FCPS Competency Assurance

Fayette County Public Schools Curriculum and Instruction




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Competency Assurance Documents

Elementary Practical Living Skills

Primary 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 and 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 the rights and responsibilities in family relationships.

Determine roles of family members.

Specific Activities:

Students develop a school-wide peer mediation plan designed to handle disputes among classmates.

Cooperative and team building activities.

Students create and perform a skit that demonstrates the rights and responsibilities of family members

Role-play ways to express personal feelings experienced in different situations.

Critical Vocabulary: etiquette, fairness, politeness, sharing, listening, communication, relationships, feelings, conflict resolution strategies, problem identification, role-play, peers, mediation, rights, responsibilities, community, respect, family, group, team.

Elementary Practical Living Skills

Primary 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:

Recognize that growth and development are unique to each individual.

Specific Activities: Students read a book, or develop a skit describing the changes that occur during adolescence.

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

Elementary Practical Living Skills

Primary Health Subdomain

Academic Expectation: 2.31: Students demonstrate 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 illness and diseases, and the ability to remain mentally and emotionally healthy.

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 habits and hygiene practices (e.g. hand washing, 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 non-communicable 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.

Develop an awareness of the interrelatedness of body functions and the impact of life styles choices on body systems.

Explore measures for preventing and controlling diseases.

Investigate nutritional practices which enhance health.

Specific Activities: Record in a journal or log, lifestyle habits which impact immediate and long-range health.

Create posters showing ways to reduce the spreading of germs.

Propose preventative safety procedures for home, school, and community.

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

Elementary Practical Living Skills

Primary 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:

Investigate nutritional practices which enhance health.

Specific Activities:

Healthy plates.

Build a paper food pyramid.

Collage of food groups.

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

Elementary Practical Living Skills

Primary 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.

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

Specific Activities:

Make a healthy "habits" poster.

Perform flexibility, strength, and endurance activities.

Make Healthy "Heart" posters for display.

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

Primary 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 the 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:

Provide curricular instruction in fire safety.

Participate in "safety day".

Propose preventative safety procedures for home, school, and community.

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

Elementary Practical Living Skills

Primary 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 medication can prevent catastrophe.

Demonstrators:

Practice interpersonal skills which contribute to healthy relationships and self-esteem.

Recognize the factors that influence self-esteem.

Express basic feelings and emotions in a positive way.

Specific Activities:

Make a class Big Book entitled "It’s O.K." to illustrate that for every action there is a reaction. Describe a situation on one page, on the next page write "but it’s O.K. to …"(e.g. when my ice cream cone gets knocked out of my hand, it’s o.k. to tell Mom: ask for another cone; feel sad; expect an apology).

Role play good "sportsmanship".

Emphasize character education.

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

Elementary Practical Living Skills

Primary 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:

Practice interpersonal skills which contribute to healthy relationships and self-esteem.

Recognize the factors that influence self-esteem.

Specific Activities:

Role play conflicts and resolutions.

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

Primary Health Subdomain

Grade 3

Academic Expectations: 2.29 Students demonstrate skills that promote individual well-being and healthy 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, you are pushed out of bounds and the teacher calls you out of the game. You become angry and disappointed and don’t want to play anymore.

Directions:

A. Describe your feelings during this conflict.

B. Explain ways to solve this incident in a positive manner.

Scoring Guide for Question: Was that fair?

Score 4 points: Student clearly describes 4 or more emotions felt during this experience. Student demonstrates positive ways to resolve this conflict and names at least 3 different examples.

Score 3 points: Student clearly describes at least 3 emotions felt during this experience. Student is able to give 2 examples of positive resolutions.

Score 2 points: Student clearly describes at least 2 emotions felt during this experience. Student is able to give at least 1 example of a positive resolution.

Score 1 point: Student clearly describes 1 emotion felt during this experience. Student is not sure of a positive way to resolve this problem.

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

Elementary Practical Living Skills

Primary Health Subdomain

Grade 3

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 you 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 boys and the girls.

Directions:

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

Scoring Guide for Question: Why not me?

Score 4 point: The student clearly explains why he/she should be included in games with both boys and girls. The student explains how he/she can "fit"in to games with both boys and girls. The student gives reasons why his/her height is an advantage. The answer clearly demonstrates an understanding of the concept.

Score 3 point: The student explains why he/she should be included in both games. The student explains an example of participating with each of the sexes. The students answer demonstrates an understanding of the concept.

Score 2 point: The student explains how he/she can participate in either game, with the boys or the girls. The student’s answer demonstrates a limited understanding of the concept.

Score 1 point: The student explains games he/she likes to participate in but does not connect them to either the boys or the girls. The answer demonstrates a minimal degree of understanding about the concept.

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

Elementary Practical Living Skills

Primary Health Subdomain

Grade 3

Academic Expectation(s): 2.31 Students demonstrate 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.

Scoring Guide for Question: How do you prevent spread of disease?

Score 4 point: The student clearly explains (many reasons) why you should not share a drink. The answer demonstrates a clear understanding of the concept.

Score 3 point: The student explains several reasons why you should not share a drink. The answer demonstrates understanding of the concept.

Score 2 point: The student talks about sharing a drink but does not specifically explain how if could affect another person. The answer demonstrates a limited understanding of the concept.

Score 1 point: The student explains what type of drink he had for lunch. The student does not discuss sharing a drink. 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

Primary Health Subdomain

Grade 3

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

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

Core Content for Assessment: PLE-1.4.2

Prompt: The food guide pyramid shows us what food to eat and how much we should eat to keep a healthy body. You have decided to follow the food guide pyramid more closely.

Directions:

A. Draw a food guide pyramid and label each food group by name.

B. Write the recommended daily number of serving in each box.

Scoring guide for Question: How much food!!!

Score 4 point: Student clearly draws and divides the pyramid into the proper sections. The student labels each section correctly and places the correct number of servings in each area. The pyramid is neat and the name and number are placed inside the section.

Score 3 point: Student draws and divides the pyramid into the proper sections. The student labels each section correctly and places the correct number of servings in each area. The name of the food group and the number are located on the page.

Score 2 point: Student draws and divides the pyramid into proper sections. The student names at least 3 of the sections correctly. The student places the number of serving in at least 3 of the sections correctly.

Score 1 point: Student draws a pyramid. Student identifies at least one food group and at least one number of servings in the correct section.

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

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