Course info

Health Education, Grade 5. (a) Introduction. (1) In health education, students acquire the health information and skills necessary to become healthy adults and learn about behaviors in which they should and should not participate. To achieve that goal, students will understand the following: students should first seek guidance in the area of health from their parents; personal behaviors can increase or reduce health risks throughout the lifespan; health is influenced by a variety of factors; students can recognize and utilize health information and products; and personal/interpersonal skills are needed to promote individual, family, and community health. (2) In addition to age-appropriate information about personal health habits, students in Grade 5 are taught about the human body and the changes that come with puberty. Students are taught how to maintain healthy body systems and prevent disease. Students also learn how technology and the media influence personal health and how to apply problem-solving skills to improve or protect their health. (b) Knowledge and skills. (1) Health information. The student knows ways to enhance and maintain personal health throughout the life span. The student is expected to: (A) examine and analyze food labels and menus for nutritional content; (B) apply information from the food guide pyramid to making healthy food choices; (C) identify foods that are sources of one or more of the six major nutrients; (D) calculate the relationship between caloric intake and energy expenditure; revised August 2020 22 (E) differentiate between health-related and skill-related physical activities; and (F) analyze the components of a personal health maintenance plan for individuals and families such as stress management and personal safety. (2) Health information. The student recognizes the basic structures and functions of the human body and how they relate to personal health throughout the life span. The student is expected to: (A) describe the structure, functions, and interdependence of major body systems; and (B) identify and describe changes in male and female anatomy that occur during puberty. (3) Health information. The student knows how to utilize health information. The student is expected to: (A) describe methods of accessing health information; and (B) demonstrate ways to communicate health information such as posters, videos, and brochures. (4) Health behaviors. The student recognizes behaviors that prevent disease and speed recovery from illness. The student is expected to: (A) explain how to maintain the healthy status of body systems such as avoiding smoking to protect the lungs; (B) relate the importance of immunizations in disease prevention; (C) distinguish between myth and fact related to disease and disease prevention; (D) list the effects of harmful viruses on the body such as polio, Human Immunodeficiency Virus (HIV), and the common cold; and (E) explain how to manage common minor illnesses such as colds and skin infections. (5) Health behaviors. The student comprehends behaviors that reduce health risks throughout the life span. The student is expected to: (A) describe the use and abuse of prescription and non-prescription medications such as overthe-counter; (B) compare and contrast the effects of medications and street drugs; (C) analyze the short-term and long-term harmful effects of alcohol, tobacco, and other substances on the functions of the body systems such as physical, mental, social, and legal consequences; revised August 2020 23 (D) identify and describe alternatives to drug and substance use; (E) demonstrate strategies for preventing and responding to deliberate and accidental injuries; (F) explain strategies for avoiding violence, gangs, weapons and drugs; (G) describe response procedures for emergency situations; (H) describe the value of seeking advice from parents and educational personnel about unsafe behaviors; and (I) explain the impact of neglect and abuse. (6) Influencing factors. The student understands how relationships influence individual and family health including the skills necessary for building and maintaining relationships. The student is expected to: (A) distinguish between healthy and harmful influences of friends and others; (B) describe the characteristics of healthy and unhealthy friendships; (C) identify ways to enhance personal communication skills; (D) analyze respectful ways to communicate with family, adults, and peers; (E) demonstrate ways of communicating with individuals who communicate in unique ways such as having a speech defect and not speaking English; (F) apply and practice strategies for self-control; and (G) describe strategies for stress management. (7) Influencing factors. The student comprehends ways in which media and technology influence individual and community health. The student is expected to: (A) research the effect of media on health-promoting behaviors; and (B) identify the use of health-related technology in the school such as audiometry and the Internet. (8) Influencing factors. The student knows how various factors influence individual, family, and community health throughout the life span. The student is expected to: (A) explain the importance of communication skills as a major influence on the social and emotional health of the individual and family; revised August 2020 24 (B) describe daily and weekly activities that promote the health of a family; (C) describe how a safe school environment relates to a healthy community; and (D) identify environmental protection programs that promote community health such as recycling, waste disposal, or safe food packaging. (9) Personal/interpersonal skills. The student demonstrates critical-thinking, decision-making, goalsetting and problem-solving skills for making healthy decisions. The student is expected to: (A) describe health-related situations that require parent/adult assistance such as a discussion of the health-related consequences of high-risk health behaviors or going to a doctor; (B) assess the role of assertiveness, refusal skills, and peer pressure on decision making and problem solving; (C) utilize critical thinking in decision making and problem solving; (D) describe benefits in setting and implementing short and long-term goals; (E) explain the necessity of perseverance to achieve goals; and (F) explain the importance of parent/trusted adult guidance in goal setting. (10) Bullying prevention. The student understands positive bystander prevention strategies in helping to maintain positive relationships and respect. The student is expected to: (A) analyze respectful ways to communicate with friends, family, teachers, and others; (B) describe appropriate ways to address bullying on behalf of a friend or peer; (C) explain the differences among teasing, joking, playing around, and bullying; (D) identify methods available through which to report bullying; and (E) describe the difference between reporting and tattling. §116.7. Physical Education, Grade 5. (a) Introduction. (1) In Physical Education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to revised August 2020 25 a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the relationship between physical activity and health throughout the lifespan. (2) Fifth grade students demonstrate competence such as improved accuracy in manipulative skills in dynamic situations. Basic skills such as jumping rope, moving to a beat, and catching and throwing should have been mastered in previous years and can now be used in game-like situations. Students continue to assume responsibility for their own safety and the safety of others. Students can match different types of physical activities to health-related fitness components and explain ways to improve fitness based on the principle of frequency, intensity, and time. Students continue to learn the etiquette of participation and can resolve conflicts during games and sports in acceptable ways. (b) Knowledge and skills. (1) Movement. The student demonstrates competency in movement patterns and proficiency in a few specialized movement forms. The student is expected to: (A) demonstrate appropriate use of levels in dynamic movement situations such as jumping high for a rebound and bending knees and lowering center of gravity when guarding an opponent; (B) demonstrate smooth combinations of fundamental locomotor skills such as running and dodging and hop-step-jump; (C) demonstrate attention to form, power, accuracy, and follow-through in performing movement skills; (D) demonstrate controlled balance on a variety of objects such as balance board, stilts, scooters, and skates; (E) demonstrate simple stunts that exhibit agility such as jumping challenges with proper landings; (F) combine traveling and rolling with smooth transitions; (G) combine weight transfer and balance on mats and equipment; (H) demonstrate the ability to contrast a partner's movement; (I) perform selected folk dances; (J) jump a rope using various rhythms and foot patterns repeatedly; (K) demonstrate competence in manipulative skills in dynamic situations such as overhand throw, catch, shooting, hand dribble, foot dribble, kick, and striking activities such as hitting a softball; and revised August 2020 26 (L) demonstrate combinations of locomotor and manipulative skills in complex and/or gamelike situations such as pivoting and throwing, twisting and striking, and running and catching. (2) Movement. The student applies movement concepts and principles to the learning and development of motor skills. The student is expected to: (A) identify common phases such as preparation, movement, follow through, or recovery in a variety of movement skills such as tennis serve, handstand, and free throw; (B) identify the importance of various elements of performance for different stages during skill learning such as form, power, accuracy, and consistency; and (C) choose appropriate drills/activities to enhance the learning of a specific skill. (3) Physical activity and health. The student exhibits a health-enhancing, physically-active lifestyle that provides opportunities for enjoyment and challenge. The student is expected to: (A) participate in moderate to vigorous physical activities on a daily basis that develop health-related fitness; (B) identify appropriate personal fitness goals in each of the components of health-related fitness; and (C) explain the value of participation in community physical activities such as little league and parks and recreation. (4) Physical activity and health. The student knows the benefits from involvement in daily physical activity and factors that affect physical performance. The student is expected to: (A) relate ways that aerobic exercise strengthens and improves the efficiency of the heart and lungs; (B) self-monitor the heart rate during exercise; (C) match different types of physical activity with health-related fitness components; (D) define the principle of frequency, intensity, and time and describe how to incorporate these principles to improve fitness; (E) describe the structure and function of the muscular and skeletal system as they relate to physical performance such as muscles pull on bones to cause movement, muscles work in pairs, and muscles work by contracting and relaxing; (F) identify the relationship between optimal body function and a healthy eating plan such as eating a variety of foods in moderation according to U. S. dietary guidelines; revised August 2020 27 (G) describe common skeletal problems and their effect on the body such as spinal curvatures; (H) describe the changes that occur in the cardiorespiratory system as a result of smoking and how those changes affect the ability to perform physical activity; and (I) describe how movement and coordination are effected by alcohol and other drugs. (5) Physical activity and health. The student understands and applies safety practices associated with physical activities. The student is expected to: (A) use equipment safely and properly; (B) select and use proper attire that promotes participation and prevents injury; (C) describe the importance of taking personal responsibility for reducing hazards, avoiding accidents, and preventing injuries during physical activity; and (D) identify potentially dangerous exercises and their adverse effects on the body. (6) Social development. The student understands basic components such as strategies and rules of structured physical activities including, but not limited to, games, sports, dance, and gymnastics. The student is expected to: (A) describe fundamental components and strategies used in net/wall, invasion, target, and fielding games such as basic positions-goalie, offense, or defense; and (B) explain the concept and importance of team work. (7) Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to: (A) follow rules, procedures, and etiquette; (B) use sportsmanship skills for settling disagreements in socially acceptable ways such as remaining calm, identifying the problem, listening to others, generating solutions, or choosing a solution that is acceptable to all; and (C) describe how physical activity with a partner or partners can increase motivation and enhance safety.