second grade standards - health and fitness

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Second Grade Standards - Health and Fitness 

These are from the Washington State Learning Standards


(1) The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition.

  • (1.1) Develops motor skills and movement concepts as developmentally appropriate.
    • (1.1.1) Demonstrates mature form in locomotor skills that contribute to movement proficiency.
      • Identifies the critical elements of locomotor skills. 
      • Demonstrates mature patterns and smooth transitions from one locomotor skill to another.
      • Demonstrates a variety of balance and control skills in locomotor activities.
      • Demonstrates locomotor skills in a variety of activities and lead-up games.
    • (1.1.2) Demonstrates mature form in non-locomotor skills that contribute to movement proficiency.
      • Demonstrates mature form in non-locomotor skills in a variety of activities.
      • Demonstrates static balance and dynamic balance using a variety of sequences.
    • (1.1.3) Demonstrates mature form in manipulative skills that contribute to movement proficiency.
      • Demonstrates mature form in manipulative skills in a variety of activities.
      • Demonstrates manipulative skills using implements in a variety of activities.
      • Demonstrates manipulative skills using a variety of objects.
      • Demonstrates manipulative skills with stationary targets.
    • (1.1.4) Demonstrates balance and rhythmic movement skills in traditional and non-traditional activities.
      • Demonstrates a variety of static and dynamic balance skills in tumbling sequences.
      • Demonstrates combinations of rhythmic patterns using a variety of locomotor and non-locomotor skills.
      • Demonstrates moving to a rhythm by combining locomotor and non-locomotor skills to perform basic folk and creative dance sequences.
    • (1.1.5) Demonstrates movement concepts.
      • Demonstrates concepts of personal space and general space while moving safely in a variety of small group activities.
      • Demonstrates concepts of pathways while moving safely in a variety of small group activities.
      • Demonstrates concepts of levels while moving safely in a variety of small group activities.
      • Demonstrates concepts of direction while moving safely in a variety of small group activities.
      • Demonstrates concepts of relationships while moving safely in a variety of small group activities.
      • Demonstrates concepts of static and dynamic balance while moving safely in a variety of small group activities.
      • Demonstrates concepts of effort while moving safely in a variety of small group activities.
  • (1.2) Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities.
    • (1.2.1) Applies safety rules and procedures in a variety of physical activities necessary to maintain a safe-learning environment.
      • Demonstrates safe use of equipment when engaged in physical activities.
    • (1.2.2) Applies social skills necessary for effective participation in physical activities.
      • Demonstrates cooperative behaviors in physical activities.
      • Demonstrates positive sportsmanship. 
    • (1.2.3) Understands strategies necessary for effective participation in physical activities. 
      • Understands the concepts of offense and defense in a variety of individual, partner, and group activities.
  • (1.3) Understands the components of health-related fitness and interprets information from feedback, evaluation, and self-assessment in order to improve performance.
    • (1.3.1) Understands basic vocabulary and components of health-related fitness.
      • Describes each of the components of health-related fitness.
      • Describes the benefits of each of the components of health-related fitness.
      • Gives examples of physical activities which incorporate one or more of the components of health-related fitness.
  • (1.4) Understands the components of skill-related fitness and interprets information from feedback, evaluation, and self-assessment in order to improve performance.
    • (1.4.1) Understands basic vocabulary of the components of skill-related fitness.
      • Understands the basic components of skill-related fitness. 
      • Describes the benefits of each of the components of skill-related fitness.
      • Gives examples of physical activities which incorporate one or more of the components of skill-related fitness.
  • (1.5) Understands relationship of nutrition and food nutrients to body composition and physical performance.
    • (1.5.1) Understands how the body’s function and composition are affected by food consumption.
      • Describes how each food group contributes to a healthy body.
      • Explains importance of eating a variety of healthy foods to reduce health risks and promote growth.
    • (1.5.2) Understands information from dietary evaluation and self-assessment in order to improve performance.
      • Summarizes number of servings from each food group in a meal.

(2) The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely.

  • (2.1) Understands foundations of health.
    • (2.1.1) Understands dimensions and indicators of health.
      • Describes each dimension of health.
      • Discusses various life choices and their effects on health.
  • (2.2) Understands stages of growth and development.
    • (2.2.1) Recognizes structure and function of body systems.
      • Identifies function of body systems.
      • Recognizes heart rate and breathing are affected by exercise.
      • Recognizes the pathway food takes through the body.
  • (2.3) Understands the concepts of prevention and control of disease.
    • (2.3.1) Understands how to prevent or reduce the risk of contracting a communicable disease.
      • Describes the role of vaccines and regular medical check-ups.
      • Describes ways to prevent the spread of disease.
    • (2.3.2) Understands how to prevent or reduce the risks of non-communicable disease.
      • Understands non-communicable diseases are not transmitted from one person to another.
      • Describes asthma.
      • Explains the triggers of an asthma attack.
  • (2.4) Acquires skills to live safely and reduce health risks.
    • (2.4.1) Understands abusive and risky situations and illustrates safe behaviors to prevent injury to self and others at home, school, and in the community.
      • Describes a stranger.
      • Explains how risky situations can be avoided in the community.
      • Explains safety rules to prevent injuries from weapons.
    • (2.4.2) Understands emergency situations and demonstrates skills to respond appropriately and safely.
      • Describes the difference between an emergency and non-emergency situation.
      • Describes what an emergency alert is.
    • (2.4.3) Understands positive and negative effects of stress and stress management techniques.
      • Describes stress and constructive ways to reduce it.
    • (2.4.5) Understands issues and risks related to drug use and abuse.
      • Describes safe and unsafe ways drugs can be used.
      • Describes harmful effects of tobacco, alcohol, and caffeine.

(3) The student analyzes and evaluates the impact of real-life influences on health.

  • (3.1) Understands how family, culture, and environmental factors affect personal health.
    • (3.1.1) Understands how family factors affect health. 
      • Explains ways to express feelings about family changes.
      • Describes ways family members help one another.
  • (3.2) Evaluates health and fitness information.
    • (3.2.1) Understands reliable sources of health and fitness information.
      • Gives examples of how advertisements give reliable and unreliable information about commercial products.
  • (3.3) Evaluates the impact of social skills on health.
    • (3.3.1) Understands that social skills are necessary to promote health and safety.
      • Describes ways to create a healthful relationship.
      • Explains what it means to show respect and be polite.
      • Describes the actions of true friends.
  • (3.4) Understands the impact of emotions on health.
    • (3.4.1) Understands emotions and how they affect self and others.
      • Explains the impact of different emotions on others.
  • (3.5) Applies decision-making skills related to the promotion of health.
    • (3.5.1) Demonstrates decision-making skills.
      • Demonstrates refusal skills.

(4)The student effectively analyzes personal information to develop individualized health and fitness plans.

  • (4.1) Analyzes personal health and fitness information.
    • (4.1.1) Understands daily health and fitness habits.
      • Summarizes daily activities and describes how they positively affect fitness and healthy living.
      • Explains how daily activities can influence specific components of health-related fitness and healthy living.
      • Describes the effects of exercise on the body.
      • Explains how much sleep is needed each night to stay healthy.