Students will:

• Apply developmentally appropriate movement forms in cooperative activities.
• Describe and demonstrate problem-solving skills through cooperative and/or team building games and activities, including the problem-solving skill set:
  • Clarify problem
  • Analyze causes
  • identify alternatives
  • Assess alternatives
  • Choose and implement an alternative
  • Evaluate choice
• Describe and demonstrate conflict resolution skills, including the conflict resolution skill set:
  • Talk about problem without assigning blame
  • Use active listening
  • Identify and clarify issues and needs
  • Brainstorm solutions
  • Choose and apply a solution
  • Evaluate solution
• Create guidelines for solving problems and conflicts in activity settings.
• Explain the importance of cooperating with classmates.
• Demonstrate effective communication skills by providing feedback to a peer, using appropriate tone, and other communication skills.
• Identify and describe instances that do support feelings of inclusion.
• Identify and describe instances that do not support feelings of inclusion (e.g., marginalization).

Students will:

• Interpret fitness data comparing individual scores to established Virginia Wellness fitness standards.
• Develop a comprehensive fitness plan by creating a SMART (specific, measurable, attainable, realistic, and timely) goal in two self-selected components of fitness to improve or maintain fitness levels.
• Create an action plan that incorporates the FITT (frequency, intensity, time, and type of exercise) principle and to meet the Centers for Disease Control and Prevention’s Physical Activity Guidelines for Americans.
• Document physical activity opportunities inside and outside of school.
• Identify concepts of fitness improvement using various resources, including available technology, to evaluate, monitor, and record activities for a fitness plan.
• Calculate resting heart rate.
• Calculate activity heart rate.
• Calculate recovery heart rate.
• Calculate resting and target heart rate.

Students will:

• Define center of gravity as a point in which the mass and weight of an object or person are balanced in all directions.
• Define center of support as the area formed by the outermost points of contact between an individual and the surfaces supporting the individual.
• Describe and demonstrate how center of gravity and center support stabilizes movement.
• Describe the progression of learning as practice, self or peer assess, correct, practice at a higher level, and reassess.
• Demonstrate the progression of learning (practice, self or peer assess, correct, practice at a higher level, and reassess) for a specific skill or activity.
• Apply biomechanical principles such as center of gravity and base of support to understand and perform skillful movements.
• Analyze skill patterns and movement performance of self and others, detecting and correcting mechanical errors for selected movements.

Students will:

• Identify the “core muscles,” including pelvic, lower back, hips, gluteal muscles, and abdomen.
• Explain the role of the core muscles in stabilizing movement.
• Apply knowledge of anatomy and joint types to accurately describe skill- and fitness-based movements, such as throwing, catching, striking, lunges, and push-ups.
• Identify safe practices for improving physical fitness, including warm up, cool down, proper progression, and proper technique.
• Describe the relationship of heart rate to aerobic fitness.
• Define aerobic capacity and anaerobic capacity.
• Describe the differences between aerobic and anaerobic activities and provide three examples of each.
• Explain the connection between a Rate of Perceived Exertion (RPE) scale and heart rate.
• Explain the connection between an RPE scale and the body’s response to physical activity.
• Describe the relationship of resting heart rate to aerobic fitness.
• Describe the relationship of heart rate to an RPE scale.

Students will:

• Demonstrate developmentally appropriate movement forms and skill combinations in a variety of cooperative and tactical activities.
• Apply developmentally appropriate movement forms in tactical activities.
• Demonstrate offensive and defensive strategies and tactics meant to create open space.
• Describe how proper movement, speed, and accuracy help create an offensive and defensive advantage.
• Apply appropriate offensive and defensive strategies and tactics to gain an advantage.
• Describe the use of appropriate safety equipment in fitness activities.
• Identify activity specific rules, procedures, and etiquette.
• Apply safety procedures, rules, and appropriate etiquette by self-officiating modified physical activities and games.
• Demonstrate supportive behaviors that promote feelings of inclusion and safety of others.
• Identify specific safety concerns associated with at least one activity that includes rules, safety, and etiquette.

Students will:

• Identify dance steps selected by the teacher or student in folk, social, multicultural, contemporary, and line dances.
• Demonstrate dance steps selected by the teacher or student in folk, social, multicultural, contemporary, and line dances.
• Demonstrate how movement is stabilized in the planes of movement.
• Describe movements that occur in the sagittal plane.
• Describe movements that occur in the frontal plane.
• Describe movements that occur in the transverse plane.
• Describe movements that occur in multiple planes of movement.

Students will:

• Define the anaerobic energy system.
• Define the aerobic energy system.
• Describe how the body uses anaerobic and aerobic energy systems.
• Identify nutrients needed for optimal aerobic and anaerobic capacity.
• Identify nutrients needed for optimal muscular strength and endurance.
• Explain the effects of sleep on energy balance.

Students will:

• Describe and demonstrate how to measure each component of health-related fitness to include VA Wellness tests and Functional Fitness Challenges.
• Identify barriers and roadblocks to success, solutions to barriers and roadblocks, and reflect on success of the fitness plan.
• Conduct reassessment of fitness levels mid-year and end of year.
• Apply concepts of fitness improvement using various resources, including available technology, to evaluate, monitor, and record activities for a fitness plan.
• Explain the role of perseverance in achieving fitness goals.

Students will:

• Demonstrate basic abilities in recreational pursuits.
• Identify safety precautions to ensure safe participation in recreational activities.
• Apply strategies for protection from cold, heat, and sun during activity, including hydration and sunscreen.
• Describe and demonstrate strategies for dealing with stress, such as deep breathing, guided visualization, and aerobic exercise.
• Identify positive mental and emotional aspects of participating in a variety of physical activities.
• Describe how participation in physical activities creates enjoyment, reduces stress, and improves mental and emotional wellness.

Students will:

• Identify the characteristics of a healthy interpersonal relationship.
• Identify healthy verbal, nonverbal, and visual communication.
• Describe the keys between healthy communication and healthy relationships.
• Demonstrate healthy verbal, nonverbal, written, and visual skills.
• Identify the body's physical and psychological response to stress.
• Recognize the impact of disappointment or adversity on health.
• Define depression and describe warning signs, risk factors, and protective factors for anxiety, depression, self-harm behaviors, and suicide.
• Analyze and explain the benefits of emotional flexibility, stress management, and stress-reduction techniques for physical and emotional health.
• Develop strategies for coping with disappointment, stress, anxiety, anger, and adversity.
• Explain when mental illnesses and challenges require support.
• Promote strategies for coping with disappointment.
• Identify personal and professional resources for help.
• Describe situations that can cause a range of emotions and feelings, and describe how to recognize these feelings and emotions and predict how long they may last.
• Explain how empathy, compassion, and acceptance of others support healthy relationships.
• Develop strategies for coping with disappointment, stress, anxiety, anger, and adversity.
• Develop healthy ways to identify, express, and respond to emotions and identify resources for help and support.
• Design ways to demonstrate empathy, compassion, and acceptance for others to support healthy relationships.
• Analyze the availability of health services.
• Identify resources in the community dedicated to promoting health.
• Explain when mental illnesses and mental challenges require support.
• Define public health, and describe the associated health careers.
• Develop achievable goals for handling stressors in healthy ways.
• Promote strategies for coping with disappointment.
• Identify personal, family, school, community, and healthcare resources.

Students will:

• Define prescriptions, controlled substances, vapes, and CBD.
• Identify short term, social, and negative consequences of risky behaviors.
• Explain the link between Addiction to ATOD and engaging in risky behavior.
• Identify types of behavior associated with drug use and abuse.
• Explain that addiction is a compulsive psychological need.
• Explain the purpose of the Food and Drug Administration (FDA).
• Identify ways to promote a drug-free lifestyle.
• Create strategies to identify types of advertising techniques.
• Identify and demonstrate strategies for effective refusal skills.

