Poyen School
Poyen School Curriculum K - 12 2007-2008

Physical Education and Health - Sixth Grade


Physical Education and Leisure

    body awareness
The learner will be able to analyze and differentiate basic musculoskeletal techniques necessary to participate in selected movement forms (e.g., correct musculoskeletal errors while performing stretching, yoga, modified weightlifting, etc).
Strand Bloom's Scope Hours Source
Motor Skills and Movement Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.1.6.1
  
    spatial awareness
The learner will be able to examine spatial awareness when performing two or more elements of individual, dual, team, and lifetime sports (e.g., appropriate spacing during activities such as flag football, soccer).
Strand Bloom's Scope Hours Source
Motor Skills and Movement Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.1.6.2
  
    balance/weight bearing
The learner will be able to develop and refine the sequences of roling, balance, and weight transfer demonstrating smooth transition (e.g., gymnastic sequences, aerobic dance).
Strand Bloom's Scope Hours Source
Motor Skills and Movement Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.1.6.3
  
    dance
The learner will be able to appraise and perform a variety of social and/or multi cultural dances (e.g., simple folk dances, square dances, line dances, waltzes, etc).
Strand Bloom's Scope Hours Source
Motor Skills and Movement Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.1.6.4
  
    manipulative skills
The learner will be able to use developed movement and motor skills to perform the following: individual activities, dual activities, team activities, recreational activities.
Strand Bloom's Scope Hours Source
Motor Skills and Movement Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.1.6.5
  
    knowledge and strategies
The learner will be able to implement necessary rules and strategies for competition in individual, dual, team, and recreational sports and activities.
Strand Bloom's Scope Hours Source
Motor Skills and Movement Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.1.6.6
  
    heart rate
The learner will be able to understand that heart rate is directly proportional to the intensity of activity.
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.1
  
    FITT-cardio
The learner will be able to apply safe practices of the FITT principle as it relates to cardio-respiratory endurance: frequency, intensity, time, type.
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.2
  
    cardio-respiratory assessment
The learner will be able to participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving levels of cardio-respiratory endurance (e.g., mile run, half-mile run, PACER, heart rate recovery, walk test).
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.3
  
    caloric intake
The learner will be able to compare caloric intake versus caloric expenditure to promote a proper level of fitness (e.g., daily food log, caloric intake calculator, caloric expenditure calculator).
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.4
  
    body composition assessment
The learner will be able to participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving levels of body composition (e.g., body mass index (BMI), body fat percentage, waist-hip ratio, skin fold assessment).
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.5
  
    muscular strength
The learner will be able to explore muscular strength building activities guided by the teacher (e.g., lungs, wall sits, resistance bands).
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.6
  
    FITT-muscular strength
The learner will be able to apply safe practices of the FITT principle as it relates to muscular strength: frequency, intensity, time, type.
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.7
  
    muscular strength assessment
The learner will be able to participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving muscular strength (e.g., push-ups, modified push-ups, pull-ups, bicep strength, grip strength, flexed arm hang).
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.8
  
    muscular endurance
The learner will be able to evaluate benefits that result from muscular endurance.
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.9
  
    FITT-muscular endurance
The learner will be able to apply safe practices of the FITT principle as it relates to muscular endurance: frequency, intensity, time, type.
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.10
  
    muscular endurance assessment
The learner will be able to participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving muscular endurance (e.g., curl-ups, grip endurance, push-ups, step-ups).
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.11
  
    flexibility
The learner will be able to participate in exercises that can successfully build flexibility as a component of fitness.
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.12
  
    FITT-flexibility
The learner will be able to apply safe practices of the FITT principle as it relates to flexibility: frequency, intensity, time, type.
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.13
  
    flexibility assessment
The learner will be able to participate in a nationally recognized health-fitness assessment for the purpose of setting age-appropriate personal goals and improving levels of flexibilty (e.g., v-sit, back-saver sit and reach, trunk lift, shoulder stretch, body rotation).
Strand Bloom's Scope Hours Source
Health Related Fitness Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.2.6.14
  
    health benefits
The learner will be able to compare and contrast various levles of health related fitness (e.g., low resting heart rate vs. high resting heart rate, high body fat percentage, strong bones vs. osteoporosis).
Strand Bloom's Scope Hours Source
Lifetime Sports and Recreation Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.3.6.1
  
    sports and recreation
The learner will be able to explore recreational activities in the community that meet the needs of various skill levels and interests.
Strand Bloom's Scope Hours Source
Lifetime Sports and Recreation Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.3.6.2
  
    cognition
The learner will be able to understand that movement facilitates cognition.
Strand Bloom's Scope Hours Source
Lifetime Sports and Recreation Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.3.6.3
  
    personal behavior
The learner will be able to understand the physical and environmental dangers associated with decisions made during different physical activities (e.g., standing too close to the batter, and terrain awareness).
Strand Bloom's Scope Hours Source
Personal and Social Behavior Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.4.6.1
  
    social behavior
The learner will be able to keep the importance of winning and losing in perspective with other established goals and participation.
Strand Bloom's Scope Hours Source
Personal and Social Behavior Master 1.0 Arkansas Physical Education and Health frameworks 2005 PEL.4.6.2
  

