Personal Social

C1.7  Apply effective problem-solving and decision-making skills to make safe and healthy choices

Academic Expectation 2.3.1 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Nutritious foods are necessary for growth, development, and maintenance of healthy bodies.

PL-M-1.4.1 Six basic nutrients (minerals, vitamins, fat, carbohydrates, water, protein) are needed for proper growth and development.

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PL-M-1-4.2             Using dietary guidelines, food guide pyramid, and other nutritional resources (e.g., food tables) helps make daily food choices.

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PL-M-1.4.3 Exercise and dietary habits (e.g., cultural food choices, vegetarian diets, overindulgence in fatty foods, excessive salt consumption) can affect the way adolescents look, feel, and perform.

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Personal Social

C1.7  Apply effective problem-solving and decision-making skills to make safe and healthy choices

A1.8  Understand the need for self-control and how to practice it

Academic Expectation 2.3.1  Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

The health benefits of exercise and fitness go beyond weight control

PL-M-1.5.1 Body changes (e.g. body composition, decreased heart rate, reduced cholesterol level) occur following a regular exercise program.

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PL-M-1.5.2 Exercise benefits physical development (e.g., body shape, posture, coordination, muscle development).

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PL-M.1.5.3 Applying the principles of fitness training and conditioning (frequency, intensity, time/duration) are necessary to get the most from exercise.

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PL-M-1.5.4 Self-assessment of health status (e.g., strength, flexibility, cardiovascular endurance, body composition) contributes to health maintenance.

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Personal Social

C1.2  Learn about the relationship between rules, laws, safety, and the protection of rights of the individual

Academic Expectation 2.3.1  Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Accidents are a major cause of injury and death to children and adolescents

PL-M-1.6.1 Health and safety hazards (e.g., firearms, traffic, transportation, horseplay) encountered by adolescents can be life threatening.

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PL-M-1.6.2 Traffic and transportation related safety practices (e.g., wear seat belts, use life vests) on the ground and in the water contribute to reduction in injuries and death.

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PL-M-1.6.3 Using safety strategies (e.g., walking in opposite direction of violence, stay8ing calm in dangerous situations) and wearing protective gear (e.g., helmets, knee pads, elbow pads) reduce the incidence of injury or death.

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PL-M-1.6.4 Following basic first-aid procedures when responding to a variety of life-threatening emergencies (e.g., chocking, shock, poisons, burns, temperature-related emergencies, animal and insect bites) helps reduce the severity of injuries.

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Personal Social

A2.3   Recognize, accept, respect, and appreciate individual differences

Academic Expectation 2.32:  Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.

Behavioral choices and habits contribute to mental and emotional health and the promotion of physical well-being.

PL-M-1.7.1    Symptoms and causes of mental illnesses (e.g., depression, anxiety) vary with the individual.

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B1.2   Understand consequences of decisions and choices

PL-M-1.7.2    There are consequences and risks of behavioral choices (e.g., tobacco, alcohol, and other drug use;  sexual involvement; violent behaviors) and alternatives to situations faced by adolescents.

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B1.5   Demonstrate when, where, and how to seek help for solving problems and making decisions

C1.6   Identify resource people in the school and community, and know how to seek their help

PL-M-1.7.3    Resources (e.g., guidance counselors, drug counselors, parents, teachers) are helpful for an individual seeking treatment of drug addiction.

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B1.5   Demonstrate when, where, and how to seek help for solving problems and making decisions

PL-M-1.7.4    Effects of eating disorders (e.g., heart failure, weight changes, kidney failure, hair loss, nervousness) indicate a need for counseling.

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Personal Social

C1.8   Learn how to cope with peer pressure

Academic Expectation 2.32:  Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.

People often need established strategies for remaining mentally and emotionally healthy

PL-M-1.8.1   The use of appropriate strategies (e.g.., assertiveness, refusal skills, decision-making techniques) are positive ways to cope with peer pressure.

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C1.9   Learn techniques for managing stress and conflict

PL-M-1.8.2    Strategies (e.g., studying in advance; talking with counselors, parents, and/or friends; planning; getting ample rest; eating properly) for managing stressful situations (e.g., test taking, deadlines, change, grief, rejection) reduce anxiety.

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B1.3   Identify alternative solutions to a problem

PL-M-1.8.3    Strategies (e.g., walking away, communication skills, conflict resolution) for preventing violence vary with the situation.

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B1.4   Develop effective coping skills for dealing with problems

PL-M-1.8.4    Using appropriate coping strategies (e.g., realistic goal-setting, effective time management, decision-making processes) promotes mental and emotional health.

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Personal Social

C1.3   Learn about the differences between appropriate and inappropriate physical contact

B1.11 Use persistence and perseverance in acquiring knowledge and skills

Academic Expectation 2.34:  (Psychomotor Skills) Students perform physical movement skills effectively in a variety of settings.

Development of psychomotor skills contributes to the development of social and cognitive skills.