Students will:

• Explain the link between addiction to Alcohol, Tobacco, and Other Drugs (ATOD) and engaging in risky behavior.
• Explain the importance of recognizing harmful and risky behaviors related to personal safety.
• List the characteristics of and how to contribute to a positive (i.e., emotionally safe) school climate.
• Describe the role of empathy in preventing bullying and cyberbullying.
• Explain the importance of recognizing harmful and risky behaviors related to personal safety.
• Explain how violence, bullying, and harassment affect personal health and school safety.
• Explain why it is important to be able to identify bullying behavior to prevent bullying and cyberbullying.
• Create a campaign to prevent/stop bullying or cyberbullying.
• Explain the myths and facts about gangs and gang-related behaviors.
• Explain why people may join gangs, including the relationship between self-image and gang-related behaviors.
• Explain how violence, bullying, and harassment affect personal health and school safety.
• Promote awareness of gang consequences.
• Identify ways to maintain a safe environment at home, school, online, and in the community.
• Assess your school’s safety protocols and recommend suggestions for improvement to your school’s safety.
• Explain the impact of weather or climate-related physical conditions.
• Describe ways to prevent weather or climate-related conditions.
• Determine strategies to protect against the harmful effects of weather.
• Identify personal safety issues.
• Explain the importance of recognizing harmful and risky behaviors related to personal safety.
• Describe ways to maintain a safe and healthy environment at school, in the community, at home, and online.

Students will:

• Describe human behaviors that contribute to pollution.
• Explore opportunities to engage with local school wellness policy.
• Evaluate the impact of sleep and rest.
• Evaluate the impact of sleep on cognitive performance.
• Identify sleep guidelines.
• Compare sleep and rest habits.
• Create a personal plan to meet recommended sleep and rest guidelines.
• Describe nutrient-dense food.
• Define nutrient-dense foods.
• Evaluate the impact of sleep on cognitive performance.
• Analyze the effects of nutrition on daily performance.
• Describe the benefits of meeting dietary recommendations.
• Identify decision-making steps for selecting healthy foods & beverages.
• Define disordered eating and describe types of eating disorders.
• Describe warning signs and risk factors for eating disorders.
• Identify school and community resources for help with eating disorders.
• Use a decision-making process to evaluate daily food intake.
• Encourage nutrient-dense food choices at home.
• Encourage nutrient-dense food choices at school.
• Encourage nutrient-dense food choices at restaurants.
• Encourage nutrient-dense snacks.
• Describe the value of nutrient-dense food.
• Define nutrient-dense foods.
• Analyze the caloric value of foods and beverages.
• Analyze the effects of nutrition on daily performance.
• Encourage nutrient-dense food choices.
• Identify the components of eating a healthy breakfast.
• Determine the cognitive benefits of eating a healthy breakfast.
• Determine the physical benefits of eating a healthy breakfast.
• Identify nutrient-dense snacks.
• Educate peers and family on the importance of eating a healthy breakfast.
• Identify the components of eating a healthy breakfast.
• Explain how allergens cause an allergic reaction.
• Discuss the concept of an allergen-safe zone.
• Explain the purpose of the Food and Drug Administration (FDA).
• Promote the importance of handwashing, not sharing food, and an allergy safe-zone.
• Identify major components of the circulatory system.
• Describe the function of the heart.
• Describe the function of blood in the body.
• Identify that arteries take blood away from the heart.
• Identify that veins carry blood to the heart.
• Describe the process of oxygen exchange.
• Identify healthy food choices keep the circulatory system healthy.
• Describe the impact of physical activity on the circulatory system.
• Promote strategies for maintaining a healthy circulatory system.
• Explain the concept of active transportation.
• Analyze opportunities for recreation and leisure activities.
• Analyze the physical and mental health benefits of active transportationEducate peers and family on the importance of being physically active.
• Design and promote safe walking and bike routes.
• Evaluate the impact of sleep and rest.
• Evaluate the impact of sleep on cognitive performance.
• Analyze the effects of nutrition on daily performance.
• Compare sleep and rest habits.
• Educate people on healthy food choices and physical activity.
• Create a personal plan to meet recommended sleep and rest guidelines.
• Describe influences on health practices and behaviors.
• Explain how environmental health is essential to personal health.
• Demonstrate ways to conserve natural resources.
• Promote conservation.