We believe that Physical Education and Health are an integral part of
Catholic education - promoting fitness; cooperation; lifetime
activities and opportunities to apply Christian values into a
competitive discipline. The Physical Education program provides an
environment where there are equal opportunities for: individual and
group participation; self-improvement; experiencing success; building a
positive self-image; building confidence; building self-esteem; and
developing social skills. All students will be guided to a level of
physical fitness appropriate to individual needs and abilities. Through
the rules, strategies and teamwork learned in Physical Education,
students will be empowered to carry Christian values into many areas of
life. We expect all students at Saint Mark's School to: move safely and
efficiently through space, being aware of self and others in both
indoor and outdoor environments; participate in activities in a
positive, cooperative manner; demonstrate positive ways to resolve
conflict; use decision-making process while participating in
activities; demonstrate safety and equipment care; demonstrate
appropriate competitive participation and good sportsmanship; behave in
a manner which does not distract others; continue to try, despite
frustration; identify activities that would enhance life-long personal
fitness. Standard 1. Knows the availability and effective use of health services, products, and information Benchmark 1. Knows the costs and validity of common health products, services, and information Knowledge/skill statements 1. Knows the cost of common health products 2. Knows the cost of common health services 3. Knows the cost of common health information 4. Knows the validity of common health products 5. Knows the validity of common health services 6. Knows the validity of common health information Benchmark 2. Knows how to locate and use community health resources, products, and services that provide valid health information Knowledge/skill statements 1. Knows how to locate valid community health information 2. Knows how to locate products that provide valid health information 3. Knows how to locate community services that provide valid health information 4. Knows how to use valid community health information 5. Knows how to use products that provide valid health information 6. Knows how to use community services that provide valid health information Benchmark 3. Knows ways to influence the consumer health service system (e.g., assertive consumerism, selecting providers, communicating complaints) Knowledge/skill statements 1. Knows that assertive consumerism can influence the consumer health service system 2. Knows that by selecting providers, one can influence the consumer health service system 3. Knows that by communicating complaints, one can influence the consumer health service system Benchmark 4. Knows community health consumer organizations and the advocacy services they provide (e.g., American Heart Association, American Lung Association, Diabetes Association) Knowledge/skill statements 1. Knows consumer health organizations in the community 2. Knows the services provided by consumer health organizations in the community 3. Knows the American Heart Association is a consumer health organization in the community 4. Knows the American Lung Association is a consumer health organization in the community 5. Knows the Diabetes Association is a consumer health organization in the community 6. Knows the services provide by the American Heart Association 7. Knows the services provide by the American Lung Association 8. Knows the services provide by the Diabetes Association Benchmark 5. Knows situations that require professional health services (e.g., management of health conditions such as asthma, diabetes) Knowledge/skill statements 1. Knows that the management of some health conditions requires professional health services 2. Knows that the management of asthma requires professional health services 3. Knows that the management of diabetes requires professional health services Standard 2. Knows environmental and external factors that affect individual and community health Benchmark 1. Knows cultural beliefs, socioeconomic considerations, and other environmental factors within a community that influence the health of its members (e.g., relationship of values, socioeconomic status, and cultural experiences to the selection of health-care services) Knowledge/skill statements 1. Knows cultural beliefs within a community that influence the health of its members 2. Knows socioeconomic considerations within a community that influence the health of its members 3. Knows environmental factors within a community that influence the health of its members 4. Knows that the relationship of values within a community influences the selection of health-care services 5. Knows that socioeconomic status within a community influences the selection of health-care services 6. Knows that cultural experiences within a community influence the selection of health-care services Benchmark 2. Understands how various messages from the media, peers, and other sources impact health practices (e.g., health fads, advertising, misconceptions about treatment and prevention options) Knowledge/skill statements 1. Understands how various messages from the media impact health practices 2. Understands how various messages from peers impact health practices 3. Understands how messages from various sources in the community impact health practices 4. Understands how health fads