FCPS Competency Assurance

Fayette County Public Schools Curriculum and Instruction




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Competency Assurance Documents

Elementary Practical Living Skills

Intermediate Health Subdomain

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

Organizing Standard: Positive interactions in groups contribute to mental and emotional well-being.

Core Content for Assessment:

PL-E-1.1.1

Individual behaviors (e.g., etiquette, fairness, politeness, sharing, listening) show responsibility and respect to others (e.g., families, peers, teams).

PL-E-1.1.2

There are positive ways to express feelings during conflicts at home, school, and in the community.

PL-E-1.1.3

Groups function more effectively when members follow certain behaviors (e.g., conflict-resolution strategies, problem identification, communication).

Demonstrators:

§ Determine situations that are abusive or unsafe.

§ Demonstrate positive ways to resolve conflicts.

§ Create solutions to problems that occur in family relationships.

§ Examine different types of families

And changes within families.

§ Demonstrate appropriate ways to express feelings.

§ Recognize rights and responsibilities in family relationships.

§ Determine roles of family members.

Specific Activities:

Write a story that portrays a real-life conflict; include ways to resolve the problem. Discuss the effectiveness of the solutions.

Brainstorm household chores/jobs.

Make or draw a house in which your family members are placed. Display the house and discuss the similarities and differences with other households to examine types of families.

Read a book/article where people are in safe and unsafe situations. List actions that have lead to both the safe and unsafe circumstances. Compare this to situations you might face. Determine what actions you could take.

Make a chart which lists likes and dislikes of family members. Analyze the lists to predict why certain problems occur in families.

Critical Vocabulary: etiquette, fairness, politeness, sharing, listening, responsibility, respect, family, peer, team, feelings, conflicts, conflict resolution strategies, problem identification.

Elementary Practical Living Skills

Intermediate Health Subdomain

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

Organizing Standard: Reproduction and sexuality are issues of concern for individual well-being and healthy relationships.

Core Content for Assessment:

PL-E-1.2.1 Physical, social, and emotional changes occur during preadolescence and adolescence.

Demonstrators:

§ Describe changes (e.g., physical, emotional, social) that occur during adolescence.

Specific Activities:

Classify terminology into physical, social or emotional changes that occur during adolescence.

Critical Vocabulary: preadolescence, adolescence, growth, development, well-being.

Elementary Practical Living Skills

Intermediate Health Subdomain

Academic Expectation: 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard: Behavioral choices and habits contribute to the promotion of an individual’s physical health, the prevention of illnesses and diseases, and the ability to remain mentally and emotionally health.

Core Content for Assessment:

PL-E-1.3.1 The major body systems (e.g., circulatory, respiratory, digestive) are affected by diet, exercise, and rest.

PL-E-1.3.2 There are good health and hygiene practices (e.g., handwashing, using tissues, not sharing combs) that affect self and others and assist in preventing the spread of diseases (e.g., colds, influenza) and parasites (e.g., lice).

PL-E-1.3.3 There are strategies (e.g., diet, exercise, rest, immunization) to promote good health and prevent childhood illnesses and communicable and noncommunicable diseases.

PL-E-1.3.4 Young children’s health habits and behaviors (e.g., substance use/abuse, dietary and exercise habits) affect physical health.

Demonstrators:

§ Evaluate and select actions which can enhance growth, development, and wellness.

§ Explore measures for preventing and controlling disease.

§ Demonstrate basic physiological principles of exercise (e.g., intensity, duration, frequency)

§ Evaluate dietary practices.

§ Select behaviors and make lifestyle choices to prevent or minimize the risk of disease.

Specific Activities:

Invite a resource person to explain wellness behaviors and give examples of self-monitoring.

Visit a local fitness center or YMCA to practice participation in exercises with an instructor.

Participation in the "germ box" from Central Baptist Hospital.

Invite an "aerobics" instructor to lead at school.

Design a balanced menu for one week including breakfast, lunch, dinner, and healthy snacks.

Critical Vocabulary: body systems, circulatory, respiratory, digestive, diet, exercise, hygiene, disease, parasites, communicable diseases, non-communicable diseases, influenza, substance abuse/use.

