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Liberty Elementary

 

 

 Practical Living Core Content

Goal 2:  Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies and vocational studies to what they will encounter throughout their lives.

Practical Living

2.29

Students demonstrate skills that promote individual well-being and healthy family relationships.

 

2.33

Students demonstrate the skills to evaluate and use services and resources available in their community.

2.30

Students evaluate consumer products and services and make effective consumer decisions.

 

2.34

Students perform physical movement skills effectively in a variety of settings.

2.31

Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

2.35

Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout lives.

 

2.32

Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.

 

 

 

Vocational Studies
       

2.37

Students demonstrate skills and work habits that lead to success in future schooling and work.

 

 

Health Education

Basic to health education is a foundation of knowledge, attitudes, skills and behaviors impacting healthy lifestyles. Healthy family relationships are critical to maintaining the family unit that historically has been considered the fabric of society. While parents are the primary source from which children learn skills to act responsibly in relationships, the community and school play supportive roles. Health literacy includes an understanding of how the body functions as well as behaviors and decisions that will foster life-long health. It is assuming responsibility for personal health throughout the life cycle and fostering behaviors and practices that will enhance family health.

End of Primary

4th Grade

5th Grade

Personal Wellness

PL-EP-1.1.1

Students will identify effective social interaction skills (e.g., identifying emotions, listening, cooperation, etiquette, politeness, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior.

DOK 1

PL-04-1.1.1

Students will describe effective social interaction skills (e.g., identifying emotions, listening, cooperation, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior.

DOK 2

PL-05-1.1.1

Students will describe effective social interaction skills (e.g., identifying emotions, listening, cooperation, communication, sharing, empathy, following directions and making friends) that promote responsible and respectful behavior.

DOK 2

PL-EP-1.1.2

Students will identify strategies for stress management, problem solving, conflict resolution and communication (e.g., self-control, work and play collaboration, caring, reconciling, asking for help, active listening).

DOK 1

PL-04-1.1.2

Students will describe strategies for stress management, problem solving, conflict resolution and communication (e.g., self-esteem, self-control, empathy, asking for help, forgiveness/reconciliation, how to apologize, active listening, anger management, standing up for one's rights).

DOK 2

PL-05-1.1.2

Students will recommend effective strategies for responding to stress, conflict, peer pressure and bullying (e.g., fairness, compromise, standing up for one’s rights, anger management, problem-solving, refusal skills, verbal/nonverbal communication).

DOK 2

PL-EP-1.1.3

Students will identify ways that growth and development are unique to each person.

PL-04-1.1.3

Students will describe how physical, social and emotional changes occur during preadolescence.

PL-05-1.1.3

Students will describe how physical, social and emotional changes occur during preadolescence.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PL-EP-1.1.6

Students will describe how an individual’s behavior and choices of diet, exercise and rest affect the body.

DOK 1

PL-04-1.1.6

Students will describe how an individual’s behavior and choices relating to diet, exercise and rest affect body systems (e.g., circulatory, respiratory, digestive).

DOK 2

PL-05-1.1.6

Students will describe how an individual’s behavior choices and habits relating to diet, exercise, rest and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, digestive).

DOK 2

PL-EP-1.1.7

Students will identify strategies (e.g., diet exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues) that promote good health and prevent diseases.

DOK 1

PL-04-1.1.7

Students will explain how strategies (e.g., diet, exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate protection from ultraviolet rays) promote good health and prevent communicable (cold, flu/influenza, measles, strep throat, lice) and non-communicable (heart disease, diabetes, obesity, cancer, asthma) diseases.

DOK 2

PL-05-1.1.7

Students will explain how strategies (e.g., diet exercise, rest, immunizations) and good hygiene practices (e.g., hand washing, brushing teeth, using tissues, not sharing personal items, adequate protection from ultraviolet rays) promote good health and prevent communicable (cold, flu/influenza, measles, strep throat) and non-communicable (heart disease, diabetes, obesity, cancer, asthma) diseases.

DOK 2

PL-EP-1.1.8

Students will identify behavior choices (tobacco, alcohol) that result in negative consequences.