impact health practices 5. Understands how advertising impacts health practices 6. Understands how misconceptions about treatment and prevention options impact health practices Benchmark 3. Knows local, state, federal, and international efforts to contain an environmental crisis and prevent a recurrence (e.g., acid rain, oil spills, solid waste contamination, nuclear leaks, ozone depletion) Knowledge/skill statements 1. Knows local efforts to contain an environmental crisis 2. Knows local efforts to prevent the recurrence of an environmental crisis 3. Knows state efforts to contain an environmental crisis 4. Knows state efforts to prevent the recurrence of an environmental crisis 5. Knows federal efforts to contain an environmental crisis 6. Knows federal efforts to prevent the recurrence of an environmental crisis 7. Knows international efforts to contain an environmental 8. Knows international efforts to prevent the recurrence of an environmental crisis 9. Knows the efforts at various levels of government to contain oil spills 10. Knows the efforts at various levels of government to prevent the recurrence of oil spills 11. Knows the efforts at various levels of government to contain nuclear leaks 12. Knows the efforts at various levels of government to prevent the recurrence of nuclear leaks 13. Knows the efforts at various levels of government to contain solid waste contamination 14. Knows the efforts at various levels of government to prevent the recurrence of solid waste contamination 15. Knows the efforts at various levels of government to prevent acid rain 16. Knows the efforts at various levels of government to prevent ozone depletion Benchmark 4. Understands how peer relationships affect health (e.g., name-calling, prejudice, exclusiveness, discrimination, risk-taking behaviors) Knowledge/skill statements 1. Understands how name-calling in peer relationships affects health 2. Understands how prejudice in peer relationships affects health 3. Understands how exclusiveness in peer relationships affects health 4. Understands how discrimination in peer relationships affects health 5. Understands how risk-taking behaviors in peer relationships affect health Standard 3. Understands the relationship of family health to individual health Benchmark 1. Knows strategies that improve or maintain family health (e.g., how one's personal behavior can affect the behavior and feelings of other family members) Knowledge/skill statements 1. Knows strategies that improve family health 2. Knows strategies that maintain family health 3. Knows how one’s personal behavior can affect the behavior of other family members 4. Knows how one’s personal behavior can affect the feelings of other family members Benchmark 2. Understands the development of adolescent independence Knowledge/skill statements 1. Understands the concept of independence 2. Understands that independence develops over time 3. Knows the average onset and duration of adolescence Benchmark 3. Knows how communication techniques can improve family life (e.g., talking openly and honestly with parents when problems arise) Knowledge/skill statements 1. Knows how talking openly and honestly with parents about problems can improve family life 2. Knows a variety of communication techniques Standard 4. Knows how to maintain mental and emotional health Benchmark 1. Knows strategies to manage stress and feelings caused by disappointment, separation, or loss (e.g., talking over problems with others, understanding that feelings of isolation and depression will pass, examining the situation leading to the feelings) Knowledge/skill statements 1. Knows strategies to manage stress caused by disappointment 2. Knows strategies to manage feelings of disappointment 3. Knows strategies to manage stress caused by separation 4. Knows strategies to manage feelings of separation 5. Knows strategies to manage stress caused by loss 6. Knows strategies to manage feelings of loss 7. Knows that talking over problems with others can help one can manage stress caused by disappointment 8. Knows that talking over problems with others can help one can manage stress caused by separation 9. Knows that talking over problems with others can help one can manage stress caused by loss 10. Knows that talking over problems with others can help one can manage feelings of disappointment 11. Knows that talking over problems with others can help one can manage feelings of separation 12. Knows that talking over problems with others can help one can manage feelings of loss 13. Knows that by understanding feelings of isolation and depression will pass, one can manage stress caused by disappointment 14. Knows that by understanding feelings of isolation and depression will pass, one can manage stress caused by separation 15. Knows that by understanding feelings of isolation and depression will pass, one can manage stress caused by loss 16. Knows that by understanding feelings of isolation and depression will pass, one can manage feelings of disappointment 17. Knows that by understanding feelings of isolation and depression will pass, one can manage feelings of separation 18. Knows that by understanding feelings of isolation and depression will pass, one can manage feelings of loss 19. Knows that examining the situation leading to the feelings can help one manage stress caused by disappointment 20. Knows that examining the situation leading to the feelings can help one manage stress caused by separation 21. Knows that examining the situation leading to the feelings can help one