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New Colorado P-12 Academic Standards

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Content Area: Physical Education
Grade Level Expectations: High School
Standard: 2. Physical and Personal Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Establish goals based on fitness assessment data, and develop, implement, achieve, and monitor an individual health and fitness plan

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop and describe a physical fitness plan that enhances personal health and performance in future leisure and workplace activities (DOK 1-4)
  2. Design and participate in activities that improve all components of health-related fitness (DOK 1-3)
  3. Assess the components of health-related physical fitness (DOK 1-3)
  4. Refine individual fitness goals for each of the five components of health-related physical fitness using research-based criteria (DOK 1-4)
  5. Examine fitness assessment data, and develop a plan to show personal improvement toward achievement of fitness goals, including monitoring personal levels of fitness within each of the five health-related fitness components (DOK 1-4)
  6. Evaluate individual measures of physical fitness in relationship to patterns of physical activity (DOK 1-3)
  7. Plan an extended personal physical fitness program in collaboration with an instructor (DOK 1-4)

Inquiry Questions:

  1. When one experiences a plateau in his or her fitness plan, what are options to consider?
  2. How does one know that a fitness plan is effective?
  3. How might one help a friend to develop personal fitness goals and a fitness plan that fits his or her individual lifestyle?
  4. How does your fitness plan compare to a friend's fitness plan?

Relevance & Application:

  1. Individuals investigate such as by performing an Internet search the economic impact of being healthy.
  2. Individuals use health-related fitness software to compare fitness performance over several years.
  3. Individuals use the Internet to research a physical fitness plan that integrates workplace activities.

Nature Of:

  1. Continually reassess fitness levels in order to establish and work toward meaningful goals.
  2. Regular assessment of physical activity is important for physical well-being.
  3. Be personally responsible for and monitor one's own physical fitness goals.

Content Area: Physical Education
Grade Level Expectations: Eighth Grade
Standard: 2. Physical and Personal Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Identify the personal, physiological, and fitness benefits of participating in a variety of physical activities

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Plan and implement an extended personal physical fitness plan in collaboration with an instructor (DOK 1-4)
  2. Explain the relationship among physical activity, nutrition, adequate rest and sleep, and weight management (DOK 1-3)
  3. Participate safely in moderate to vigorous physical activity when conditions are atypical (weather, travel, or injury) (DOK 1-3)

Inquiry Questions:

  1. How can individuals who do not meet ideal standards for body weight be fit?
  2. Why are fitness plans not "one size fits all?"
  3. Which physical activities do you enjoy performing in the rain or snow?
  4. Which is more important - good nutrition or adequate sleep? Why?

Relevance & Application:

  1. Individuals engage in wellness behavior such as yoga or meditation that acknowledges its holistic nature.
  2. Individuals use technology such as computer spreadsheets to record activity goals, and monitor progress toward those goals.
  3. Individuals record how much sleep they get every night, and see how it affects their fitness.

Nature Of:

  1. Good health-related fitness is interrelated with nutrition and other personal health habits.
  2. Physical activities can be performed in a variety of conditions that are not typical.

Content Area: Physical Education
Grade Level Expectations: Sixth Grade
Standard: 2. Physical and Personal Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Set personal goals for improving health-related fitness

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Compare individual physical fitness goals with research-based standards for good health (DOK 1-3)
  2. Identify activities that will help to improve cardio-respiratory, muscular endurance, muscular strength, flexibility, and body composition (DOK 1-2)

Inquiry Questions:

  1. What are the best activities for improving muscular strength?
  2. Why is it important to have flexible muscles?
  3. What are the different components of fitness?
  4. Which physical activities do you enjoy to help to improve cardio-respiratory and muscular endurance?

Relevance & Application:

  1. Individuals use the Internet to compare their personal wellness to national trends.
  2. Individuals create a graph to compare fitness test scores to health-related fitness standards.
  3. Individuals research on the Internet national and state standards for good health.

Nature Of:

  1. Setting and working toward fitness goals is critical for positive behavior change.
  2. Everyone can set personal fitness goals for themselves.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Demonstrate the ability to perform self-paced cardiovascular endurance activities

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Monitor the intensity of one's heart rate during physical activity (DOK 1)
  2. Identify target heart rate (DOK 1)

Inquiry Questions:

  1. Why can a peer of the same age and same size have a completely different pace during a cardiovascular activity?
  2. Why is the concept of pace so importance during both aerobic and anaerobic activities?
  3. If you wanted to improve your cardiovascular endurance, what would your training look like?
  4. What is your optimum heart rate for improving your cardiovascular endurance? How can you check and monitor this?

Relevance & Application:

  1. Individuals self-assess their fitness levels in order to make and implement a personal wellness plan.
  2. Individuals use a heart rate monitor to keep activity within the recommended intensity level.
  3. Individuals compare the heart rates of family members during physical activities.

