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New Colorado P-12 Academic Standards

Current Display Filter: Comprehensive Health - All - by Specific Prepared Graduate Competency - (Remove PGC Filter)

Content Area: Comprehensive Health
Grade Level Expectations: High School
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

10. Advocate for changes in the home, school, or community that would increase safety

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Determine situations and environments that could lead to unsafe risks that cause injuries (DOK 1-2)
  2. Explain ways to reduce the risk of injuries while biking or driving motor vehicles such as automobiles, snowmobiles, and jet skis, including cell phone use and texting (DOK 1-2)
  3. Advocate for others to not use alcohol or other drugs when biking, driving, or riding in a car (DOK 1-4)
  4. Advocate for changes at home, in school, or in the community that would increase safety - such as testing smoke detectors, implementing a fire escape plan, and erecting fencing around swimming pools (DOK 1-4)

Inquiry Questions:

  1. What can you do to increase the chances of being safe?
  2. What conditions are most likely to increase the risk of injury? Which are under your control?
  3. Why does risky behavior sometimes seem fun?

Relevance & Application:

  1. Insurance companies advocate for safe practices.
  2. Employers reward employees at work for reduced injuries and constantly remind workers to be safe.
  3. Underwriters Laboratory is the nation's authority on product safety and preventable injury concerns.

Nature Of:

  1. Advocating for better results is a trait which serves others.
  2. Effective strategies can be learned for avoiding and reducing the risk of harm in unhealthy or potentially unsafe situations.

Content Area: Comprehensive Health
Grade Level Expectations: Seventh Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

2. Demonstrate safety procedures for a variety of situations

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe first-response procedures needed to treat injuries and other emergencies (DOK 1-2)
  2. Identify accepted procedures for emergency care and lifesaving care (DOK 1-2)
  3. Identify methods of preventing injuries, e.g. transportation, climate (DOK 1-2)
  4. Describe actions to take during severe weather or trauma-related emergencies (DOK 1-2)
  5. Analyze the role of peers, family, and media in causing or preventing injuries (DOK 1-4)

Inquiry Questions:

  1. What are the challenges of creating an emergency plan?
  2. What are the creative ideas that can emerge from building an emergency plan?
  3. Who can I trust to tell me how to be safe?

Relevance & Application:

  1. Every community has emergency plans unique its region.
  2. Every community or region has unique risks associated with living there.
  3. Individual behaviors and the environmentinteract tocause or prevent injuries.

Nature Of:

  1. Basic first aid is a lifelong skill.

Content Area: Comprehensive Health
Grade Level Expectations: Sixth Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

4. Demonstrate ways to advocate for safety, and prevent unintentional injuries

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate the ability to identify and correct safety hazards at home, in school, and in the community (DOK 1-3)
  2. Demonstrate ways to campaign to help to promote safety, and prevent unintentional injuries (DOK 1-3)

Inquiry Questions:

  1. Is it possible to create schools and communities that are totally safe?
  2. Would it be desirable to create these totally safe communities?

Relevance & Application:

  1. Advocate for safe efficient transportation for all users surrounding your school.

Nature Of:

  1. Helping my community through advocacy efforts for safety positively affects others and may inspire others to advocate for safety concerns

Content Area: Comprehensive Health
Grade Level Expectations: Fifth Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

3. Demonstrate basic first aid and safety procedures

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify ways to reduce the risk of injuries from animal and insect stings as well as basic first aid procedures (DOK 1-2)
  2. Explain what to do such as calling 911 or a poison control center if someone is injured or is poisoned by products such as household cleaners (DOK 1-2)
  3. Describe first aid procedures for a variety of situations, including insect stings, bites, poisoning, and choking (DOK 1-2)
  4. Develop and apply a decision-making process for avoiding situations that could lead to injury (DOK 1-4)

Inquiry Questions:

  1. Which animals and insects can be dangerous?
  2. What occurs when someone save another from choking?

Relevance & Application:

  1. Community resources are available for basic first aid training.
  2. Basic first aid training facilitates a quick response in emergency situations.
  3. 911 and poison control dispatchers can provide information to help in emergency situations.

Nature Of:

  1. Knowing what to do in an emergency situation?including providing basic first aid and/or seeking help?is a lifelong skill.