manage stress caused by loss 22. Knows that examining the situation leading to the feelings can help one manage feelings of disappointment 23. Knows that examining the situation leading to the feelings can help one manage feelings of separation 24. Knows that examining the situation leading to the feelings can help one manage feelings of loss Benchmark 2. Knows characteristics and conditions associated with positive self-esteem Knowledge/skill statements 1. Knows the characteristics of positive self-esteem 2. Knows the conditions associated with positive self-esteem Benchmark 3. Knows appropriate ways to build and maintain positive relationships with peers, parents, and other adults (e.g., interpersonal communication) Knowledge/skill statements 1. Knows appropriate ways to build positive relationships with peers 2. Knows appropriate ways to maintain positive relationships with parents 3. Knows appropriate ways to maintain positive relationships with peers 4. Knows appropriate ways to build positive relationships with parents 5. Knows appropriate ways to build positive relationships with adults in the community 6. Knows appropriate ways to maintain positive relationships with adults in the community 7. Understands the importance of interpersonal communication in building positive relationships 8. Understands the importance of interpersonal communication in maintaining positive relationships Benchmark 4. Understands the difference between safe and risky or harmful behaviors in relationships Knowledge/skill statements 1. Knows what is considered safe behavior in a relationship 2. Knows what is considered risky behavior in a relationship 3. Knows what is considered harmful behavior in a relationship Benchmark 5. Knows techniques for seeking help and support through appropriate resources Knowledge/skill statements 1. Knows techniques for seeking help through appropriate resources 2. Knows techniques for seeking support through appropriate resources Standard 5. Knows essential concepts and practices concerning injury prevention and safety Benchmark 1. Knows injury prevention strategies for family health (e.g., having a personal and family emergency plan, including maintaining supplies in readiness for emergencies; identifying and removing safety hazards in the home) Knowledge/skill statements 1. Understands the importance of having a personal emergency plan to prevent injury 2. Understands the importance of having a family emergency plan to prevent injury 3. Understands the importance of maintaining supplies in readiness for emergencies to prevent injury 4. Understands the importance of identifying and removing safety hazards in the home to prevent injury Benchmark 2. Knows strategies for managing a range of situations involving injury (e.g., first aid procedures, abdominal thrust maneuver, cardiopulmonary resuscitation) Knowledge/skill statements 1. Understands basic first aid procedures 2. Knows situations for which first aid is appropriate 3. Understands the abdominal thrust maneuver 4. Knows situations for which the abdominal thrust maneuver is appropriate 5. Understands cardiopulmonary resuscitation 6. Knows situations for which cardiopulmonary resuscitation is appropriate Benchmark 3. Knows potential signs of self- and other-directed violence Knowledge/skill statements 1. Knows the potential signs of self-directed violence 2. Knows the potential signs of violence directed at others Benchmark 4. Knows the various possible causes of conflict among youth in schools and communities, and strategies to manage conflict Knowledge/skill statements 1. Knows the possible causes of conflict among youth in schools 2. Knows the possible causes of conflict among youth in communities 3. Knows strategies to manage conflict among youth in schools 4. Knows strategies to manage conflict among youth in communities Benchmark 5. Knows how refusal and negotiation skills can be used to enhance health Knowledge/skill statements 1. Knows how refusal skills can be used to enhance health 2. Knows how negotiation skills can be used to enhance health Standard 6. Understands essential concepts about nutrition and diet Benchmark 1. Understands how eating properly can help to reduce health risks (in terms of anemia, dental health, osteoporosis, heart disease, cancer, malnutrition) Knowledge/skill statements 1. Understands how eating properly can help to reduce the risk of anemia 2. Understands how eating properly can help to reduce the risk of dental disease 3. Understands how eating properly can help to reduce the risk of osteoporosis 4. Understands how eating properly can help to reduce the risk of heart disease 5. Understands how eating properly can help to reduce the risk of cancer 6. Understands how eating properly can help to reduce the risk of malnutrition Benchmark 2. Knows appropriate methods to maintain, lose, or gain weight according to individual needs and scientific research Knowledge/skill statements 1. Knows appropriate methods to maintain weight according to individual needs and scientific research 2. Knows appropriate methods to lose weight according to individual needs and scientific research 3. Knows appropriate methods to gain weight according to individual needs and scientific research Benchmark 3. Knows eating disorders that affect health adversely (e.g., anorexia, overeating, bulimia) Knowledge/skill statements 1. Knows that anorexia affects the health adversely 2. Knows that overeating affects the health adversely 3. Knows that bulimia affects the health adversely Benchmark 