Nature Of:

  1. Cardio-respiratory endurance is extremely important for the prevention of heart disease.

Content Area: Physical Education
Grade Level Expectations: Fifth Grade
Standard: 2. Physical and Personal Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Understand and apply basic principles of training to improving physical fitness

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Accurately take a pulse at rest and during exercise (DOK 1)
  2. Develop and describe three short-term and three long-term fitness goals (DOK 1-3)
  3. Correctly differentiate the body's response to physical activities of various exercise intensities (DOK 1-3)
  4. Record and analyze food consumption for one day, and make a plan to replace foods with healthier choices (DOK 1-3)
  5. Explain why dehydration impairs temperature regulation and physical and mental performance (DOK 1-3)
  6. Determine appropriate cardiovascular training zone (DOK 1-2)
  7. Perform flexibility exercises that will stretch particular muscles area for given physical activities (DOK 1)
  8. Identify, select, and participate in activities designed to improve self-diagnosed areas for improvement in health-related fitness components (DOK 1-3)
  9. Engage in moderate to vigorous physical activity at the target heart rate for a minimum of 60 minutes per day (DOK 1-2)
  10. Accurately identify activities that are aerobic and anaerobic (DOK 1-2)
  11. Determine the intensity of personal physical activity using the concept of perceived exertion (DOK 1-3)

Inquiry Questions:

  1. Which are more important - short-term goals or long-term goals? Why?
  2. What are all of the different ways that one can determine the intensity of an activity?
  3. How are your physical activity habits similar to or different from the other members of your family? Why are they similar or different? Who in your family benefits the most from their activities?
  4. What would a comprehensive, one-month fitness calendar include? How would this calendar change depending on the weather and available equipment?

Relevance & Application:

  1. Individuals create and implement a fitness plan that reflects current best practices about fitness.
  2. Individuals use a heart rate monitor such as a clock or watch to measure intensity of activity.
  3. Individuals participate safely in a training program. For example, parents sign up their children for YMCA or community center classes.
  4. Individuals use a heart rate monitor such as a clock or watch) to determine whether the intensity of their activity is appropriate.
  5. Individuals create a graph, plotting resting and exercise heart rates over an established period of time.
  6. Individuals discuss with their family some ways they can become more physically active together.

Nature Of:

  1. Knowledge of training principles is critical for developing an effective health-related fitness plan.
  2. Safety in exercise, including warm-up and cool-down techniques, is important to being healthy and injury free.
  3. Physical activity has health and fitness benefits for all ages.
  4. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Demonstrate understanding of skill-related components of fitness and how they affect physical performance

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify an exercise that is used to develop agility, balance, coordination, power, reaction time, or speed (DOK 1-3)
  2. Create an exercise plan using the six skill-related components to improve performance in a chosen activity (DOK 1-4)

Inquiry Questions:

  1. Which component of skill-related fitness do you like the most?
  2. Which component of skill-related fitness is most important, and why?
  3. In which component of skill-related fitness are you the strongest? How can you continue to improve in this component? How can you improve in the other components?

Relevance & Application:

  1. Individuals participate effectively on a sport team by implementing training methods consistent with the requirements of the activity
  2. Individuals use technology such as a personal computer to monitor an exercise program.
  3. Individuals identify examples of components of skill-related fitness that they use in outdoor activities such as climbing trees.

Nature Of:

  1. Knowledge of skill-related components can influence fitness and physical performance.
  2. Different physical activities require different combinations of agility, balance, coordination, power, reaction time, and speed.

Content Area: Physical Education
Grade Level Expectations: Fourth Grade
Standard: 2. Physical and Personal Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Explain how the health-related components of fitness affect performance when participating in physical activity

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain the principles of physical fitness: Overload, progression and specificity, frequency, intensity, time, and type (F.I.T.T.) (DOK 1-3)
  2. Identify the importance of correct body alignment for performing lower-body stretches (DOK 1-2)
  3. Demonstrate an exercise that positively impacts each component of health-related physical activity (DOK 1-4)
  4. Measure and record personal heart rate before, during, and after moderate to vigorous exercise (DOK 1)

Inquiry Questions:

  1. What's the difference between the overload principle and "no pain, no gain?"
  2. Do different types of physical activities produce different results?
  3. Which exercise is the healthiest? Why?

Relevance & Application:

  1. Individuals understand the benefits of stretching and warming up before playing a community-organized sport.
  2. Individuals prevent lower back injuries when engaging in exercise.
  3. Individuals complete a video comparison and analysis of safe and unsafe exercises.
  4. Individuals create a video demonstration of exercises for each component of health-related fitness.
  5. Individuals use a watch to monitor their heart rate before, during, and after performing a physical activity.
  6. Individuals watch a video or television, and compare the way professional athletes perform stretches to the way they perform stretches.