DOK 1

PL-04-1.1.8

Students will identify behavior choices (tobacco, alcohol, illegal drug use) that result in negative consequences.

 DOK 1

PL-05-1.1.8

Students will explain risks associated with unhealthy habits and behaviors (tobacco, alcohol, illegal drug use).

DOK 2

PL-EP-1.1.9

Students will describe social (e.g., getting along with others, serving as team members) and emotional (e.g., expressing feelings, self-concept) health.

DOK 1

PL-04-1.1.9

Students will describe symptoms of common social and emotional problems (aggression, anxiety, depression).

DOK 2

PL-05-1.1.9

Students will explain the importance of social and emotional health and the symptoms of common social and emotional problems (aggression, anxiety, depression).

DOK 2

 

PL-04-1.1.10

Begins in 6th Grade

PL-05-1.1.10

Students will identify resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eating disorders).

 

PL-04-1.1.11

Students will identify self-management and coping strategies (goal setting, decision making and time management).

DOK 1

PL-05-1.1.11

Students will recommend self-management and coping strategies (goal setting, decision making and time management) for maintaining mental and emotional health.

DOK 2.

Nutrition
PL-EP-1.2.1

Students will identify nutrients (protein, carbohydrates, fats), which are important in the growth and development of healthy bodies.

PL-04-1.2.1

Students will identify foods containing nutrients (protein, carbohydrates, fats), which are important in the growth and development of healthy bodies.

PL-05-1.2.1

Students will identify the role of nutrients (protein, carbohydrates, fats, minerals, vitamins, water), which are important in the growth, and development of healthy bodies (e.g., strong bones and muscles, energy).

PL-EP-1.2.2

Students will describe the overall purpose of the Dietary Guidelines for Americans.

DOK 1

PL-04-1.2.2

Students will describe key recommendations made in the Dietary Guidelines for Americans (weight management, physical activity, food groups to encourage) and the overall purpose of these guidelines.

DOK 2

PL-05-1.2.2

Students will explain key recommendations made in the Dietary Guidelines for Americans (weight management, physical activity, food groups to encourage) and the overall purpose of these guidelines.

DOK 2

 

Safety

PL-EP-1.3 .1

Students will identify safety practices (e.g., use of seatbelts/helmets/life vests) for dealing with a variety of health hazards (e.g., crossing the street, talking to strangers) while at school, home and play.

PL-04-1.3.1

Students will identify safety practices (e.g., use of seatbelts/helmets/life vests) for dealing with a variety of health hazards (e.g., crossing the street, talking to strangers, dealing with threatening situations) while at home, school and play.

PL-05-1.3.1

Students will describe safety practices (e.g., use of seatbelts/helmets/life vests) for dealing with a variety of health hazards (e.g., crossing the street, talking to strangers, dealing with threatening situations) while at home, school and play.

PL-EP-1.3.2

Students will identify proper procedures to access emergency assistance (calling 911).

DOK 1

PL-04-1.3.2

Students will identify proper procedures (calling 911, Heimlich maneuver, stop, drop & roll, apply pressure) for dealing with emergency situations (choking, bleeding, burns).

DOK 1

PL-05-1.3.2

Students will identify proper procedures (e.g., calling 911, Heimlich maneuver, first aid) for dealing with emergency situations (choking, bleeding, burns, broken bones).

DOK 1

Physical Education

Addresses both health-related and skill-related components that promote enhanced health behaviors and increase responsible decision-making. Physical Education uses physical activity as a means to help students acquire skills, fitness, knowledge and attitudes that contribute to their optimal development and well-being.

