21st CENTURY
CONTENT STANDARDS AND
Janet Benincosa, TI
Specialist
Kindergarten
wellness objectives focus on the development of social skills, a basic
understanding of personal health issues, injury prevention, the exploration of
nutritious foods and the development of motor skills and movement concepts
which are critical to future learning.
Learning opportunities should focus on concrete experiences and provide
a nurturing environment that promotes positive interaction with adults as well
as other children and builds a foundation for practicing good health
habits.
The
All
Note: §18-2-7a (1) required Kindergarten– “Not less
than thirty minutes of physical education, including physical exercise and
age-appropriate physical activities, for not less than three days a week.” “(c) Enrollment in physical education classes
and activities required by the provisions of this section shall not exceed, and
shall be consistent with, state guidelines for enrollment in all other subjects
and classes: Provided, That schools which do not currently have the number of
certified physical education teachers, do not currently have the required
physical setting or would have to significantly alter academic offerings to
meet the physical education requirements may develop alternate programs that
will enable current staff, physical settings and offerings to be used to meet
the physical education requirements established herein.”
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Kindergarten |
Wellness |
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Standard:1 |
Wellness
Promotion and Disease Prevention (WE.S1) |
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(WE.S1) |
Students
will comprehend and demonstrate concepts related to wellness promotion and
disease prevention that apply to daily living experiences. |
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Performance
Descriptors WE.S1 |
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Distinguished |
Above
Mastery |
Mastery |
Partial
Mastery |
Novice |
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Kindergarten
students performing at the distinguished level will share with others:
reasons for practicing personal hygiene skills; identifying and describing
sensory organs; identifying and describing characteristics of healthy foods;
identifying and describing different feelings; explaining why tobacco is a
harmful substance and body responses to physical activities |
Kindergarten
students performing at the above mastery level will: identify and describe
sensory organs; identify and describe proper personal hygiene skills;
identify and describe characteristics of healthy foods; identify and describe
different feelings; explain why tobacco is a harmful substance and describe
body responses to physical activities |
Kindergarten
students performing at the mastery level will: identify sensory organs;
identify proper personal hygiene skills; identify characteristics of healthy
foods; identify different feelings; identify why tobacco is a harmful
substance and recognize body responses to physical activities |
Kindergarten
students performing at the partial mastery level will with encouragement:
identify sensory organs; identify proper personal hygiene skills; identify
characteristics of healthy foods; identify different feelings; identify why
tobacco is a harmful substance and recognize body responses to physical
activities |
Kindergarten
students performing at the novice level will with guidance and assistance:
identify sensory organs; identify proper personal hygiene skills; identify
characteristics of healthy foods; identify different feelings; identify why
tobacco is a harmful substance and recognize body responses to physical
activities |
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Objectives |
Students
will |
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WE.K.1.01 |
identify
and discuss the sensory organs. |
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WE.K.1.02 |
identify
proper personal hygiene skills. (e.g., brushing teeth, hand washing) |
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WE.K.1.03 |
recognize
tobacco as a harmful substance. |
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WE.K.1.04 |
identify
healthy foods.(e.g. selected from Food Guide Pyramid for Children) |
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WE.K.1.05 |
recognize
body responses to physical activities (e.g., increased heart rate, faster
breathing, sweating). |
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WE.K.1.06 |
label/identify
feelings. |
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Kindergarten |
Wellness |
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Standard:2 |
Wellness
Information and Services (WE.S.2) |
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( WE.S.2) |
Students
will demonstrate the ability to access valid wellness information, products
and services that apply to daily living experiences. |
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Performance
Descriptors WE.S.2 |
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Distinguished |
Above
Mastery |
Mastery |
Partial
Mastery |
Novice |
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Kindergarten
students performing at the distinguished level will: specify sources of help
in school and community who can be of assistance when one is exposed to
dangerous substances; explain and model for others the use of 9-1-1;
categorize healthy and unhealthy household products; and classify and locate
health care resource persons. |
Kindergarten
students performing at the above mastery level will: verbally list sources of
help in school and community who can be of assistance when one is exposed to
dangerous substances; explain and demonstrate the use of 9-1-1; identify
healthy and unhealthy household products; and list health care resource
persons. |
Kindergarten
students performing at the mastery level will: identify sources of help in
school and community who can be of assistance when one is exposed to
dangerous substances; demonstrate the use of 9-1-1; recall healthy and
unhealthy household products; and identify health care resource persons. |
Kindergarten
students performing at the partial mastery level will with encouragement:
identify sources of help in school and community who can be of assistance
when one is exposed to dangerous substances; demonstrate the use of 9-1-1;
recall healthy and unhealthy household products; and identify health care
resource persons. |
Kindergarten
students performing at the novice level will with guidance and assistance:
identify sources of help in school and community who can be of assistance
when one is exposed to dangerous substances; demonstrate the use of 9-1-1;
recall healthy and unhealthy household products; and identify health care
resource persons. |