Nature Of:

  1. Healthy living requires knowledge of the basic principles of physical fitness.
  2. The lack of knowledge regarding safety factors can adversely affect one's ability to participate in physical activity.
  3. Levels of exercise directly influence a person's heart rate, and overall health and fitness.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Recognize the relationship between healthy nutrition and exercise

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Record water intake before, during, and after physical activity (DOK 1)
  2. Identify healthy choices for meals and snacks that help to improve physical performance (DOK 1-2)

Inquiry Questions:

  1. If you left home without your water bottle, how would that impact your choice of physical activity?
  2. If an energy bar and a candy bar have the same number of calories, why is the energy bar considered to be healthier?

Relevance & Application:

  1. Individuals maintain healthy body composition through a lifetime.
  2. When hiking, keep a record of how much water you drink.
  3. Keep a record of how much water you drink every day for a month. Explain days that have more or less water intake.

Nature Of:

  1. Making healthy food choices is an important habit to learn to manage weight.
  2. Drinking water is important for physical health and well-being.

Content Area: Physical Education
Grade Level Expectations: Third Grade
Standard: 2. Physical and Personal Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Identify the benefits of sustained physical activity that causes increased heart rate and heavy breathing

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain why the body perspires, the heart beats faster and breathing increases when participating in moderate to vigorous physical activity (DOK 1-3)
  2. Recognize that the body will adapt to increased workloads (DOK 1-2)
  3. Describe the relationship among the heart, lungs, muscles, blood, and oxygen during physical activity (DOK 1-3)
  4. Identify several moderate to vigorous physical activities that provide personal pleasure (DOK 1-2)
  5. Identify all activities that children participate in on a regular basis (formal or informal) (DOK 1-2)
  6. Locate heart rate on at least two different pulse points on the body (DOK 1-2)
  7. Discuss how body temperature and blood volume are maintained during physical activity when an adequate amount of water is consumed (DOK 1-3)
  8. Demonstrate the ability to understand the concept of pacing during cardiovascular endurance activity (DOK 1-3)
  9. Explain how the intensity and duration of exercise as well as nutritional choices affect fuel use during physical activity (DOK 1-3)

Inquiry Questions:

  1. Which physical activities are the healthiest?
  2. What factors help you to decide why you enjoy an activity or sport?
  3. If you are bored with a current physical activity, how would you choose a new physical activity?
  4. Does your body feel different after you swim than after you run?

Relevance & Application:

  1. Individuals maintain healthy cardiovascular and respiratory system to prevent heart disease.
  2. Individuals participate in a wide range of physical activities over a lifetime such as swimming, bicycling, running, or hiking.
  3. Individuals participate safely in physical activity under a variety of environmental conditions such as high altitude, heat, humidity, or cold.
  4. Individuals use a watch to monitor their heart rate.
  5. Individuals compare the way riding a bicycle makes them feel to the way riding a skateboard makes them feel.
  6. Individuals keep a chart for a month of all physical activities, listing the amount of time for each.

Nature Of:

  1. Physical activity affects heart, lungs, and muscles.
  2. Physical activity affects the way one feels emotionally and physically.
  3. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active life.
  4. Different levels of exercise affect heart rate and overall health and fitness.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Understand that the body is composed of water, muscle, bones, organs, fat, and other tissues

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify the location of the lungs and heart (DOK 1)
  2. Identify muscles and fat (DOK 1)
  3. Locate the heart, and feel it beat after moderate to vigorous exercise (DOK 1)
  4. Compare heart rate before, during, and after exercise, and explain that increasing the heart rate during physical activity strengthens the heart muscles (DOK 1-3)
  5. Identify physical activities that cause the heart to beat faster (DOK 1-3)

Inquiry Questions:

  1. Do your heart and lungs feel different after you swim than after you run?
  2. If entire bodies were made of fat, how would people move?
  3. What would bodies look like if they had no bones?
  4. Which of your favorite activities do you think contribute most to your heart beating faster?

Relevance & Application:

  1. Individuals understand the role of fitness in preventing chronic disease.
  2. Individuals take a virtual tour of the body, focusing on the lungs and heart.
  3. Individuals prevent heart disease by engaging in aerobic activity such as bicycle riding, or playing tag or basketball.
  4. Individuals use a heart rate monitor to compare heart rate before, during, and after exercise.
  5. Individuals compare body parts to parts of a car or a computer.

Nature Of:

  1. The amount of exercise done does directly influences heart rate and overall health and fitness.
  2. The body is made up of different parts, and each part must be cared for with exercise.