Elementary Practical Living Skills

Intermediate Health Subdomain

Academic Expectation: 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

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

Core Content for Assessment:

PL-E-1.4.1 Nutritious foods play a role in the growth of healthy bodies.

PL-E-1.4.2 The food guide pyramid has an organizational structure that recommends the number of servings at each level.

PL-E-1.4.3 Nutritious snack choices (e.g., fruits, vegetables, dairy products) are preferable to snack foods (e.g., sugar-coated cereals, soft drinks, candy) for health and well-being.

Demonstrators:

§ Evaluate dietary practices.

§ Investigate nutritional practices which enhance health.

Specific Activities:

Invite a nutritionist, registered dietitian, or home economist to speak on nutrition, healthy diet, or nutritious snack choices.

Create a brochure describing each food group and how it benefits your body.

Critical Vocabulary: Nutritious foods, growth, development, food guide pyramid, servings, nutritious snack choices.

Elementary Practical Living Skills

Intermediate Health Subdomain

Academic Expectation:2.31: Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well being.

Organizing Standard: The health benefits of exercise and fitness go beyond weight control.

Core Content for Assessment:

PL-E-1.5.1 There are body changes (e.g. elevated heart rate, respiration, perspiration) that occur during physical activity.

PL-E-1.5.2 There are numerous benefits of exercise (e.g. muscular growth and development, good posture, aerobic endurance) on the body.

PL-E-1.5.3 Physical fitness is based on an investment of time and effort.

PL-E-1.5.4 Health related fitness includes many components (e.g. muscular strength, muscular endurance, flexibility, body composition, aerobic endurance).

Demonstrators:

* Develop awareness of the interrelatedness of body functions and the impact of lifestyle choices on body systems.

Specific Activities:

Develop a physical fitness self-improvement plan identifying areas of weakness. Plan simple, realistic goals for improvement. Keep a progress chart and incorporate healthy rewards.

Critical Vocabulary: Exercise, fitness, weight control, elevated heart rate, respiration, perspiration, physical activity, benefits, muscular growth and development, posture, aerobic endurance, muscular strength and endurance, flexibility, body composition.

Elementary Practical Living Skills

Intermediate Health Subdomain

Academic Expectation: 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard: Accidents are a major cause of injury and death to children and adolescents.

Core Content for Assessment:

PL-E-1.6.1 There are health and safety hazards to recognize and avoid at home, school and play.

PL-E-1.6.2 Safe traffic and transportation practices (e.g., crossing street at appropriate places and times; wearing protective gear when roller blading; skateboarding, bicycling; wearing seat belts) help decrease injuries.

PL-E-1.6.3 There are procedures (e.g., staying calm, heeding warnings following safety procedures) for dealing with potentially unsafe and threatening situations (e.g., water, fire, animals, earthquake, stranger danger)

PL-E-1.6.4 There are procedures (e.g., dial 911) for obtaining emergency assistance.

Demonstrators:

§ Identify preventative safety procedures for the home, school, and community

Specific Activities:

Invite a "safety" specialist to speak on bicycle, skateboarding, rollerblading safety.

Participation in "safety day".

Home checklist of safety hazards.

Critical Vocabulary: accidents, health hazard, safety hazard, safe traffic practices, safe transportation practices, protective gear, seat belts, injury, unsafe and threatening situations, emergency assistance, 911.

Elementary Practical Living Skills

Intermediate Health Subdomain

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

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

Core Content for Assessment:

PL-E-1.7.1 Some behavioral choices (e.g., tobacco, alcohol, and other drug use; eating disorders) result in negative consequences.

PL-E-1.7.2 Use of non-medicinal drugs (e.g., tobacco, alcohol, marijuana, inhalants) can be addictive and harmful to the body.

PL-E-1.7.3 Knowing the purpose, proper use, and risk of prescriptions and over-the-counter medications can prevent catastrophe.

Demonstrators:

§ Demonstrate techniques for stress management.

§ Predict consequences of substance abuse and other addictive behaviors.

§ Recognize that mental and emotional health problems can be treated.

§ Express basic feelings and emotions in a positive way.

Specific Activities:

Graph your positive characteristics and strong points. Develop a plan for self-improvement.