Health and Wellness

    body systems
The learner will be able to examine the relationship between organs, tissues, and cells that form body systems.
Strand Bloom's Scope Hours Source
Human Growth and Development Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.5.6.1
  
    growth
The learner will be able to examine changes that occur during puberty (e.g., secondary sexual characteristics).
Strand Bloom's Scope Hours Source
Human Growth and Development Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.5.6.2
  
    disease
The learner will be able to identify behaviors that increase the risk of contracting a communicable disease (e.g., eating and drinking after others, interaction of body fluids, improper handling of foods).
Strand Bloom's Scope Hours Source
Disease Prevention Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.6.6.1
  
    risks
The learner will be able to identify risky behaviors that increase the possibility of developing diseases.
Strand Bloom's Scope Hours Source
Disease Prevention Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.6.6.2
  
    cancer
The learner will be able to identify causes of cancer (e.g., heredity, sun, tobacco, food additives, lack of dietary fiber, environment).
Strand Bloom's Scope Hours Source
Disease Prevention Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.6.6.3
  
    hiv
The learner will be able to identify how hiv is transmitted: (contracted), body fluids, sharing needles (i.e., intravenous drug use, body piercing, tattoos), blood, sexual contact, mother to infant.
Strand Bloom's Scope Hours Source
Disease Prevention Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.6.6.4
  
    hiv myths
The learner will be able to identify the myths associated with contracting HIV (e.g., holding hands/touching, hugging, mosquitoes, sweat and tears, donating blood).
Strand Bloom's Scope Hours Source
Disease Prevention Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.6.6.5
  
    pollutants
The learner will be able to discuss how water pullutants affect health: sewage, pesticides, fertilizers.
Strand Bloom's Scope Hours Source
Disease Prevention Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.7.6.1
  
    health services
The learner will be able to list resources that provide health services and situations requiring health care services.
Strand Bloom's Scope Hours Source
Disease Prevention Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.7.6.2
  
    media
The learner will be able to examine how the media/advertising portrays body image.
Strand Bloom's Scope Hours Source
Community Health & Promotion Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.7.6.3
  
    communication
The learner will be able to describe how communication can affect the behavior of family life and peers: dynamic changes, communication enhancers, sibling rivalry, family pride, bullying.
Strand Bloom's Scope Hours Source
Healthy Life Skills & Relationships Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.8.6.1
  
    abstinence
The learner will be able to understand abstinence as it relates to risky behaviors.
Strand Bloom's Scope Hours Source
Healthy Life Skills & Relationships Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.8.6.2
  
    relationships
The learner will be able to identify appropriate ways to express love within relationships: family, peers, romantic relationships.
Strand Bloom's Scope Hours Source
Healthy Life Skills & Relationships Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.8.6.3
  
    peer interaction
The learner will be able to examine peer interaction associated with puberty and the importance of setting limits: refusal skills.
Strand Bloom's Scope Hours Source
Healthy Life Skills & Relationships Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.8.6.4
  
    medicine
The learner will be able to determine and analyze possible consequences of prolonged use of non-prescription/over-the-counter and prescription drugs.
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.1
  
    cancer
The learner will be able to identify the cancer causing chemicals in tobacco products for a smoker and non-smoker.
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.2
  
    consequences of tobacco
The learner will be able to identify physical, psychological and social consequences of tobacco use.
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.3
  
    gateway drug
The learner will be able to discuss tobacco as a gateway drug.
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.4
  
    alcohol
The learner will be able to discuss alcohol as a gateway drug.
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.5
  
    alcohol-myths
The learner will be able to discuss alcohol-related myths.
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.6
  
    marijuana
The learner will be able to discuss marijuana as a gateway drug.
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.7
  
    short-term effects of marijuana
The learner will be able to identify the short-term effects of marijuana use on the body: lack of coordination, distortion, increased sensitivity, apathy.
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.8
  
    long-term effects of marijuana
The learner will be able to identify the long-term effects of marijuana use on the body: nervous system, reproductive system, respiratory system, amotivational syndrome.
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.9
  