Content Area: Physical Education
Grade Level Expectations: Second Grade
Standard: 2. Physical and Personal Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Recognize the importance of making the choice to participate in a wide variety of activities that involve locomotion, nonlocomotion, and manipulation of objects outside of physical education class

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Correctly identify activities and the locomotor, nonlocomotor, and manipulative skill involved (DOK 1-3)
  2. Identify activities enjoy the most, and connect success with enjoyment of activity (DOK 1-3)

Inquiry Questions:

  1. What is the relationship between enjoyment and wellness when choosing activities to participate in?
  2. How does the ability to successfully perform various movements encourage increased participation in activities for enjoyment?
  3. If you had to choose one skill, which is the most important - locomotor, nonlocomotor, or manipulative? How would activities change if you were limited to only one or two of these skills?

Relevance & Application:

  1. Individuals identify sports equipment such as skateboards and bicycles that requires locomotor skills.
  2. Individuals value physical activity for a lifetime. For example, they might take an interest in outdoor activities.
  3. Individuals photograph their favorite physical activities.
  4. Individuals watch sports programs on television, and identify activities that involve locomotor, nonlocomotor and manipulative skills.

Nature Of:

  1. Physical activities involve locomotor, nonlocomotor, and manipulative skills.
  2. The more one performs physical activities, the more success and fun he or she will have doing them.

Content Area: Physical Education
Grade Level Expectations: First Grade
Standard: 2. Physical and Personal Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Identify the body's normal reactions to moderate and vigorous physical activity

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify basic exercises that help to strengthen various muscles of the body (DOK 1-2)
  2. Identify physical activities that require strong muscles (DOK 1-2)
  3. Identify and perform specific exercises that can be done to improve the muscular strength and endurance of various muscle groups (DOK 1-3)
  4. Identify activities that rely on muscular endurance and muscular strength for someone to be successful (DOK 1-2)

Inquiry Questions:

  1. Would you rather have strong arm and leg muscles, or a strong heart muscle? Why?
  2. How could you work on improving your muscular strength and endurance?
  3. Can one have muscular strength without muscular endurance? What about the other way around? Explain.

Relevance & Application:

  1. Individuals can prevent injury by maintaining adequate muscular strength and endurance.
  2. Individuals use a computer to find examples of safe exercises to improve muscular strength and endurance.
  3. Individuals create an exercise program that improves their health-related fitness.
  4. Individuals identify equipment in parks and playgrounds that helps to build muscles.

Nature Of:

  1. Regular physical activity contributes to emotional well-being.
  2. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active lifestyle.
  3. Muscular strength and endurance are separate and equally important components of fitness.
  4. The body reacts positively to physical exercise.

Content Area: Physical Education
Grade Level Expectations: Kindergarten
Standard: 2. Physical and Personal Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Understand that physical activity increases the heart rate, making the heart stronger

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify the heart rate as an indicator of moderate to vigorous activity (DOK 1-2)
  2. Sustain moderate to vigorous physical activity for short periods of time (DOK 1)
  3. Identify activities that will increase the heart rate (DOK 1)

Inquiry Questions:

  1. Which activities can you do for the longest time? Shortest time?
  2. Are there other ways other than checking your heart rate to know that your heart is working hard?

Relevance & Application:

  1. Individuals participate in fitness activities to strengthen their heart.
  2. Individuals identify technology that will allow heart rate monitoring and checking.

Nature Of:

  1. The heart is the most important muscle in the body.
  2. Exercise directly influences heart rate and overall health and fitness.
  3. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active life.

Content Area: Physical Education
Grade Level Expectations: Preschool
Standard: 2. Physical and Personal Wellness in Physical Education

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Recognize the positive feelings experienced during and after physical activity

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Participate in activities that increase the heart rate (DOK 1)
  2. Participate in activities that require stretching the muscles (DOK 1)
  3. Begin to understand how daily activity and healthy behavior promote overall personal health and safety (DOK 1-2)

Inquiry Questions:

  1. If your body could stretch like a rubber band, which activities would you like to be good at?
  2. What are different ways to make a heart beat faster?
  3. How does running make you feel?
  4. How many different ways can one move his or her body safely?
  5. How do you feel before exercising your body? Immediately after exercising your body? Five minutes after? Ten minutes after?
  6. How do you feel after stretching?

Relevance & Application:

  1. Individuals participate in fitness activities to have a healthy heart.
  2. Individuals set a base groundwork for lifetime physical fitness such as enjoying outside play.
  3. Individuals compare their heart rate.
  4. Individuals use sports equipment such as bicycles and tricycles that increases their heart rate.

Nature Of:

  1. Levels of exercise directly influence heart rate and overall health and fitness.
  2. Regular physical activity contributes to emotional well-being.
  3. Taking responsibility for one's own health is an essential step toward developing and maintaining a healthy, active life.