Psychomotor Skills

PL-EP-2.1.1

Students will apply fundamental motor skills:
Locomotor:

·         Walking

·         Running

·         Skipping

·         Hopping

·         Galloping

·         Sliding

·         Leaping

·         Jumping

 

Nonlocomotor:

·         Turning

·         Twisting

·         Bending

·         Stretching

·         Swinging

·         Swaying

·         Balancing

 

Fundamental manipulative skills:

·         Hitting

·         Kicking

·         Throwing

·         Catching

·         Striking

·         Dribbling

PL-04-2.1.1

Students will apply fundamental motor skills:
Locomotor:

·         Walking

·         Running

·         Skipping

·         Hopping

·         Galloping

·         Sliding

·         Leaping

·         Jumping

 

Nonlocomotor:

·         Turning

·         Twisting

·         Bending

·         Stretching

·         Swinging

·         Swaying

·         Balancing

 

Fundamental manipulative skills:

·         Hitting

·         Kicking

·         Throwing

·         Catching

·         Striking

·         Dribbling

PL-05-2.1.1

Students will apply fundamental motor skills:
Locomotor:

·         Walking

·         Running

·         Skipping

·         Hopping

·         Galloping

·         Sliding

·         Leaping

·         Jumping

 

Nonlocomotor:

·         Turning

·         Twisting

·         Bending

·         Stretching

·         Swinging

·         Swaying

·         Balancing

 

Fundamental manipulative skills:

·         Hitting

·         Kicking

·         Throwing

·         Catching

·         Striking

·         Dribbling

PL-EP-2.1.2

Students will identify the fundamental movement concepts:

·         Body awareness - what the body is doing

·         Space awareness - where the body moves

·         Time - how quickly the body moves

·         Effort - how the body moves

·         Relationship - relationships that occur while the body moves

PL-04-2.1.2

Students will explain the fundamental movement concepts:

·         Body awareness - what the body is doing

·         Space awareness - where the body moves

·         Time - how quickly the body moves

·         Effort - how the body moves

·         Relationship - relationships that occur while the body moves

PL-05-2.1.2

Students will apply fundamental movement concepts:

·         Body awareness - What the body is doing

·         Space awareness - Where the body moves

·         Time - How quickly the body moves

·         Effort - How the body moves

·         Relationship - Relationships that occur while the body moves

Lifetime Physical Wellness

PL-EP-2.2.1

Students will identify physical and social benefits that result from regular and appropriate participation in physical activities:

·     physical benefits (e.g.,  weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements)

·     social benefits (e.g., positive interaction with others, respect for self and others, enjoyment, self-expression)

DOK 1

PL-04-2.2.1

Students will describe physical and social benefits that result from regular and appropriate participation in physical activities:

·     physical benefits (e.g., weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction)

·     social benefits (e.g., positive interaction with others, respect for self and others, enjoyment, self-expression)

DOK 1

PL-05-2.2.1

Students will explain how physical and social benefits that result from regular and appropriate participation in physical activities:

·     physical benefits (e.g,  weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction)

·     social benefits: (e.g., positive interaction with others, respect for self and others, enjoyment, self-expression)

DOK 2

PL-EP-2.2.2

Students will explain the importance of practice for improving performance in games and sports.

PL-04-2.2.2

Students will explain the importance of practice for improving performance in games and sports.

PL-05-2.2.2

Students will explain the importance of practice for improving performance in games and sports.


 

 

PL-EP-2.2.3

Students will identify the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and the FITT Principle (Frequency, Intensity, Type, Time).

DOK 1

PL-04-2.2.3

Students will describe the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and the FITT Principle (Frequency, Intensity, Type, Time).

DOK 1

PL-05-2.2.3

Students will describe the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio-respiratory/cardiovascular endurance) and the FITT Principle (Frequency, Intensity, Type, Time).

DOK 1

PL-EP-2.2.4

Students will identify basic rules for participating in simple games and activities needed to make games fair.

PL-04-2.2.4

Students will explain basic rules for participating in simple games and activities needed to make games fair.

PL-05-2.2.4

Students will explain why basic rules for participating in recreational games (e.g., four-square, horseshoes, table tennis) are needed to make games fair and enjoyable.

PL-EP-2.2. 5

Students will identify rules of play and sportsmanship for spectators and participants during games and/or activities that make them safe and enjoyable.

PL-04-2.2.5

Students will explain how rules of play and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyable.

PL-05-2.2.5

Students will explain how rules of play and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyable.