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New Colorado P-12 Academic Standards

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

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

Concepts and skills students master:

1. Analyze the benefits of a healthy diet and the consequences of an unhealthy diet

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use nutritional evidence to describe a healthy diet and an unhealthy diet (DOK 1-3)
  2. Analyze and describe the relationship among healthy eating, physical activity, and chronic diseases such as heart disease, cancer, type-2 diabetes, hypertension, and osteoporosis (DOK 1-3)
  3. Describe the importance of eating a variety of foods to balance nutrient and caloric needs (DOK 1-3)
  4. Explain the effects of disordered eating and eating disorders on healthy growth and development (DOK 1-3)
  5. Analyze the relationship between eating behavior and metabolism (DOK 1-3)

Inquiry Questions:

  1. How do you define "healthy eating"?
  2. If everyone had a healthy diet, how would diseases be impacted?
  3. Can frequent exercise make up for poor food habits (or vice versa)? Why or why not?

Relevance & Application:

  1. Nutritionists evaluate the diets and eating behaviors of others, and recommend strategies for improving health.
  2. Restaurants and food companies respond to concerns among consumers about healthful food choices, and create menus and products to address those concerns.
  3. Community leaders advocate for nutritious foods in public programs such as food banks and school lunch programs.

Nature Of:

  1. Healthful living requires an individual to act on available information about good nutrition, even it means breaking comfortable habits.

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

Concepts and skills students master:

2. Analyze how family, peers, media, culture, and technology influence healthy eating choices

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze advertising claims for nutrition supplements and weight-loss products (DOK 1-3)
  2. Analyze how family, peers, and the media influence food choices (DOK 1-4)
  3. Analyze the influence of media on the selection of products and services related to weight management (DOK 1-4)
  4. Analyze the influence of family, peers, culture, and media on body image and the subsequent effects on eating behavior (DOK 1-4)
  5. Analyze how a positive or a negative body image can influence eating behavior (DOK 1-4)

Inquiry Questions:

  1. What might a media campaign to promote healthy eating look like?
  2. If there were no food advertising, how might your diet be different?
  3. How does body image affect behavior?
  4. How can you determine which claims about nutrition supplements and weight-loss, if any, are true? What criteria can you use, and what supporting evidence should you seek?
  5. How can personal economics influence food choices?

Relevance & Application:

  1. Diet analysis software helps people to create healthy diets by providing extensive nutritional information.
  2. School and community policies such as replacing soda machines with water and high-quality juices can influence healthy or unhealthy eating.
  3. Food availability subsidies, farm policy, food advertising and cultural and media messages influence nutritional choices.

Nature Of:

  1. Healthful living requires an individual to critically analyze all available information about good nutrition, and make healthy, informed choices based on that information.

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

Concepts and skills students master:

3. Demonstrate ways to take responsibility for healthy eating

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe and explain how current federal nutrition standards and guidelines are useful in planning a healthy diet (DOK 1-2)
  2. Use information on food labels to make healthy eating choices (DOK 1-3)
  3. Demonstrate how to balance caloric intake with caloric expenditure to maintain, gain, or reduce weight in a healthy manner (DOK 1-3)
  4. Set a goal to improve one's personal food choices that lead to a healthier diet (DOK 1-4)

Inquiry Questions:

  1. How can you use "Nutrition Facts" labels and federal nutrition standards and guidelines such as the Dietary Guidelines for Americans or My Pyramid to help to make nutritious food choices as well as establish healthy eating habits?
  2. From a health perspective, how can you become a "wise" shopper?

Relevance & Application:

  1. "Nutrition Facts" labels provide information that aid in making healthy choices.
  2. Current research on how heredity and individual metabolism impacts caloric needs is revolutionizing the wellness industry.
  3. Specific diet plans found in popular magazines, books, Internet sites, and infomercials should be carefully evaluated for health benefits or consequences.

Nature Of:

  1. Dietary requirements vary for individuals based on age, activity level, metabolism, and health.
  2. Healthy eating can influence physical, emotional, and mental health in a variety of positive ways.

Content Area: Comprehensive Health
Grade Level Expectations: Seventh Grade
Standard: 2. Physical and Personal Wellness in Health

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

Concepts and skills students master:

1. Analyze factors that influence healthy eating behaviors

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze how family, peers, media and culture influence food choices (DOK 1-4)
  2. Analyze how social and cultural messages about food and eating influence nutrition choices (DOK 1-4)
  3. Analyze the influence that adults and role models have on one's food choices (DOK 1-4)
  4. Analyze internal influences on one's food choices (DOK 1-4)
  5. Recognize that people with eating disorders may need professional help (DOK 1)
  6. Describe the signs, symptoms, and consequences of common eating disorders (DOK 1-2)
  7. Identify internal and external influences on one's body image (DOK 1-4)

Inquiry Questions:

  1. What internal and external influences affect your eating choices?
  2. How do family habits or traditions, peers, role models, cultural heritage, and societal norms affect food choices?
  3. What would happen if your body did not tell you when you were hungry or full?
  4. Why do people have eating disorders?

Relevance & Application:

  1. Cultural perspectives influence food choices.
  2. Making unhealthy foods more expensive is meant to influence food choices.
  3. A variety of strategies are used to market food products to individuals and these strategies will change as technology advances.
  4. Portion sizes have increased over time.
  5. It is important to recognize signs or symptoms of eating disorders and seek treatment.

Nature Of:

  1. Healthful living requires an individual to analyze all available information about good nutrition and to use such information to make healthy choices, even when doing so means breaking comfortable habits.

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 make healthy food choices in a variety of settings

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Develop strategies for making healthier food and beverage choices in a variety of settings such as eating out, at home, with friends, or at school (DOK 1-3)
  2. Demonstrate interpersonal skills that deal with negative influences on healthy eating (DOK 1-3)

Inquiry Questions:

  1. What is a healthy weight?
  2. How can a healthy diet for one person be unhealthy for another?
  3. Why do people on restrictive diets often end up gaining more weight?

Relevance & Application:

  1. Food choices have an impact on the environment.
  2. Individuals must determine for themselves which food choices lead to their optimal health and weight goals.

Nature Of:

  1. Healthy eating can influence physical, emotional, and environmental health.

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

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

Concepts and skills students master:

1. Access valid and reliable information, products, and services to enhance healthy eating behaviors

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Distinguish accurate nutrition information from inaccurate information (DOK 1-2)
  2. Evaluate the nutrition information on food labels to compare products (DOK 1-3)
  3. Demonstrate the ability to access people or sources of accurate information and reliable advice regarding healthy eating (DOK 1-3)

Inquiry Questions:

  1. Who has the final say on what is "healthy" food?
  2. If food is labeled with nutritional information all over the country, why do some states have higher rates of obesity?
  3. Does posting nutritional information on products and in restaurants change behavior?

Relevance & Application:

  1. Advertisements are designed to sell products not necessarily to provide accurate health information.
  2. Family members, health professionals, organizations, books, dietary guidelines,
  3. "Nutrition Facts" labels help to identify healthy food choices and eating behaviors.

Nature Of:

  1. The ability to discriminate between false advertising and accurate information is key for lifelong healthy food choices

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

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

Concepts and skills students master:

1. Demonstrate the ability to engage in healthy eating behaviors

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify eating behaviors that contribute to maintaining good health (DOK 1-2)
  2. Make a personal commitment to improve food choices (DOK 1-4)
  3. Choose healthy foods and beverages instead of less healthy foods and beverages (DOK 1-2)
  4. Use current federal nutrition standards and guidelines to plan healthy meals and snacks (DOK 1-3)
  5. Demonstrate the ability to identify and select healthy from unhealthy foods (DOK 1-3)
  6. Summarize how to request politely foods that are more nutritious (DOK 1-3)
  7. Analyze the difference between disordered eating and eating disorders (DOK 1-3)

Inquiry Questions:

  1. What would happen if the school only served healthy meals and healthy beverages, including vending machine choices?
  2. If broccoli were deep-fried, would it still be nutritious?
  3. Is sugar bad? Why, or why not?
  4. Why do people tend to eat too much sugar, fat, and salt?

Relevance & Application:

  1. Eating healthy involves good decision-making skills, access to accurate information about healthy eating, and access to healthy foods.
  2. As the body matures, the amount of food and key nutrients change to support healthy systems and growth.
  3. Food storage and processing can result in chemical changes that affect the nutritional value of food.

Nature Of:

  1. Healthy eating is a personal responsibility and is challenged by the choices available to us.

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

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

Concepts and skills students master:

1. Demonstrate the ability to set a goal in order to enhance personal nutrition status

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Set a goal to improve food choices based on appropriate nutritional content, value, and calories (DOK 1-4)
  2. Explain the importance of eating a variety of foods from all the food groups (DOK 1-2)
  3. Identify healthy foods (including snacks) in appropriate portion sizes (DOK 1-2)

Inquiry Questions:

  1. How can your personal goals for healthy eating work within the choices of food available to you at home and at school?
  2. If two foods have the same amount of calories, are they equally healthy for you? Why or why not?
  3. Do all foods help your body in the same ways? Why or why not?
  4. How can you tell if a portion size is appropriate?

Relevance & Application:

  1. Healthy foods provide nutrients that in turn provide you energy for daily activities.
  2. Nutrients are necessary for good health and proper growth and development.
  3. Different foods provide different nutrients. To get all the nutrients you need, it is necessary to eat a balanced diet such as eating a variety of healthy foods within and across the major food groups.