    legal consequences
The learner will be able to discuss legal consequences of marijuana use.
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.10
  
    other drugs
The learner will be able to examine the use and abuse of each drug category: stimulants, depressants, hallucinogens, narcotics.
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.11
  
    peer pressure
The learner will be able to practice ways to resist peer pressure (e.g., role play, skits).
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.12
  
    influences
The learner will be able to identify family and peer influences in avoiding the use of all addictive substances.
Strand Bloom's Scope Hours Source
Alcohol, Tobacco, and Other Drugs Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.9.6.13
  
    respect for others
The learner will be able to develop strategies and skills to demonstrate respect for others: conflict resolution, bullying (refer to ACT 681 of 2003) [code 6-18-514].
Strand Bloom's Scope Hours Source
Personal Health & Safety Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.10.6.1
  
    safe behaviors
The learner will be able to identify the benefits of safe behavior and the consequences of risky behavior (e.g., seatbelts, sexual activity, teen pregnancy, drugs, alcohol, all types of abuse, dietary supplements, conflict resolution).
Strand Bloom's Scope Hours Source
Personal Health & Safety Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.10.6.2
  
    depression
The learner will be able to recognize the warning signs of depression and suicidal thoughts.
Strand Bloom's Scope Hours Source
Personal Health & Safety Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.10.6.3
  
    personal hygiene
The learner will be able to discuss how cleanliness and good grooming show consideration for self and others, and ways to promote cleanliness: regular bathing, clean clothing, clean hair, deodorant, oral hygiene.
Strand Bloom's Scope Hours Source
Personal Health & Safety Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.10.6.4
  
    tooth decay
The learner will be able to describe the process of tooth decay as it relates to nutritional habits.
Strand Bloom's Scope Hours Source
Personal Health & Safety Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.10.6.5
  
    dental health
The learner will be able to identify ways to maintain proper dental health that will reduce the risk of tooth decay and dum disease: choose healthy snacks, avoid using tobacco products, take proper care of gums and teeth, use toothpaste and drinking water containing fluoride, use dental sealants.
Strand Bloom's Scope Hours Source
Personal Health & Safety Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.10.6.6
  
    oral health hazards
The learner will be able to discuss the oral health hazards of using tobacco products.
Strand Bloom's Scope Hours Source
Personal Health & Safety Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.10.6.7
  
    oral piercing
The learner will be able to identify the risks of oral piercing on oral health.
Strand Bloom's Scope Hours Source
Personal Health & Safety Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.10.6.8
  
    safety procedures
The learner will be able to review safety procedures for the following: traffic, bus, fire, weather, food handling.
Strand Bloom's Scope Hours Source
Personal Health & Safety Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.10.6.9
  
    first aid
The learner will be able to demonstrate first aid procedures and recognize steps of CPR, choking, bleeding, universal precautions (e.g., mask, gloves).
Strand Bloom's Scope Hours Source
Personal Health & Safety Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.10.6.10
  
    abuse
The learner will be able to identify situations that threaten personal safety and may result in abuse (e.g., physical, social, mental, sexual.
Strand Bloom's Scope Hours Source
Personal Health & Safety Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.10.6.11
  
    report abuse
The learner will be able to identify individuals and other sources to help and report abuse: (e.g. counselor, teacher, resource officer).
Strand Bloom's Scope Hours Source
Personal Health & Safety Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.10.6.12
  
    nutrient density
The learner will be able to compare and contrast nutrient density in healthy and unhealthy snacks.
Strand Bloom's Scope Hours Source
Nutrition Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.11.6.1
  
    eating behaviors
The learner will be able to recognize and examine factors that contribute to personal eating behaviors (e.g., hunger versus appetite, stress, environment, family/culture, media, peers).
Strand Bloom's Scope Hours Source
Nutrition Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.11.6.2
  
    healthy meal plan
The learner will be able to describe the basic principles associated with the development of a healthy meal plan.
Strand Bloom's Scope Hours Source
Nutrition Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.11.6.3
  
    nutrient deficiencies
The learner will be able to examine nutrient deficiencies in the body (e.g., anemia, night blindness).
Strand Bloom's Scope Hours Source
Nutrition Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.11.6.4
  
    nutrient information
The learner will be able to compare and contrast nutrient information on a variety of food labels.
Strand Bloom's Scope Hours Source
Nutrition Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.11.6.5
  
    healthy meal plan
The learner will be able to explain how to create a healthy meal plan based on MyPyramid Guidelines (www.mypyramid.gov).
Strand Bloom's Scope Hours Source
Nutrition Master 1.0 Arkansas Physical Education and Health frameworks 2005 HW.11.6.6
  

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