4. Knows the principles of food safety involved with food storage and preparation (e.g., proper refrigeration, hand washing, proper cooking and storage temperatures) Knowledge/skill statements 1. Knows the principles of food safety involved with food storage 2. Knows the principles of food safety involved with food preparation 3. Knows that proper refrigeration is a principle of food safety 4. Knows that hand washing is a principle of food safety 5. Knows that proper cooking temperatures is a principle of food safety 6. Knows that proper storage temperatures is a principle of food safety Standard 7. Knows how to maintain and promote personal health Benchmark 1. Knows personal health strengths and risks (e.g., results of a personal health assessment) Knowledge/skill statements 1. Knows personal health strengths 2. Knows personal health risks 3. Understands the importance of a personal health assessment in assessing personal health strengths 4. Understands the importance of a personal health assessment in assessing personal health risks Benchmark 2. Knows how positive health practices and appropriate health care can help to reduce health risks (e.g., good personal hygiene, health screenings, self-examinations) Knowledge/skill statements 1. Knows how positive health practices can help to reduce health risks 2. Knows how appropriate health care can help to reduce health risks 3. Knows that personal hygiene can help to reduce health risks 4. Knows that health screenings can help to reduce health risks 5. Knows that self-examinations can help to reduce health risks Benchmark 3. Knows strategies and skills that are used to attain personal health goals (e.g., maintaining an exercise program, making healthy food choices) Knowledge/skill statements 1. Knows strategies that are used to attain personal health goals 2. Knows skills that are used to attain personal health goals 3. Knows that maintaining an exercise program can be useful in attaining personal health goals 4. Knows that making healthy food choices can be useful in attaining personal health goals Benchmark 4. Understands how changing information, abilities, priorities, and responsibilities influence personal health goal Knowledge/skill statements 1. Understands how changing information influences personal health goals 2. Understands how changing abilities influence personal health goals 3. Understands how changing priorities influence personal health goals 4. Understands how changing responsibilities influence personal health goals Benchmark 5. Knows how health is influenced by the interaction of body system Knowledge/skill statements 1. Knows there is a relationship between health and body systems Standard 8. Knows essential concepts about the prevention and control of disease Benchmark 1. Understands how lifestyle, pathogens, family history, and other risk factors are related to the cause or prevention of disease and other health problems Knowledge/skill statements 1. Understands how lifestyle is related to the cause of disease and other health problems 2. Understands how pathogens are related to the cause of disease and other health problems 3. Understands how family history is related to the cause of disease and other health problems 4. Understands how lifestyle is related to the prevention of disease and other health problems Benchmark 2. Knows communicable, chronic, and degenerative disease processes and the differences between them Knowledge/skill statements 1. Knows the processes of communicable diseases 2. Knows the processes of chronic diseases 3. Knows the processes of degenerative diseases 4. Knows the differences among communicable, chronic, and degenerative diseases Benchmark 3. Understands personal rights and responsibilities involved in the treatment of disease (e.g., proper use of medication; the influence of family and culture on the treatment of disease) Knowledge/skill statements 1. Understands the personal rights involved in the treatment of disease 2. Understands the personal responsibilities involved in the treatment of disease 3. Understands the proper use of medication as it relates to personal rights 4. Understands the proper use of medication as it relates to personal responsibility 5. Understands the influence of family on the treatment of disease 6. Understands the influence of culture on the treatment of disease Standard 9. Understands aspects of substance use and abuse Benchmark 1. Knows conditions that may put people at higher risk for substance abuse problems (e.g., genetic inheritability, substance abuse in family, low frustration tolerance) Knowledge/skill statements 1. Knows that genetic inheritability can put people at a higher risk for substance abuse problems 2. Knows that substance abuse in families can put people at a higher risk for substance abuse problems 3. Knows that a low frustration tolerance can put people at a higher risk for substance abuse problems Benchmark 2. Knows factors involved in the development of a drug dependency and the early, observable signs and symptoms (e.g., tolerance level, drug-seeking behavior, loss of control, denial) Knowledge/skill statements 1. Knows factors involved in the development of a drug dependency 2. Knows the early, observable signs of a drug dependency 3. Knows the early, observable symptoms of a drug dependency 4. Understands a tolerance level as a sign of a drug dependency 5. Understands drug-seeking behavior as a sign of a drug dependency 6. Understands loss of control as a sign of a drug dependency 7. Understands denial as a sign