Identify a situation which causes stress in your classroom; explore and practice ways to relieve the stress constructively.

Create a classroom collage of affirmations.

"Good sportsmanship" box.

Character education emphasis.

D.A.R.E.

Critical Vocabulary: behavioral choices, habit, mental health, emotional health, physical well-being, drug use, eating disorders, negative consequences, non-medicinal drugs, addictive, prescriptions, over the counter medications.

Elementary Practical Living Skills

Intermediate Health Subdomain

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

Organizing Standard: People often need established strategies for remaining mentally and emotionally healthy. Application of these strategies also affects physical wellness.

Core Content for Assessment:

PL-E-1.8.1 There are effective strategies (e.g., assertiveness, refusal skills) for dealing with peer pressure.

PL-E-1.8.2 Stress management includes numerous strategies (e.g., exercising, listening to music, talking to a friend).

PL-E-1.8.3 Violence can be prevented by employing strategies (e.g., conflict resolution, walking away, taking deep breaths, counting to 10, talking about feelings).

PL-E-1.8.4 Coping strategies (e.g., goal setting, time management, decision-making processes) promote mental and emotional health.

Demonstrators:

§ Demonstrate techniques for stress management.

Specific Activities:

Identify a situation that causes stress in your classroom; explore and practice ways to relieve the stress constructively.

Develop videos, skits and games involving stress management.

Practice relaxation techniques.

Critical Vocabulary: strategies, assertiveness, refusal skills, peer pressure, stress management, violence, conflict resolution, coping strategies, goal setting, time management, decision making process.

Elementary Practical Living Skills

Intermediate Health Subdomain

Grade 5

Academic Expectations: 2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.

Organizing Standards: Positive interactions in groups contribute to mental and emotional well-being.

Core Content for Assessment: PL-E-1.1.2

Prompt: During a tag game in physical education class your friend pushed you out of bounds. The teacher saw this and called you out. You had to sit out the rest of the game. You become angry and upset over the call and the fact that your friend caused this unfairness.

Directions:

A. Describe your feelings during and after this conflict.

B. Explain positive responses to your behavior and attitude.

Scoring Guide for Question: Was that fair?

Score 4 points: Student clearly lists 4 or more emotions felt after and during this experience. Student lists at least 4 or more ways to resolve this conflict positively. Student fully understands that there are mature and positive ways to resolve conflicts. Student understands the importance of sportsmanship and rules during games.

Score 3 points: Student clearly describes 3 emotions felt during this experience. Student is able to give 3 examples of positive resolutions to this conflict. Student demonstrates understanding of rules and sportsmanship during games.

Score 2 points: Student clearly describes 2 emotions felt during this experience. Student is able to give 2 examples of positive resolutions to this conflict. Student demonstrates understanding of rules and sportsmanship during games.

Score 1 point: Student clearly describes 1 emotion felt during this experience. Student is able to give at least 1 example of a positive resolution. Student mentions rules and sportsmanship but does not elaborate.

Score 0 points: No response or response is irrelevant to the question.

Elementary Practical Living Skills

Intermediate Health Subdomain

Grade 5

Academic Expectation(s): 2.29 students demonstrate skills that promote individual well-being and healthy family relationships.

Organizing Standard(s): Reproduction and sexuality are issues of concern for individual well-being and healthy relationships.

Core Content for Assessment: PL-E-1.2.1

Prompt: You are the tallest girl in your class. The girls in your class choose you first in games. The boys however, don’t want to include you in their games. You want to play basketball with the girls and the boys.

Directions:

A. Explain why you should be included in the games with the boys and the girls.

B. Give examples where body size can be an advantage.

Scoring Guide for Question: Why not me?

Score 4 point: The student clearly explains (many reasons) why you should be included in both games. The student gives many examples of how body size can be used to your advantage. The answer clearly demonstrates that the student understands the concept.

Score 3 point: The student explains (several reasons) why you should be included in both games. The student gives several examples of how body size can be used to your advantage. The answer demonstrates that the student understands the concept.

Score 2 point: The student explains a few reasons why you should be included in both games. The student gives a few examples of how body size can be used to your advantage. The answer demonstrates that the student has a limited understanding of the concept.