PL-M-2.1.1    Principles of motor skills refinement (e.g., accuracy, technique, movement) require a logical and sequential approach.

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PL-M-2.1.2    Knowledge of the combinations of locomotor (moving from one place to another) (e.g., running, skipping, hopping) and nonlocomotor (stationary) (e.g., bending, stretching, twisting) movements is necessary for the improvement of transitional motor skills (e.g., punting, serving, vaulting).

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Personal Social

C1.7    Apply effective problem-solving and decision-making skills to make safe and healthy choices

Academic Expectation 2.35:  (Lifetime Physical Activities) Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout their lives.

Physical, mental, and emotional, and social health is strengthened by regular involvement in physical activities.

PL-M-2.2.1      Physical, emotional/mental, and social benefits can be gained from regular participation in leisure/recreational and/or competitive physical activities.

Physical Benefits:

Increased energy

Improved strength

Fitness

Improved control of

Body movements

Social Benefits:

Self-esteem

Friendship

Self-expression

Emotional/Mental Benefits:

Improved confidence

Increased self-esteem

Stress reduction

Self-expression

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C1.2    Learn about the relationship between rules, laws, safety, and the protection of rights of the individual

PL-M-2.2.2      Techniques (e.g., practice, self-evaluation) used to develop skills are related to performance in games and/or sports.

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B1.11  Use persistence and perseverance in acquiring knowledge and skills

PL-M-2.23       Frequency, intensity, and time/duration are the principles of fitness training and conditioning.

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Personal Social

B1.11 Use persistence and perseverance in acquiring knowledge and skills

Academic Expectation 2.35:  (Lifetime Physical Activities) Students demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout their lives.

Rules of behavior, fair play, and cooperation enhance the quality of participation in games and activities and mental, emotional, and social health.

PL-M– 2.3.2   Rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or or participants) during games are necessary.

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A1.10  Identify personal strengths and assets

A1.9    Demonstrate cooperative behavior in groups

Personal Social

B1.8    Know when peer pressure is influencing a decision

Academic Expectation 2.30:  Students evaluate consumer products and services and make effective consumer decisions.

PL-M-3.1.1      A comparison of needs vs. wants will influence consumer decisions.

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B1.1    Use a decision-making and problem-solving model

PL-M- 3.1.2     Products and services are compared and evaluated based on a range of considerations (e.g., price vs. quality, generic vs. name-brand, comparison shopping vs. impulse shopping, immediate availability vs. advance ordering.

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B1.2    Understand consequences of decisions and choices

PL-M 3.1.3        Media, technology, and cultural influences (e.g., method and mechanics of presentation, peer pressure, advertisements, desire for status, cultural diversity) have an impact on consumer choices of adolescents.

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B1.2    Understand consequences of decisions and choices

PL-M-3.1.4        There are positive and negative aspects of advertising strategies (e.g.., providing accurate or misleading information, gimmicks).

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C1.7    Apply effective problem-solving and decision-making skills to make safe and healthy choices

PL-M- 3.1.5       Environmental issues (e.g., pollution) should be considered when making consumer decisions (e.g., recycling, reducing, reusing).

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Personal Social

B1.10       Identify alternative ways of achieving goals

Academic Expectation 2.30:  Students evaluate consumer products and services and make effective consumer decisions.

As consumers, people must learn to determine their personal needs and manage their resources.

PL-M- 3.2.1    There are financial management practices (e.g., budgeting, saving) for achieving short- and long- term goals.

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Personal Social

C1.6   Identify resource people in the school and community, and know how to seek their help

Academic Expectation 2.33:  Students demonstrate the skills to evaluate and use services and resources available in their community.

People rely on services and resources provided through private, public, and voluntary agencies.

PL-M-3.3.1     A range of resources and services are provided by community agencies:

·       public health department

·       fire department

·       police department

·       family resource centers

·       hospitals

·       nonprofit organizations (e.g., American Heart Association, American Red Cross, American Cancer Society)

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Personal Social

C1.7   Apply effective problem-solving and decision-making skills to make safe and healthy choices

Academic Expectation 2.33:  Students demonstrate the skills to evaluate and use services and resources available in their community.

People rely on services and resources provided through private, public, and voluntary agencies.

PL-M-3.3.2     Improving environmental conditions (e.g., air and water quality) and preserving natural resources impact  personal and community health.

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Career

C1.2   Explain how work can help to achieve personal success and satisfaction

Academic Expectation:  2.36:  Students use strategies for choosing and preparing for a career.

Jobs/Careers reflect both individual and societal needs.

PL-M- 4.1.1   People work for their wants (e.g., entertainment, hobbies, brand-name clothing/shoes) and needs (e.g., food, clothing, shelter) and often for personal satisfaction (e.g., self-worth).

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B1.8   Understand how changing economic and societal needs influence employment trends and future training

PL-M- 4.1.2  Work (e.g., manufacturing, construction, health care, food services) is important to society because it provides necessary goods and services for individuals and groups.