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Objectives |
Students
will |
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WE.K.2.01 |
identify
healthcare/safety professionals (e.g., teachers, policemen, school nurses,
dentists, doctors). |
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WE.K.2.02 |
demonstrate
how to call 9-1-1. |
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WE.K.2.03 |
identify
healthy and unhealthy household products and recognize “unhealthy” symbols
(e.g., Mr. Yuck, skull and crossbones). |
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Kindergarten |
Wellness |
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Standard:
3 |
Wellness
Behaviors (WE.S.3) |
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(WE.S.3) |
Students
will demonstrate the ability to practice wellness behaviors and reduce health
risks that apply to daily living experiences. |
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Performance
Descriptors WE.S.3 |
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Distinguished |
Above
Mastery |
Mastery |
Partial
Mastery |
Novice |
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Kindergarten
students performing at the distinguished level will: explain the need for and
model for others the proper clothing to wear for various weather conditions
and various activities; analyze the various safety devices and their use in
various activities; explain and demonstrate safety procedures; specify
household poisons and their symbols and drugs and medicines to avoid without
supervised use; and classify actions that might lead to accidents or
dangerous situations at school or in the community; assist others on
identifying physical activities
outside of school that enhance health; and the need for rest and exercise. |
Kindergarten
students performing at the above mastery level will: describe and demonstrate
proper clothing to wear for various weather conditions and various
activities; describe various safety devices and demonstrate safety
procedures; identify and recall household poisons and their symbols and drugs
and medicines to avoid without supervised use; describe actions that might
lead to accidents or dangerous situations at school or in the community;
inform others on physical activities outside of school that enhance health;
and explain the need for rest and exercise. |
Kindergarten
students performing at the mastery level will: demonstrate proper clothing to
wear for various weather conditions and various activities; identify various
safety devices and demonstrate safety procedures; recall and medicines to
avoid without supervised use; identify actions that might lead to accidents;
describe and participate in physical activities outside of school; explain
the need for rest and exercise. |
Kindergarten
students performing at the partial mastery level will with encouragement:
demonstrate proper clothing to wear for various weather conditions and
various activities; identify various safety devices and demonstrate safety
procedures; recall and medicines to avoid without supervised use; identify
actions that might lead to accidents; describe and participate in physical
activities outside of school; explain the need for rest and exercise. |
Kindergarten
students performing at the novice level will with guidance and assistance:
demonstrate proper clothing to wear for various weather conditions and
various activities; identify various safety devices and demonstrate safety
procedures; recall and medicines to avoid without supervised use; identify
actions that might lead to accidents; describe and participate in physical
activities outside of school; explain the need for rest and exercise. |
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Objectives |
Students
will |
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WE.K.3.01 |
identify
proper clothing to wear for different weather conditions and activities. |
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WE.K.3.02 |
describe
safety equipment used during play (e.g., helmets, knee, elbow pads). |
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WE.K.3.03 |
demonstrate
safety procedures (e.g., street crossing, fire drills). |
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WE.K.3.04 |
explain
why drugs and medicines should be avoided without supervised use. |
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WE.K.3.05 |
identify
unsafe actions that might lead to injuries. |
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WE.K.3.06 |
describe
and participate in physical activities outside of school that enhance health. |
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WE.K.3.07 |
explain
the need for proper rest and exercise. |
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Kindergarten |
Wellness |
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Standard:4 |
Responsible
Personal and Social Behaviors (WE.S.4) |
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(WE.S.4) |
Students
will name ways that cultural, media and other factors influence decisions in
daily living experiences. |
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Performance
Descriptors WE.S.4 |
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Distinguished |
Above
Mastery |
Mastery |
Partial
Mastery |
Novice |
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Kindergarten
students performing at the distinguished level will share with others:
appropriate communication, decision making skills and appropriate
interactions. |
Kindergarten
students performing at the above mastery level will: describe appropriate
communication, decision making skills and appropriate interactions with
others. |
Kindergarten
students performing at the mastery level will: display appropriate
communication and decision making skills; demonstrate appropriate
interactions with others. |
Kindergarten
students performing at the partial mastery level will with encouragement:
display appropriate communication and decision making skills; demonstrate
appropriate interactions with others. |
Kindergarten
students performing at the novice level will with guidance and assistance:
display appropriate communication and decision making skills; demonstrate
appropriate interactions with others. |
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Objectives |
Students
will |
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WE.K.4.01 |
display
appropriate communication and decision making skills (e.g. follow class
rules, safety practices). |
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WE.K.4.02 |
demonstrate
appropriate interactions with others (e.g. partners, small groups and large
groups). |
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Kindergarten |
Wellness |
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Standard:5 |
Movement
Forms (WE.S.5) |