Score 1 point: The student explains one reason why you should be included in both games. The student gives on e example of how body size can be used to your advantage. The answer demonstrates that the student has minimal degree of understanding of the concept.

Score 0 point: No response or response is irrelevant to the question.

Elementary Practical Living Skills

Intermediate Health Subdomain

Grade 5

Academic Expectation: 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard(s): Behavioral choices and habits contribute to the promotion of an individual’s physical health, the prevention of illness and diseases, and the ability to remain mentally and emotionally healthy.

Core Content for Assessment: PL-E-1.3.2

Prompt: Your best friend has been out of school several days due to a virus. He/she has been coughing during the morning classes. You are in the lunchroom and he/she asked for a drink of your juice.

Directions:

A. Explain why you should not share your drink.

B. List ways you can prevent spread of germs.

Scoring Guide for Question: How to prevent spread of disease.

Score 4 point: The student clearly explains (many reasons) why you should not share a drink. The student lists many different ways to prevent the spread of disease. The answer clearly demonstrates that the student understands the concept.

Score 3 point: The student explains several reasons why you should not share a drink. The student lists several ways to prevent the spread of disease. The answer demonstrates an understanding of the concept.

Score 2 point: The student explains a few reasons why you should not share a drink. The student lists a few ways to prevent the spread of disease. The answer demonstrates a limited understanding of the concept.

Score 1 point: The student explains one reason why you should not share a drink. The student lists one way to prevent disease. The answer demonstrates a minimal degree of understanding of the concept.

Score 0 point: No response or response is irrelevant to the question.

Elementary Practical Living Skills

Intermediate Health Subdomain

Grade 5

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

Organizing Standard(s): Behavior choices and habits contribute to mental and emotional health and the promotion of physical well-being.

Core Content for Assessment: PLE-1.7.3

Prompt: After visiting the doctor for a sore throat, you visit the pharmacy to pick up your medicine. You cannot find it on the shelf.

Directions:

A. Define prescriptions and define over the counter medication.

B. Explain two ways prescriptions and over the counter medications are similar and two ways they are different.

Scoring Guide for Question: Medicines

Score 4 point: Student defines accurately the terms, prescriptions and over the counter medications. In his/her explanation, the student is clear on the similarities and differences. The descriptive explanation demonstrates an extensive understanding of the concept.

Score 3 point: Student defines prescriptions and over the counter medications correctly. The student explains two ways prescriptions and over the counter medications are similar and two ways they are different. The student’s answer reveals a basic understanding of the concept.

Score 2 point: Student defines the terms. Student explains how prescriptions and over the counter medications are alike and different. A limited understanding of the concept is shown.

Score 1 point: Student defines one of the terms. The student explains how this term is related to medications. A minimal degree of understanding is displayed through the answer.

Score 0 point: No response or response is irrelevant to the question.

Elementary Practical Living Skills

Intermediate Health Subdomain

Grade 5

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

Organizing Standard: People often need established strategies for remaining mentally and emotionally healthy. Application of these strategies also affects physical wellness.

Core Content for Assessment: PLE-1.8.1

Prompt: During a science test, the teacher is called out of the room for an emergency. Your classmates know that you are a great student. A student asks you out loud for an answer to a question.

Directions:

B. Describe the pressure you feel from your peers.

B. Report 3 consequences that could result if you "give in" to peer pressure.

Scoring Guide for Question: Pressure!!

Score 4 point: Student clearly describes his/her feelings caused from the situation. Self expression is evident. The student explains in detail, 3 consequences that could result if he/she "gave in" to peer pressure. The explanation demonstrates an extensive understanding of the concept.

Score 3 point: Student describes his/her feelings caused from the situation. The student explains 3 consequences that could result if he/she "gave in" to peer pressure. The explanation demonstrates a basic understanding of the concept.

Score 2 point: Student describes how he/she feels as a result of the situation. The student explains one consequence that could result if he/she "gave in" to peer pressure. The explanation demonstrates a limited understanding of the concept.

Score 1 point: Student has difficulty expressing feelings. Vague ideas are given regarding consequences. The explanation displays a minimal degree of understanding of the concept.

Score 0 point: No response or response is irrelevant to the question.

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