Content Area: Comprehensive Health
Grade Level Expectations: Third Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

3. Identify ways to prevent injuries at home, in school, and in the community

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Define how injuries can occur at home, in school, and in the community (DOK 1-2)
  2. Identify rules and practices for fire safety (DOK 1-2)
  3. Demonstrate the ability to understand a safety plan (DOK 1-2)
  4. Demonstrate safe pedestrian and bicycle behaviors (DOK 1-2)

Inquiry Questions:

  1. Is it important to pre-plan for safety?

Relevance & Application:

  1. Safety is the responsibility of all members of a community.
  2. Safety plans save lives and prevent injury.

Nature Of:

  1. Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations.

Content Area: Comprehensive Health
Grade Level Expectations: Second Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

5. Demonstrate interpersonal communication skills to prevent injury or to ask for help in an emergency or unsafe situation

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate how to make a decision to call 911 or other emergency numbers for help
  2. Demonstrate verbal and nonverbal ways to ask an adult for help about an emergency
  3. Demonstrate effective refusal skills to avoid unsafe situations
  4. Describe the use of safety equipment for specific activities and sports such as biking, skateboard, riding a scooter and inline skating (DOK 1-2)
  5. Identify ways to reduce or prevent the risk of injuries around water (DOK 1-2)

Inquiry Questions:

  1. How do I know when to call 911?
  2. What do individuals do when they need to communicate and they cannot speak?
  3. What are the decisions made by emergency workers?
  4. What happens if a player does not wear a helmet or kneepads?
  5. Why is it important to be careful around water?
  6. Why do lifeguards say "walk don't run" at swimming pools?

Relevance & Application:

  1. Ambulance personnel are skilled at considering situations from a variety of aspects.
  2. Young people often get trained to perform CPR or other forms of resuscitation.
  3. Injury prevention requires preparation and communication.
  4. Coast Guard and lifeguards are equipped to prevent and provide help in a water safety situation.
  5. A 911 operator is trained to send help in an emergency and provide help over the phone.
  6. Safety equipment, such as helmets, knee pads, and life jackets, exist to help prevent unintentional injuries.

Nature Of:

  1. Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations.

Content Area: Comprehensive Health
Grade Level Expectations: First Grade
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

1. Demonstrate strategies to avoid hazards in the home and community

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify safety hazards such as poison, fire, guns, water, playground equipment, and household products in the home and community (DOK 1)
  2. Explain why household products are harmful if ingested or inhaled (DOK 1-2)
  3. Describe how to safely ride a bike, skateboard, and scooter as well as use inline skates (DOK 1-2)
  4. Identify safety rules for being around fire (DOK 1)
  5. Demonstrate strategies to avoid fires and burns (Stop, drop, and roll) (DOK 1)
  6. Demonstrate how to call 911 or other emergency numbers for help in a situation involving fires (DOK 1)

Inquiry Questions:

  1. Why is it important to know the difference between what we can and cannot eat?
  2. Why is it important to know that certain items in the refrigerator and pantry cannot be eaten?
  3. What could happen if you were camping, there was a campfire, and everyone decided to leave and go for a hike without putting the fire out first?

Relevance & Application:

  1. Firefighters practice strategies to prevent fires from starting and to prevent fire from spreading.
  2. Emergency responders practice how to quickly help anyone who ingests and or inhales something not safe.
  3. Children in other countries or communities might need to be aware of different types of hazards.

Nature Of:

  1. Use concepts and skills to identify potential hazards and respond appropriately. (DOK 1)

Content Area: Comprehensive Health
Grade Level Expectations: Kindergarten
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

2. Explain safe behavior as a pedestrian and with motor vehicles

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain safe behavior when getting on and off and while riding on school buses (DOK 1-2)
  2. Explain the importance of riding in the back seat and using safety belts and motor vehicle booster seats when one is a passenger in a motor vehicle (DOK 1-2)
  3. Recognize and describe the meaning of traffic signs (DOK 1)
  4. Describe how rules at school can help to prevent injuries (DOK 1-3)
  5. Demonstrate safe pedestrian behaviors (DOK 1-3)

Inquiry Questions:

  1. What are some things that can happen if everyone runs around and pushes each other?
  2. What would it be like if there weren't any rules for cars or pedestrians?

Relevance & Application:

  1. Crosswalk and traffic signs change based on new research about how children see and react to symbols.

Nature Of:

  1. Vehicles and streets are places with hazards and require careful attention.
  2. Personal strategies can be learned to develop and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations.

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

Concepts and skills students master:

3. Demonstrate effective communication skills in unsafe situations

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate verbal and nonverbal ways to ask an adult for help about an unsafe situation (DOK 1-3)
  2. Demonstrate the ability to call 911 or other emergency numbers for help (DOK 1)
  3. Define and explain the dangers of weapons and how to tell a trusted adult if you see or hear about someone having a weapon (DOK 1-3)

Inquiry Questions:

  1. What would happen if you were lost and you didn't know how to ask for help?
  2. What would you do if you found a gun?
  3. In addition to a phone, how else could you get help when you are at home? In a car?
  4. Without using words, what are ways you could let someone know you need help?

Relevance & Application:

  1. Effective communication is crucial in an emergency situation.
  2. Other forms if technology can be used to communicate in an emergency situation.

Nature Of:

  1. Verbal and non-verbal communication is a creative task in an emergency situation.
  2. Personal strategies can be learned to develop and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations.

Content Area: Comprehensive Health
Grade Level Expectations: Preschool
Standard: 4. Prevention and Risk Management in Health

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

Concepts and skills students master:

1. Identify ways to be safe while at play

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. State how to be a safe pedestrian (DOK 1-3)
  2. Identify ways to reduce injuries on the playground (DOK 1)

Inquiry Questions:

  1. Why walk on a sidewalk and not in the middle of the road?
  2. Why should I listen to my teacher when I am on the playground?
  3. How can the playground be a place where I could get hurt when it is so much fun to be there?

Relevance & Application:

  1. It is important to identify situations that are unsafe to prevent injuries.
  2. Many playgrounds are built in special ways to prevent injury.
  3. Some roads and playgrounds are built to accommodate individuals with disabilities.

Nature Of:

  1. All fun settings have material and objects which can inadvertently be the source of injury.

Content Area: Physical Education
Grade Level Expectations: High School
Standard: 4. Prevention and Risk Management 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 the risks and safety factors that may affect participation in physical activity

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe and demonstrate the correct use of safety equipment for a variety of physical activities (DOK 1-2)
  2. Identify and apply principles from biomechanics and exercise physiology necessary for safe performance of physical activities (DOK 1-4)
  3. Demonstrate proper spotting techniques for all lifts and exercises that require spotting (DOK 1-2)
  4. Inspect equipment and facilities for safety hazards prior to participation (DOK 1-3)
  5. Explain strategies for the prevention of injuries when engaging in physical activity (DOK 1-3)

Inquiry Questions:

  1. Are physical activities becoming safer or more dangerous?
  2. What is the meaning of the saying, "No pain, no gain?" What's the potential harm in it?
  3. What is the importance of fitness and nutrition to safe and efficient practices at home, in school, and at work?
  4. Why is risk a positive aspect of physical activity?

Relevance & Application:

  1. Individuals participate safely in lifetime physical activities.
  2. Individuals create a video demonstrating proper form for lifts and exercises.
  3. Individuals make good choices when confronted with a life-threatening situation.
  4. Individuals identify proper safety equipment for different physical activities. For example, they visit a sporting goods store, and compare safety equipment for different physical activities.

Nature Of:

  1. Participation in physical activity requires attention to safety.
  2. Participation in physical activity often involves controlled risk.

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

Concepts and skills students master:

2. Demonstrate knowledge of safety and emergency response procedures

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate knowledge in one or more of the following areas: Basic first aid, CPR, lifeguard training, water safety instruction, basic water safety, and automated external defibrillators (AEDs) (DOK 1-3)
  2. Describe emergency procedures for a physical education setting (DOK 1-3)

Inquiry Questions:

  1. If you are not trained in first aid or CPR, how can you be of help in an emergency situation?
  2. When did you want to help with a problem, but couldn't?
  3. Why is it important to be trained in first aid, CPR, lifeguarding, water safety, and AEDs?