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(WE.S. 5) |
Students
will: demonstrate motor skills and movement forms that enhance physical
development that apply to daily living experiences. |
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Performance
Descriptors WE.S.5 |
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Distinguished |
Above
Mastery |
Mastery |
Partial
Mastery |
Novice |
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Kindergarten
students performing at the distinguished level will serve as a model for
others while performing: locomotor
movements of running, hopping, jumping, galloping, and sliding; making wide,
narrow, round, and twisted body shapes; moving body at high, medium, and low
levels; transferring weight to the hands; balancing on different body parts;
traveling in straight, curved, and zigzag pathways; traveling to the beat of
even and uneven rhythms; and engaging in movements that promote cross lateral
development. |
Kindergarten
students performing at the above mastery level will use proper technique
while performing: locomotor movements
of running, hopping, jumping, galloping, and sliding; making wide, narrow,
round, and twisted body shapes; moving body at high, medium, and low levels;
transferring weight to the hands; balancing on different body parts;
traveling in straight, curved, and zigzag pathways; traveling to the beat of
even and uneven rhythms; and engaging in movements that promote cross lateral
development. |
Kindergarten
students performing at the mastery level will use at least two elements of
proper technique while performing:
locomotor movements of running, hopping, jumping, galloping, and
sliding; making wide, narrow, round, and twisted body shapes; moving body at
high, medium, and low levels; transferring weight to the hands; balancing on
different body parts; traveling in straight, curved, and zigzag pathways;
traveling to the beat of even and uneven rhythms; and engaging in movements that promote
cross lateral development. |
Kindergarten students performing at the
partial mastery level will use at least one element of proper technique and
need encouragement and guidance while performing: locomotor movements of running, hopping,
jumping, galloping, and sliding; making wide, narrow, round, and twisted body
shapes; moving body at high, medium, and low levels; transferring weight to
the hands; balancing on different body parts; traveling in straight, curved,
and zigzag pathways; traveling to the beat of even and uneven rhythms; and
engaging in movements that promote cross lateral development. |
Kindergarten
students performing at the novice level will use at least one element of
proper technique and need assistance while performing: locomotor movements of running, hopping,
jumping, galloping, and sliding; making wide, narrow, round, and twisted body
shapes; moving body at high, medium, and low levels; transferring weight to
the hands; balancing on different body parts; traveling in straight, curved,
and zigzag pathways; traveling to the beat of even and uneven rhythms; and
engaging in movements that promote cross lateral development. |
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Objectives |
Students
will |
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WE.K.5.01 |
create a
beginning movement vocabulary for body and spatial awareness (e.g., body
parts, general/self-space, directionality, levels and forces). |
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WE.K.5.02 |
perform
locomotor movements of running, hopping, jumping, galloping, and sliding. |
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WE.K.5.03 |
make
wide, narrow, round, and twisted body shapes. |
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WE.K.5.04 |
move the
body at high, medium, and low levels. |
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WE.K.5.05 |
transfer
weight to the hands. |
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WE.K.5.06 |
balance
on different body parts. |
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WE.K.5.07 |
travel in
straight, curved, and zigzag pathways. |
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WE.K.5.08 |
travel to
the beat of even and uneven rhythms (e.g., marching). |
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WE.K.5.09 |
perform
movements that promote cross lateral development. |
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Kindergarten |
Wellness |
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Standard:6 |
Development
of Motor Skills (WE.S.6) |
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(WE.S.6) |
Students
will: apply concepts and principles of
human movement to the development of motor skills and learning of new skills
that apply to daily living experiences. |
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Performance
Descriptors WE.S.6 |
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Distinguished |
Above
Mastery |
Mastery |
Partial
Mastery |
Novice |
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Kindergarten
students performing at the distinguished level will serve as a model for
others while: distinguishing between a
run, hop, jump, gallop, and slide; recognizing basic movement concepts of
personal and general space; identifying one’s relationship with an object or
a person. |
Kindergarten
students performing at the above mastery level will analyze and: distinguish between a run, hop, jump,
gallop, and slide; recognize basic movement concepts of personal and general
space; identify one’s relationship with an object or a person. |
Kindergarten
students performing at the mastery level will: distinguish between a run, hop, jump,
gallop, and slide; recognize basic movement concepts of personal and general
space; identify one’s relationship with an object or a person. |
Kindergarten
students performing at the partial mastery level will need encouragement
to: distinguish between a run, hop,
jump, gallop, and slide; recognize basic movement concepts of personal and
general space; identify one’s relationship with an object or a person. |
Kindergarten
students performing at the novice level will need assistance to: distinguish between a run, hop, jump,
gallop, and slide; recognize basic movement concepts of personal and general
space; identify one’s relationship with an object or a person. |
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Objectives |
Students
will |
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WE.K.6.01 |
distinguish
between a run, hop, jump, gallop, and slide. |
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WE.K.6.02 |
apply
basic movement concepts of self and shared space. |
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WE.K.6.03 |
identify
one’s relationship (e.g., in, out, over, under, and through) with an object
or a person. |
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