|
Pennsylvania's Academic Standards for Health, Safety, and Physical Education
|
|
|
|
|
Early Elementary Standards(K-3 in HealthTeacher and 10.1.3 Grade 3 in PA Standards)
|
HealthTeacher Lessons |
Link |
| 10.1
Concepts of Health |
|
|
| A |
Identify and describe the stages of growth and development. |
|
|
|
|
Growth and Development |
Link |
|
Infancy,
childhood, adolescence, adulthood, late adulthood |
|
|
| B |
Identify and
know the location and function of the major body organs and systems. |
|
|
|
Circulatory |
|
|
|
Respiratory |
Is Tobacco a Friend? |
Link |
|
Muscular |
|
|
|
Skeletal |
|
|
|
Digestive |
Covered in Grade
4-5: The Digestive Process |
Link |
| C |
Explain the role
of the food guide pyramid in helping people eat a healthy diet. |
|
|
|
Food groups |
Food Guide Pyramid |
Link |
|
|
Nutrients and Food
Groups |
Link |
|
Number of
servings |
Let's Feed Our Bodies |
Link |
|
Variety of food |
Food Guide Pyramid |
Link |
|
Nutrients |
Nutrients and Food
Groups |
Link |
|
|
Food Labels |
Link |
| D |
Know
age-appropriate drug information. |
|
|
|
Definition of
drugs |
Safe Use of Medicine |
Link |
|
|
OTC and Prescription
Medicine |
Link |
|
Effects of drugs |
Drugs and Goals Don't
Mix |
Link |
|
Proper use of
medicine |
Safe Use of Medicine |
Link |
|
|
You Can't Tell by
Looking |
Link |
|
|
Looking at Medicine
Labels |
Link |
|
Healthy /
unhealthy risk-taking (e.. Inhalant use, smoking) |
Drugs and Goals Don't
Mix |
Link |
|
Skills to avoid
drugs |
Drugs and Goals Don't
Mix |
Link |
|
|
Hazzardous to My
Health |
Link |
| E |
Identify types
and causes of common health problems of children. |
|
|
|
Infectious
diseases (e.g. colds, flu, chickenpox) |
Covering Coughs and
Sneezes |
Link |
|
|
Student Center: Infectious Disease |
Link |
|
Noninfectious
diseases (e.g. asthma, hay fever, allergies, lyme disease) |
|
|
|
Germs |
Covering Coughs and
Sneezes |
Link |
|
|
Wash Away the Germs |
Link |
|
|
Student Center: Infectious Disease |
Link |
|
Pathogens |
Yikes! Lice. |
Link |
|
|
Getting Ready to Eat |
Link |
|
|
Student Center: Infectious Disease |
Link |
|
Heredity |
|
|
| 10.2 Healthful Living |
| A |
Identify personal hygiene
practices that help promote health and help prevent the spread of disease. |
|
|
|
|
Flossing Teeth |
Link |
|
|
How Immunizations
Help |
Link |
|
|
Wash Away the Germs |
Link |
|
|
Student Center: Infectious Disease |
Link |
|
Identify
community helpers that help promote health and prevent the spread of disease. |
|
|
|
Nurses |
Link |
|
|
Doctors |
Link |
|
|
Well-Care Visits |
Link |
|
|
Help in an Emergency |
Link |
|
|
Pharmacists |
Link |
|
|
Optometrists |
Link |
|
|
Sanitation Workers |
Link |
| B |
Identify
health-related information: signs and
symbols, terminology, products and services. |
|
|
| C |
Identify media
sources that influence health and safety. |
|
|
|
|
Food Packages |
Link |
| D |
Identify the
steps in a decision-making process. |
|
|
|
|
Staying Safe Near the
Water |
Link |
|
|
Buddy Systems |
Link |
|
|
How You Can Prevent
Fires |
Link |
| E |
Identify
environmental factors that affect health. |
|
|
|
Pollution (e.g.
air, water, noise, soil) |
The Environment and
the Community |
Link |
|
Waste disposal |
Ready to Recycle |
Link |
|
|
Reusing Waste
Materials |
Link |
|
Temperature
extremes |
Teacher
Background: Protection from the Environment During Physical Activity |
Link |
|
Insects /
animals |
Preventing Dog Bites |
Link |
| 10.3 Safety & Injury Prevention |
| A |
Recognize safe and unsafe
practices in the home, school and community. |
|
|
|
General (e.g.
fire, electrical, animals) |
Preventing Dog Bites |
Link |
|
|
Stop, Drop, and Roll |
Link |
|
|
How You Can Prevent
Fires |
Link |
|
|
Staying Safe Around
Electricity |
Link |
|
|
Keep Away from Poison |
Link |
|
|
Emergencies: Getting Help |
Link |
|
|
Avoiding Weapons |
Link |
|
Modes of
transportation (e.g. pedestrian, bicycle, vehicular) |
Wear Your Seatbelt |
Link |
|
|
Riding in the
Backseat |
Link |
|
|
Use Your Head, Use
Your Helmet |
Link |
|
Outdoor (e.g.
play, weather, water) |
|
|
|
Safe around
people (e.g. safe/unsafe touch, abuse, stranger, bully) |
Stay Safe and Tell |
Link |
|
|
Dealing with a Bully |
Link |
|
|
Staying Safe |
Link |
| B |
Recognize
emergency situations and explain appropriate responses. |
|
|
|
Importance of
remaining calm. |
Getting Help |
Link |
|
How to call for
help. |
Emergencies: Getting Help |
Link |
|
|
Getting Help |
Link |
|
Simple
assistance procedures. |
Choking |
Link |
|
|
Treating Minor Wounds
and Burns |
Link |
|
How to protect
self. |
|
|
| C |
Recognize
conflict situations and identify strategies to avoid or resolve. |
|
|
|
Dealing with Feelings |
Link |
|
Walk away,
I-statements, refusal skills, adult intervention |
Expressing
Uncomfortable Feelings (I-Messages) |
Link |
|
|
Respect (Listening
Skills) |
Link |
|
|
Resolving Conflicts |
Link |
|
|
Feelings (I-Messages) |
Link |
|
|
How to Listen |
Link |
|
|
Conflict Resolution |
Link |
| D |
Identify and use
safe practices in physical activity settings (e.g., proper equipment,
knowledge of rules, sun safety, guidelines of safe play, warm up and cool
down. |
|
|
|
Caring for Our Skin |
Link |
|
|
Safe in the Sun |
Link |
|
|
Safety Counts |
Link |
|
|
Play Safe |
Link |
|
|
Warm Up and Cool Down |
Link |
| 10.4 Physical Activity |
| A |
Identify
and engage in physical activities that promote physical fitness and
health. |
|
|
|
|
Let's Get Physical |
Link |
|
|
Let's Move |
Link |
| B |
Know the
positive and negative effects of regular participation in moderate to
vigorous physical activities. |
|
|
|
|
Physical Activity Is
Good for Me |
Link |
| C |
Know and
recognize changes in body responses during moderate to vigorous physical
activity. |
|
|
|
|
Physical Activity Is
Good for Me |
Link |
|
Heart rate,
breathing rate |
Good for Your Heart |
Link |
| D |
Identify likes
and dislikes related to participation in physical activities. |
|
|
|
|
Influences on
Activity |
Link |
| E |
Identify reasons
why regular participation in physical activities improves motor skills. |
|
|
| F |
Recognize
positive and negative interactions of small group activities. |
|
|
|
Roles (e.g.,
leader, follower) |
|
|
|
Cooperation /
sharing |
|
|
|
On-task
participation |
|
|