Relevance & Application:

  1. Individuals assist in efforts to help someone in case of an accident or emergency.
  2. Individuals use technology to practice skills in emergency first aid or CPR. For example, they might take a CPR course at a community center.
  3. Individuals can volunteer to work as lifeguards after they are properly trained.

Nature Of:

  1. Everybody can save a life if given the proper training.
  2. Safety and emergency response procedures are not limited to emergency medical technician (EMT) professionals.
  3. Understanding safety and emergency response procedures is important to the well-being of the community.

Content Area: Physical Education
Grade Level Expectations: Seventh Grade
Standard: 4. Prevention and Risk Management in Physical Education

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

Concepts and skills students master:

1. Implement safety procedures in the utilization of space and equipment

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and participate in safe warm-up and cool-down activities (DOK 1-2)
  2. Review components of safe participation and what constitutes a safe environment (DOK 1-2)
  3. Follow the rules of activities to maintain safe playing conditions (DOK 1-2)
  4. Describe safe and unsafe practices for a variety of physical activities (DOK 1-3)

Inquiry Questions:

  1. If you had to skip warming up or cooling down, which one would you skip, and why?
  2. What are ways to avoid injury in basketball? In softball or baseball? In soccer?

Relevance & Application:

  1. Individuals participate safely in a variety of physical activities.
  2. Using a computer, individuals create a safety information sheet for a favorite physical activity.
  3. Individuals learn safe practices for downhill skiing.
  4. Individuals learn safe practices for climbing.
  5. Individuals learn safe practices for swimming in a public pool.

Nature Of:

  1. Participating in physical activities such as swimming or skating requires attention to safety.

Content Area: Physical Education
Grade Level Expectations: Sixth Grade
Standard: 4. Prevention and Risk Management in Physical Education

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

Concepts and skills students master:

1. Demonstrate knowledge of safe practices in a physical activity setting

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Maintain a safe distance from others when using implements (DOK 1-2)
  2. Explain safety considerations prior to participation in invasion, net/wall, target, and fielding/run-scoring games (DOK 1-3)
  3. Demonstrate the safe use of rackets, bats, and other long-handled implements (DOK 1-2)
  4. Differentiate between safe and unsafe participation and environment (DOK 1-3)
  5. Display safe and responsible behavior while engaging in fitness activities (DOK 1-2)

Inquiry Questions:

  1. If a friend is engaging in unsafe behavior in the weight room, how would you handle it?
  2. How would you explain why the behavior was unsafe?
  3. How would your unsafe behavior affect your friends?
  4. Why do sports have different or similar safety practices?

Relevance & Application:

  1. Individuals learn how to avoid injury when using sports equipment.
  2. Individuals analyze video clips of people engaging in a physical activity to learn safe and unsafe practices.
  3. Individuals learn safe practices for skateboarding or bicycle riding.
  4. Individuals learn that different physical activities such as football, skateboarding, bicycle riding, and skiing have different safe practices.

Nature Of:

  1. Participation in physical activity requires attention to safety.
  2. Athletes understand that not following safe practices for sports can lead to serious personal injuries.

Content Area: Physical Education
Grade Level Expectations: Fifth Grade
Standard: 4. Prevention and Risk Management 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 utilize safe and appropriate warm-up, pacing, and cool-down techniques for injury prevention and safe participation

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Prepare a report, bulletin board, or poster on safety factors for a chosen activity (DOK 1-4)
  2. Identify proper warm-up and cool-down techniques (DOK 1-2)
  3. Explain that warm-up and cool-down activities prepare the body for physical activity and help to prevent injuries (DOK 1-2)
  4. Identify safety rules for the activity and area being used (DOK 1-3)

Inquiry Questions:

  1. Does the time of year matter when cooling down after exercising?
  2. Which warm-up activities are the most effective in preparing the body for movement?
  3. Why is it important to be able to identify safety rules on your own?
  4. Do different sports require more or less warming up than other sports?

Relevance & Application:

  1. Individuals talk to family members about how to participate safely in a physical activity.
  2. Individuals practice proper warm-up and cool-down techniques at home.
  3. Individuals practice warming up when playing soccer with friends.

