

Standard / Benchmark / Skills & Knowledge

Students have a basic knowledge and understanding of concepts that promote comprehensive health

/ 1.1
Describe relationship between personal health behaviors and individual well-being
1.2
Describe the basic structure and function of the major human body systems, emphasizing growth and development.
1.3
Identify common health problems (e.g., eyes, ears, teeth, skin) that should be detected and treated early
1.4
Identify personal health-enhancing strategies that encompass substance abuse, nutrition, exercise, injury/disease prevention, and stress management.
1.5
Identify the potential sources of environmental hazards. / Community and Environment
1.1.2
Know people that can provide helpful health information (e.g. parents, doctors, teachers, and nurses).
1.2.2
Identify that there are responsibilities which accompany growing up.
1.3.3
Recognize that individuals are unique; different in looks, size, appearance, and ability.
1.4.2
Describe how bodies change as the get older and differentiate between height and weight.
1.5.2
Monitor personal growth.

Students demonstrate competency in a variety of movement forms.

/ 2.1
Demonstrate mature form in all locomotor patterns and selected manipulative and non-locomotor skills.
2.2
Combine movement skills in applied and dynamic settings or lead up games.
2.3
Acquire skills including perceptual, motor, and rhythm. / Movement and Motor Skills
2.1.3
Move in and maintain personal space, including starting and stopping on command.
2.2.2
Identify body parts used in a movement task.
2.3.3
Explore locomotor movement including walking, running jumping, and hopping.
2.4.2
Explore locomotor movement including walking, running, jumping, and hopping.
2.5.2
Move over a hoop, carpet square, rope, or line in various ways.
2.6.3
Invert or create different shapes the body can make (round, straight, curled, long).
2.7.2
Explore a variety of non-locomotor movements (bending, stretching, and twisting).
2.8.2
Explore a variety of movements which involve
maneuvering weight (pushing, pulling, and lifting).
2.9.3
Roll, throw, catch and kick a variety of soft objects.

Students apply movement concepts and principles while learning and developing motor skills.

/ 3.1
Apply critical elements to improve personal performance in fundamental motor skills and some specialized skills.
3.2
Recognize and apply movement concepts that impact the quality of performance. / Rhythms, Dance, Games & Sports
3.1.1
Clap and move to the beat of various tempos (slow, medium, and fast).
3.2.1
Clap and move to simple rhythmic patterns based on such things as the syllables of names or other words.
3.3.1
Create curved, straight, bent and twisted shapes with the body.
3.4.2
Express through motion, such things as textures, sense, and emotions. (To stimulate exploration, the teacher might use words such as sad, happy, noisy, quiet, rough, and smooth).
3.5.1
Perform traditional and creative singing games and dances or create simple group dances using combination steps. (Games and dances might include “Looby Loo”, London Bridge”, Did You Ever See A Lassie?).
3.6.2
Identify feelings generated by observing or participating in a dance.
3.7.2
Apply movement concepts and principles in sports, playing games and in free play

Students achieve and maintain a challenging level of health-related physical fitness.

Students demonstrate the ability to use critical thinking and decision making to enhance health.

/ 5.1
Identify problem-solving processes specific to health-related issues.
5.2
Access valid health information and resources.
5.3
Explain how basic health information and resources are used in setting goals and decision making.
5.4
Set personal health goals and record progress toward achievement.
5.5
Predict results of positive health decisions / Health Practices
5.1,1,3
Evaluate how nutritious food, including regular breakfast and healthy snacks, contributes to health and well-being.
5.2.2
Tell ways exercise helps keep people healthy.
5.3,2,3
Tell ways that cleanliness such as clean hands and bodies are important to health.
5.4.2
Tell ways that drugs, alcohol, and tobacco can hurt their bodies.
5.5.5
Recognize that regular sleep, rest and exercise contribute to health and well-being.
5.6.4,5
Demonstrate how to brush teeth.
5.7.5
Explain proper use of medicine and who should administer it.
5.8.2
Recognize foods from the food pyramid.

Students demonstrate interpersonal communication skills to enhance health.

/ 6.1
Describe characteristics needed to be a responsible friend and family member.
6.2
Demonstrate ways to communicate care, consideration, and respect for self and others.
6.3
Demonstrate healthy ways to express needs, wants and feelings
6.4
Demonstrate refusal skills.
6.5
Demonstrate active listening skills.
6.56
Demonstrate nonviolent strategies to resolve
conflicts. / Self Image
6.1.2,3
Recognize that individuals have personal characteristics that make them special.
6.2.3
Recognize different types of feelings and healthy ways to express them.
6.3.2,4,5
Identify and demonstrate ways to get along with others.
6.4.1,4,6
Recognize that the family is a basic social unit and that everyone is part of a family.
6.5.3
Identify persons with whom feelings can be shared.