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A2.3   Demonstrate knowledge about the changing workplace

PL-M 4.1.3    Jobs and career opportunities (e.g., manufacturing, business/industry, food services, natural resources, entertainment) vary within and among communities and global regions based, in part, on available resources.

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B1.8   Understand how changing economic and societal needs influence employment trends and future training

PL-M- 4.1.4   New jobs and careers and others are deleted due to the needs of society (e.g., increased need for nursing home care due to people living longer, day care due to more people working.

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Career

B1.2   Identify personal skills, interests, and abilities, and relate them to current career choice

Academic Expectation:  2.36:  Students use strategies for choosing and preparing for a career.

Many factors need to be considered when selecting and preparing for employment or a career path.

PL-M- 4.2.1   Interests and abilities can be identified through a variety of means (e.g., formal assessment, trying new experiences, job fair).

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B1.4   Know the various ways in which occupations can be classified

PL-M- 4.2.2   Jobs and careers differ in ways that match a person’s interests, aptitudes, and career goals (e.g., salary, benefits, demands of job, work environment).

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B1.5   Use research and information resources to obtain career information

PL-M- 4.2.3   There are resources (e.g., Internet, government publications, newspapers, magazines, counselors) and experiences (e.g., shadowing, mentoring) available for locating job and career information.

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B2.1   Demonstrate awareness of the education and training needed to achieve career goals

PL-M- 4.2.4   There are various postsecondary options available (e.g., technical or vocational schools, 2-year college, 4-college, apprenticeship, military service).

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Academic

A1.5   Identify attitudes and behaviors which lead to successful learning

Academic Expectation:  2.36:  Students use strategies for choosing and preparing for a career.

Positive and negative work habits impact success.

PL-M- 4.3.1   Opportunities for individual success are enhanced by identifying weak or negative work habits and making changes for improvement.

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A3.2   Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students

PL-M- 4.3.2     The work habits and work ethics (e.g., cooperation, respect, time, management, team/individual responsibilities) of an individual can impact the success of a group.

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Career

C1.1   Understand the relationship between educational achievement and career success

Academic Expectation:  2.36:  Students use strategies for choosing and preparing for a career.

Special skills are needed for success in future schooling and in the workplace.

PL-M- 4.4.1   Certain academic skills (e.g., communication, research, math, science) are important to specific jobs and careers.

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B1.6   Learn to use the Internet to access career-planning information

PL-M- 4.4.2   The use of various types of technology (e.g., word processing, Internet access) has increased, continues to change, and has an impact on the workplace.

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Academic

A3.4   Demonstrate dependability, productivity, and initiative

PL-M- 4.4.3   Both individual and team skills (e.g., identify goals, use listening skills, follow directions, communicate orally, ask questions about tasks, use problem-solving skills) contribute to the successful completion of a task.

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Career

A2.6  Learn how to write a resume

Academic Expectation:  2.36:  Students use strategies for choosing and preparing for a career.

Special skills are needed as postsecondary opportunities are sought.

PL-M- 4.5.1     A resume (a summary of a person’s educational background, job experiences, and qualifications) is an important component in a portfolio.

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A2.1    Acquire employability skills such as working on a team, problem-solving, and organizational skills

PL-M- 4.5.2   The following communication skills are important when seeking a job/career:

·    business letter writing

·    nonverbal communication skills (e.g.., body language, facial expressions, posture, dress)

·    verbal skills

·    interview skills (e.g., friendly greeting, maintain eye contact, show enthusiasm about the job, respond positively and honestly, plan question to ask, listen carefully, thank interviewer)

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Academic

A3.2    Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students

Academic Expectation 2.29:  Student demonstrates skills that promote individual well-being and healthy family relationships.

Positive interactions in groups contribute to mental and emotional well-being

SS-M-2.3.1      Various human needs are met through interaction in and among social institutions and groups (e.g., family, schools, teams, clubs, religious groups, governments).

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Personal Social

A3.2    Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students

A1.8    Understand the need for self-control and how to practice it

B1.5    Demonstrate when, where and how to seek help for solving problems and making decisions:

BI .6   Know how to apply conflict resolution skills

B1 .7   Demonstrate a respect and appreciation for individual and cultural differences

C1.7    Apply effective problem-solving and decision-making skills to make safe and healthy choices

C1.8    Learn how to cope with peer pressure

C1.9    Learn techniques for managing stress and conflict

C1.7   Apply effective problem-solving and decision-making skills to make safe and healthy choices

Academic Expectation 2.30:  Students evaluate consumer products and services and ake effective consumer decisions.

Accessing and assessing consumer information comparing and evaluating products and services, and critiquing advertisements are necessary for making effective consumer decisions

SS-M-2.4.1      Conflict and competition (e.g., political, economic, religious, ethnic) may occur as cultures emerge and develop.

SS-M-2.4.2      Compromise and cooperation are possible choices for positive social interaction and resolution of conflict.

SS-M-3.1.2      To make informed choices, consumers must analyze advertisements, consider personal finances, and examine the opportunity cost.

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