Nature Of:

  1. Safe participation in physical activity requires an individual to manage risks.

Content Area: Physical Education
Grade Level Expectations: Fourth Grade
Standard: 4. Prevention and Risk Management 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 and describe the benefits, risks, and safety factors associated with regular participation in physical activity

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify proper safety equipment for various physical activities such as riding a bicycle, climbing, or playing hockey (DOK 1-2)
  2. Describe the correct form to push, pull, and lift heavy objects (DOK 1-2)
  3. Identify appropriate footwear and clothing for safe participation in various activities (DOK 1)
  4. Develop with an instructor's help the safety rules for physical education, and create a list or poster (DOK 1-3)
  5. List the benefits of following and risks of not following safety procedures and rules associated with physical activity (DOK 1-3)

Inquiry Questions:

  1. What is a possible risk of not following rules when swimming?
  2. When and for which activities should helmets be mandatory, and when should they be optional?
  3. How should people lift heavy objects?
  4. What would be your number-one safety rule? Why?
  5. Why do football players need to wear a lot of protective gear, and basketball players don't?

Relevance & Application:

  1. Individuals can prevent lower-back injuries by taking proper precautions when playing with friends.
  2. Individuals select proper footwear at a store for when they participate in physical activity. For example, they might buy basketball shoes versus cleats.
  3. Individuals use technology to create a poster about safety.
  4. Individuals look at the equipment in a sporting good store and determine its safety benefits.
  5. Individuals look at safety rules for a sport on the Internet.

Nature Of:

  1. Injuries can be prevented through the use of proper movement technique.
  2. Clothing and footwear are important considerations for safe participation in physical activity.
  3. Warm-up and cool-down activities are important for safe participation in physical activity.

Content Area: Physical Education
Grade Level Expectations: Second Grade
Standard: 4. Prevention and Risk Management in Physical Education

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

Concepts and skills students master:

1. Apply rules, procedures ,and safe practices to create a safe school environment with little or no reinforcement

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Maintain safety within personal space while using implements (DOK 1-2)
  2. Follow safety rules in the gymnasium and on the playground (DOK 1-2)

Inquiry Questions:

  1. What is a safety rule for running?
  2. If you could implement only one safety rule for the gymnasium, what would it be?
  3. How are safety rules the same for the playground and gym? How are they different?
  4. Why is personal space even more important when you are using implements?
  5. What is the proper way to play with a baseball bat?

Relevance & Application:

  1. Individuals avoid injury when participating in a wide range of physical activities.
  2. Individuals make time for participation in activities outside of school hours.
  3. Individuals watch a video, and identify good safety practices.

Nature Of:

  1. Paying attention to safety can prevent injuries.
  2. Understanding safety rules for games can lead to greater enjoyment when playing them.

Content Area: Physical Education
Grade Level Expectations: First Grade
Standard: 4. Prevention and Risk Management in Physical Education

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

Concepts and skills students master:

1. Develop movement control for safe participation in games and sports

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Recognize appropriate safety practices in general space by throwing balls only when others are not in the direct line of the throw (DOK 1-2)
  2. Demonstrate the ability to follow verbal and nonverbal instruction (DOK 1-2)

Inquiry Questions:

  1. If nonviolence and respect for others is so important, why do we play dodgeball?
  2. Why does a person need to know how to follow directions if the directions are not given verbally?
  3. Why should you not throw balls at other people?

Relevance & Application:

  1. Individuals avoid injuring others when participating in physical activity.

Nature Of:

  1. Following safety rules can prevent injury in physical education.

Content Area: Physical Education
Grade Level Expectations: Preschool
Standard: 4. Prevention and Risk Management in Physical Education

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

Concepts and skills students master:

1. Apply safe practices, rules, and procedures

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate safety awareness when purposefully using materials (DOK 1-2)
  2. Participate in activity without colliding into other students (DOK 1-2)
  3. Identify proper footwear for physical education (DOK 1)

Inquiry Questions:

  1. What's the value of having special footwear for physical education?
  2. Why should shoes be tied tight?
  3. Why should exercise equipment be put away after it is used?

Relevance & Application:

  1. Individuals participate safely in a wide range of physical activities.
  2. Individuals visit a shoe store to identify proper footwear.
  3. Individuals observe people crossing a street to see how they are aware of their physical space and do not bump into each other.

Nature Of:

  1. Paying attention to safety guidelines can prevent injuries.