Students demonstrate health-enhancing behaviors.

/ 7.1
Interact with friends and others through participation.
7.2
Use physical activity as a means of self-expression.
7.3
Experience enjoyment through physical activity.
7.4
Regularly participate in physical activity.
7.5
Demonstrate strategies to improve or maintain personal health. / Personal Safety and Rules
7.1.1,4
Participate in a variety of play activities requiring cooperation and playing by simple rules.
7.2.5
Contribute to safety by respecting the personal space of others.
7.3.1
Role Play how to treat classmates and others courteously.
7.4.5
Demonstrate how to cross streets safely, walking or riding a bike.
7.5.5
List ways to be safe at home and school.
7.6.5
Identify people who help maintain safety, e.g., fireman, policemen, crossing guards and teachers.
7.7.2,3
Explain the importance of being in charge of one’s own body.
7.8.5
Memorize one’s own phone number, address, guardian’s name and emergency number.
7.9.5
Define who strangers are. Know how to respond to various situations involving strangers.

Health Enhancement – Grade 1

Standard / Benchmark / Skills & Knowledge

Students have a basic knowledge and understanding of concepts that promote comprehensive health

/ 1.1
Describe relationship between personal health behaviors and individual well-being
1.2
Describe the basic structure and function of the major human body systems, emphasizing growth and development.
1.3
Identify common health problems (e.g., eyes, ears, teeth, skin) that should be detected and treated early
1.4
Identify personal health-enhancing strategies that encompass substance abuse, nutrition, exercise, injury/disease prevention, and stress management.
1.5
Identify the potential sources of environmental hazards. / Community and Environment
1.1.2
Identify personal growth and changes, (e.g., height, weight, size of head, length of arms, and size of feet).
1.2.1
List similarities and differences of individuals with regard to size, shape, color of hair, and color of eyes.
1.3.5
Describe ways that environmental surroundings affect health.
1.4.1,4
Discuss health services, (e.g., doctors, dentists, nurses, pharmacist, and paramedics).
1.5.1
Describe ways to respond to an emergency situation.
1.6.3
Explain the importance of dental hygiene.

Students demonstrate competency in a variety of movement forms.

/ 2.1
Demonstrate mature form in all locomotor patterns and selected manipulative and non-locomotor skills.
2.2
Combine movement skills in applied and dynamic settings or lead up games.
2.3
Acquire skills including perceptual, motor, and rhythm. / Manipulative Skills
2.1.2.3
Roll, bounce, throw, catch, strike and kick objects such as yarn, sponge, and playground balls.
2.2.2
Explore a variety of movements using objects such as bean bags, yarn balls, hula hoops, wands, ropes and different sized balls.
2.3.2,3
Use carpet squares, mats, boxes or benches in exploratory movements.
2.4.3
Move in space, changing to various levels (low, medium, and high) on command.
2.7.2,3
Explore and experience locomotor movements (walking, leaping, skipping, galloping, and sliding) at (a) slow and fast speeds, (b) in different directions.
2.8.1,2
Bend, stretch, and twist different parts of the body (legs, arms, trunk) while standing, sitting, and lying down.
2.9.1,2
Explore a variety of movements involving maneuvering weight (pushing, pulling, and lifting with an object).
2.10.2
Using the body, make the shape of a letter or number from zero to nine.

Students apply movement concepts and principles while learning and developing motor skills.

/ 3.1
Apply critical elements to improve personal performance in fundamental motor skills and some specialized skills.
3.2
Recognize and apply movement concepts that impact the quality of performance. / Rhythms, Dance, Games & Sports
3.1.3
Clap and move, accenting the first beat of every measure in 4/4 time.
3.2.1
Clap and move to simple rhythmic patterns based on such things as phrases or whole sentences.
3.3.1,2
Create symmetrical (in which the two sides look alike and asymmetrical (in which the two sides do not look alike) shapes with the body.
3.4.2
Through movement, explore over/under, above/below, near/far, in front/behind, inside/outside and around/through.
3.5.2
Move through space in various directions, e.g., walking, running, leaping, hopping, jumping, skipping, galloping, sliding.
3.6.2
Improvise a sequence of energy (motion) changes, e.g., moving from lyrical (floating, gliding) to percussive (sharp, quick).
3.7.1,2
Perform traditional, and creative, singing games dances or create simple group dances using basic locomotor steps.
3.8.2
Express the feelings generated after observing a dance (live or taped), e.g., mood, patterns and movements.
3.9.2
Apply movement concepts and principals in sports, playing games and in free play.