of a drug dependency 8. Understands a tolerance level as a symptom of a drug dependency 9. Understands drug-seeking behavior as a symptom of a drug dependency 10. Understands loss of control as a symptom of a drug dependency 11. Understands denial as a symptom of a drug dependency Benchmark 3. Knows the short- and long-term consequences of the use of alcohol, tobacco, and other drugs (e.g., physical consequences such as shortness of breath, cirrhosis, lung cancer, emphysema; psychological consequences such as low self-esteem, paranoia, depression, apathy; social consequences such as crime, domestic violence, loss of friends) Knowledge/skill statements 1. Knows the short-term consequences of alcohol use 2. Knows the short-term consequences of tobacco use 3. Knows the short-term consequences of drug use 4. Knows the long-term consequences of alcohol use 5. Knows the long-term consequences of tobacco use 6. Knows the long-term consequences of drug use 7. Knows there are physical consequences to tobacco use 8. Knows there are physical consequences to alcohol use 9. Knows there are physical consequences to drug use 10. Knows that shortness of breath is a physical consequence of tobacco use 11. Knows that lung cancer is a physical consequence of tobacco use 12. Knows that emphysema is a physical consequence of tobacco use 13. Knows that shortness of breath is a physical consequence of drug use 14. Knows that lung cancer is a physical consequence of drug use 15. Knows that emphysema is a physical consequence of drug use 16. Knows that cirrhosis is a physical consequence of alcohol use 17. Knows there are psychological consequences to alcohol use 18. Knows there are psychological consequences to drug use 19. Knows that low self-esteem is a psychological consequence of alcohol use 20. Knows that depression is a psychological consequence of alcohol use 21. Knows that apathy is a psychological consequence of alcohol use 22. Knows that low self-esteem is a psychological consequence of drug use 23. Knows that paranoia is a psychological consequence of drug use 24. Knows that depression is a psychological consequence of drug use 25. Knows that apathy is a psychological consequence of drug use 26. Knows there are social consequences to alcohol use 27. Knows there are social consequences to drug use 28. Knows that crime is a social consequence of alcohol use 29. Knows that domestic violence is a social consequence of alcohol use 30. Knows that the loss of friends is a social consequence of alcohol use 31. Knows that crime is a social consequence of drug use 32. Knows that domestic violence is a social consequence of drug use 33. Knows that the loss of friends is a social consequence of drug use 34. Knows there are social consequences to tobacco use 35. Knows that the loss of friends is a social consequence of tobacco use Benchmark 4. Knows public policy approaches to substance abuse control and prevention (e.g., pricing and taxation, warning labels, regulation of advertising, restriction of alcohol consumption at sporting events) Knowledge/skill statements 1. Knows public policy approaches to substance abuse control 2. Knows public policy approaches to substance abuse prevention 3. Knows that pricing is an approach to substance abuse control and prevention 4. Knows that taxation is an approach to substance abuse control and prevention 5. Knows that warning labels are an approach to substance abuse control and prevention 6. Knows that regulation of advertising is an approach to substance abuse control and prevention 7. Knows that the restriction of alcohol consumption at sporting events is an approach to substance abuse control and prevention Benchmark 5. Knows community resources that are available to assist people with alcohol, tobacco, and other drug problems Knowledge/skill statements 1. Knows community resources that are available to assist people with alcohol problems 2. Knows community resources that are available to assist people with tobacco problems 3. Knows community resources that are available to assist people with drug problems Standard 10. Understands the fundamental concepts of growth and development Benchmark 1. Understands how the human body changes as people age (e.g., muscles and joints become less flexible, bones and muscles lose mass, energy levels diminish, senses become less acute) Knowledge/skill statements 1. Understands that muscles become less flexible as people age 2. Understands that joints become less flexible as people age 3. Understands that bones lose mass as people age 4. Understands that muscles lose mass as people age 5. Understands the energy levels diminish as people age 6. Understands that the senses become less acute as people age Benchmark 2. Knows the similarities and differences between male and female sexuality Knowledge/skill statements 1. Knows the similarities between male and female sexuality 2. Knows the differences between male and female sexuality Benchmark 3. Understands the processes of conception, prenatal development, and birth Knowledge/skill statements 1. Understands the process of conception 2. Understands the process of prenatal development 3. Understands the process of birth Benchmark 4. Knows strategies for coping with concerns and stress related to the changes that occur during adolescence Knowledge/skill statements 1. Knows strategies for coping with concerns related to the changes that occur during adolescence 2. Knows strategies for coping with stress related to the changes that occur during adolescence |
6-8 Health |