Nature Of:

  1. Healthy eating is a personal responsibility and is affected by the choices available to us.

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

Concepts and skills students master:

2. Examine the connection between food intake and physical health

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain that both eating habits and level of physical activity affect a person's overall well-being and ability to learn (DOK 1-2)
  2. Summarize body signals that tell people when they are hungry and when they are full (DOK 1-2)

Inquiry Questions:

  1. Why do most people feel better after they eat?
  2. Why do some people eat even if they are not hungry?
  3. How can you increase physical activity during the school day?
  4. What happens to your body and brain if you eat too much or not enough?

Relevance & Application:

  1. Daily physical activity can make a person feel more awake, better able to concentrate, and full of energy.
  2. Hunger signals tell us when to eat, and when to stop.

Nature Of:

  1. Healthy food choices and exercise can positively affect brain function, and physical and emotional health
  2. Eating healthy portions when you are hungry and stopping when you are full can help you meet your energy needs and avoid overeating.

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

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

Concepts and skills students master:

1. Demonstrate the ability to make and communicate appropriate food choices

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe a variety of nutritious breakfast foods (DOK 1)
  2. Plan a meal based on the food groups (DOK 1-2)
  3. Explain the concepts of eating in moderation (DOK 1-2)
  4. Demonstrate refusal skills in dealing with unhealthy eating situations (DOK 1-3)
  5. Identify how family, peers, and media influence healthy eating (DOK 1-3)

Inquiry Questions:

  1. What is a healthy portion size?
  2. What kinds of foods would be best for you to eat for breakfast? Why?
  3. How can students eat a balanced diet if food choices are limited at school and home?
  4. How can you keep a friend if you disagree about food choices?
  5. How can the things that you see on television or in magazines influence your feelings and choices about food?

Relevance & Application:

  1. Eating healthy portions when you are hungry and stopping when you are full can help you meet your energy needs and avoid overeating.

Nature Of:

  1. Messages about healthy eating are abundant and require accurate information to discern them.
  2. Making responsible food choices is dependent on personal responsibility and decision making skills.

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

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

Concepts and skills students master:

1. Identify eating and drinking behaviors that contribute to maintaining good health

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain the importance of choosing healthy foods and beverages (DOK 1-2)
  2. Identify the benefits of drinking plenty of water (DOK 1)
  3. Describe the benefits of eating breakfast every day (DOK 1-2)
  4. Identify a variety of healthy snacks (DOK 1)
  5. Understand that the body exhibits signals that tell people when they are hungry and when they are full (DOK 1)

Inquiry Questions:

  1. Why do many people claim that breakfast is the most important meal of the day?
  2. Why is it important to pay attention to your body when it feels hungry or full?

Relevance & Application:

  1. Water is essential for optimal body functioning.
  2. A healthy diet, which includes eating breakfast, helps provide the energy you need to move, think clearly, and solve problems, throughout the day.

Nature Of:

  1. A healthy, balanced diet includes eating appropriate portion sizes from multiple food groups throughout the the day.

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

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

Concepts and skills students master:

1. Eating a variety of foods from the different food groups is vital to promote good health

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Categorize foods into the major food groups (DOK 1)
  2. Identify a variety of foods in each of the food groups that are healthy choices (DOK 1-2)
  3. Identify foods and beverages that are high in added sugar, and generate examples of healthy alternatives (DOK 1-2)

Inquiry Questions:

  1. What makes some foods healthy and other foods unhealthy?
  2. Why is it helpful to know which major food group a food belongs to?
  3. What if all the foods you ate came from only one food group?
  4. What if all foods looked and tasted exactly the same?

Relevance & Application:

  1. The tastes, colors, smells, and textures of foods provide sensory experiences that add or take away from enjoying what we eat.

Nature Of:

  1. To maintain a health body, it is important to eat a variety of healthful foods.

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

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

Concepts and skills students master:

1. Identify the major food groups and the benefits of eating a variety of foods

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Recognize major food groups (DOK 1)
  2. Identify foods and beverages that are healthy choices for teeth and bones (DOK 1-2)
  3. Explain how food is fuel and that different activities need different fuel (DOK 1-2)
  4. Explain the health benefits of choosing healthy foods and beverages (DOK 1-3)

Inquiry Questions:

  1. How do healthy foods help your body?
  2. How does food fuel our bodies?
  3. What can you do besides brushing and flossing your teeth to help make your teeth and bones strong and healthy?
  4. What would happen to your body if you only ate cookies and candy?

Relevance & Application:

  1. Some automobiles run on gasolines as fuel, humans rely on food as fuel.
  2. Foods like apples, celery, and carrots are known to help keep teeth clean between brushing.
  3. Different people like different foods (culture, geography, family).

Nature Of:

  1. Healthy foods provide nutrients that give energy for daily activities and are necessary for proper growth and good health.