Students achieve and maintain a challenging level of health-related physical fitness.

/ 4.1
Participate in a variety of developmentally appropriate fitness activities involving each component on health-related physical fitness.
4.2
Identify each component of health-related physical fitness.
4.3
Associate each health-related physical fitness component to the improvement of personal health.
4.4
Demonstrate each component of health-related physical fitness. / Fitness
4.1.2
Jump forward, backward, and sideways over a line or rope on the floor several times.
4.2.1,3
Swing one arm at a time in different directions and at different levels.
4.3.1
Combine the movement of both arms in the same direction and in the opposite directions.
4.4.1
Pull the body from a lying position to a standing position using some assistance such as climbing a rope, wand, or a partner.
4.5.4
Support body weight on hands from a sitting position for several seconds.
4.6.4
With arms crossed on chest, hands on shoulders, perform several curl-ups with knees bent and feet on floor.
4.7.1
Sustain a variety of locomotor movements going forward, backward, and sideways.
4.8.1,4
Hop on one foot several times without loosing balance, repeat on other foot.
4.9.4
Walk the length of a low balance beam without falling off.
4.10.1
Jump from a 2-foot height and land on a mat, grass, or sand without falling down.
4.11.1
Standing on both feet, with eyes closed, balance for 10 seconds.
4.12.1,4
Walk or run appropriate distances to meet age level standards or requirements.

Students demonstrate the ability to use critical thinking and decision making to enhance health.

/ 5.1
Identify problem-solving processes specific to health-related issues.
5.2
Access valid health information and resources.
5.3
Explain how basic health information and resources are used in setting goals and decision making.
5.4
Set personal health goals and record progress toward achievement.
5.5
Predict results of positive health decisions / Health Practices
5.1.3
Identify the food pyramid and name several foods within each group.
5.2.2,3
Explain the reasons for eating the right kinds of food daily.
5.3.4
Explain the importance of daily exercise.
5.4.2,5
Tell why regular sleep, rest and exercise contribute to one’s health and well-being, grooming, posture, and body mechanics are important.
5.5.1
Tell why cleanliness, grooming, posture, and body mechanics are important.
5.6.2,3,4
Discuss the function and hygiene of teeth and gums.

Students demonstrate interpersonal communication skills to enhance health.

/ 6.1
Describe characteristics needed to be a responsible friend and family member.
6.2
Demonstrate ways to communicate care, consideration, and respect for self and others.
6.3
Demonstrate healthy ways to express needs, wants and feelings
6.4
Demonstrate refusal skills.
6.5
Demonstrate active listening skills.
6.6
Demonstrate nonviolent strategies to resolve conflicts. / Healthy Life Skills
6.1.3
Identify and describe different feelings.
6.2.2
Recognize contributions of self and others, e.g., sharing cooperation.
6.3.1
Recognize the importance and consequences of family and school rules.
6.4.5,6
Describe how individuals might help one another.
6.5.3
Describe what one likes about one ’s self.
6.6.1
Recognize that each member of the family contributes towards another member’s development.
6.7.6
Understand that a child is responsible for his/her behavior.
6.8.4
Identify ways drugs, alcohol, and tobacco may be harmful to the body.

Students demonstrate health-enhancing behaviors.

/ 7.1
Interact with friends and others through participation.
7.2
Use physical activity as a means of self-expression.
7.3
Experience enjoyment through physical activity.
7.4
Regularly participate in physical activity.
7.5
Demonstrate strategies to improve or maintain personal health. / Rules and Directions
7.1.1
Participate in a variety of play activities requiring cooperation.
7.2.4
Listen to and follow simple directions and rules in games and activities of low organization.
7.3.1
Contribute to safety by respecting the personal space of others.
7.4.5
Identify safety procedures in walking or biking to and from school.
7.5.1,5
Discuss the roles of police officers and other safety helpers.
7.6.2
Describe what to do when approached by a stranger whether in person, on the telephone, or on the internet.
7.7.1,5
Explain rules for safety in the home, on the playground, and at school.
7.8.5
Identify safety rules when using public or private transportation.
7.9.5
Identify safety and danger signs and symbols.
7.10.3
State why one should remain with the group or with the supervising adult.
7.11.1,5
Discuss safety rules and procedures in the home, school, and community.
7.12.3,4
Participate in regular physical activity as a means of self expression and enjoyment.
7.12.5
Memorize one’s own phone number, address, guardian’s name and emergency number.

Health Enhancement – Grade 2