Pennsylvania Code › Title 22 - EDUCATION › Part I - State Board of Education › Subpart A - Miscellaneous Provisions › Chapter 4 - ACADEMIC STANDARDS AND ASSESSMENT › ENFORCEMENT AND IMPLEMENTATION › Appendix D - Academic Standards for the Arts and Humanities and Health, Safety and Physical Education and Family and Consumer Sciences

Current through Register Vol. 54, No. 28, July 13, 2024
XXV. TABLE OF CONTENTS
Introduction ... XXVI.
THE ACADEMIC STANDARDS
Production, Performance and Exhibition of Dance,
						Music, Theatre and Visual Arts ... 9.1.
A. Elements and Principles in each Art Form
B. Demonstration of Dance, Music, Theatre and Visual
						Arts
C. Vocabulary within each Art Form
D. Styles in Production, Performance and
						Exhibition
E. Themes in Art Forms
F. Historical and Cultural Production, Performance and
						Exhibition
G. Function and Analysis of Rehearsals and Practice
						Sessions
H. Safety Issues in the Arts
I. Community Performances and Exhibitions
J. Technologies in the Arts
K. Technologies in the Humanities
Historical and Cultural Contexts ...
						9.2.
A. Context of Works in the Arts
B. Chronology of Works in the Arts
C. Styles and Genre in the Arts
D. Historical and Cultural Perspectives
E. Historical and Cultural Impact on Works in the
						Arts
F. Vocabulary for Historical and Cultural Context
G. Geographic Regions in the Arts
H. Pennsylvania Artists
I. Philosophical Context of Works in the Arts
J. Historical Differences of Works in the Arts
K. Traditions Within Works in the Arts
L. Common Themes in Works in the Arts
Critical Response ... 9.3.
A. Critical Processes
B. Criteria
C. Classifications
D. Vocabulary for Criticism
E. Types of Analysis
F. Comparisons
G. Critics in the Arts
Aesthetic Response ... 9.4.
A. Philosophical Studies
B. Aesthetic Interpretation
C. Environmental Influences
D. Artistic Choices
Glossary ... XXVII.
XXVI. INTRODUCTION
The Academic Standards for the Arts and Humanities
						describe what students should know and be able to do at the end of grades 3, 5,
						8 and 12 in the visual and performing arts and the understanding about
						humanities context within the arts. The arts include dance, music, theatre and
						visual arts. The arts and the humanities are interconnected through the
						inclusion of history, criticism and aesthetics. In addition, the humanities
						include literature and language, philosophy, social studies and world
						languages. The areas encompassed in the humanities such as jurisprudence,
						comparative religions and ethics are included among other standards documents.
						The interconnected arts and humanities areas are divided into these standards
						categories:
* 9.1. Production, Performance and Exhibition of Dance,
						Music, Theatre and Visual Arts
* 9.2. Historical and Cultural Contexts
* 9.3. Critical Response
* 9.4. Aesthetic Response
The Academic Standards for the Arts and Humanities define
						the content for planned instruction that will result in measurable gains for
						all students in knowledge and skills and provide a basis of learning for
						continued study in the arts. The unifying themes of production, history,
						criticism and aesthetics are common to each area of study within the Academic
						Standards in the Arts and Humanities.
* Dance Education is a kinesthetic art form that
						satisfies the human need to respond to life experiences through movement of the
						physical being.
* Music Education is an aural art form that satisfies the
						human need to respond to life experiences through singing, listening and/or
						playing an instrument.
* Theatre Education is an interdisciplinary art form that
						satisfies the human need to express thoughts and feelings through written text,
						dramatic interpretation and multimedia production.
* Visual Arts Education is a spatial art form that
						satisfies the human need to respond to life experiences through images,
						structures and tactile works.
* Humanities Education is the understanding and
						integration of human thought and accomplishment.
Knowledge of the Academic Standards for the Arts and
						Humanities incorporates carefully developed and integrated components:
* Application of problem solving skills
* Extensive practice in the comprehension of basic symbol
						systems and abstract concepts
* Application of technical skills in practical production
						and performance
* Comprehension and application of the creative
						process
* Development and practice of creative thinking
						skills
* Development of verbal and nonverbal communication
						skills
These standards provide the targets essential for success
						in student learning in arts and humanities. They describe the expectations for
						students' achievement and performance throughout their education in
						Pennsylvania schools. Utilizing these standards, school entities can develop a
						local school curriculum that will meet their students' needs.
The arts represent society's capacity to integrate human
						experience with individual creativity. Comprehensive study of the arts provides
						an opportunity for all students to observe, reflect and participate both in the
						arts of their culture and the cultures of others. Sequential study in the arts
						and humanities provides the knowledge and the analytical skills necessary to
						evaluate and critique a media-saturated culture. An arts education contributes
						to the development of productive citizens who have gained creative and
						technological knowledge necessary for employment in the 21st Century.
A glossary is included to assist the reader in
						understanding terminology contained in the standards.
9.1. Production, Performance and
								Exhibition of Dance, Music, Theatre and Visual Arts
9.1.3. GRADE 3
9.1.5. GRADE 5
9.1.8. GRADE 8
9.1.12. GRADE 12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to:
A. Know and use the elements and
								principles of each art form to create works in the arts and humanities. *
								Elements * Dance: * energy/force * space * time * Music: * duration * intensity
								* pitch * timbre * Theatre: * scenario * script/text * set design * Visual
								Arts: * color * form/shape * line * space * texture * value * Principles *
								Dance: * choreography * form * genre * improvisation * style * technique *
								Music: * composition * form * genre * harmony * rhythm * texture * Theatre: *
								balance * collaboration * discipline * emphasis * focus * intention * movement
								* rhythm * style voice * Visual Arts: * balance * contrast * emphasis/focal
								point * movement/rhythm * proportion/scale * repetition unity/harmony
B. Recognize, know, use and demonstrate
								a variety of appropriate arts elements and principles to produce, review and
								revise original works in the arts. * Dance: * move * perform * read and notate
								dance * create and choreograph * improvise * Music: * sing * play an instrument
								* read and notate music * compose and arrange * improvise * Theatre: * stage
								productions * read and write scripts * improvise * interpret a role * design
								sets * direct * Visual Arts: * paint * draw * craft * sculpt * print * design
								for environment, communication, multi-media
C. Recognize and use fundamental
								vocabulary within each of the arts forms.
C. Know and use
								fundamental vocabulary within each of the arts forms.
C.
								Identify and use comprehensive vocabulary within each of the arts forms.
C. Integrate and apply advanced vocabulary to the arts
								forms.
D. Use knowledge of varied styles
								within each art form through a performance or exhibition of unique work.
D. Describe and use knowledge of a specific style within
								each art form through a performance or exhibition of a unique work.
D. Demonstrate knowledge of at least two styles within each art
								form through performance or exhibition of unique works.
D.
								Demonstrate specific styles in combination through the production or
								performance of a unique work of art (e.g., a dance composition that combines
								jazz dance and African dance).
E. Demonstrate the ability to define
								objects, express emotions, illustrate an action or relate an experience through
								creation of works in the arts.
E. Know and demonstrate how
								arts can communicate experiences, stories or emotions through the production of
								works in the arts.
E. Communicate a unifying theme or point
								of view through the production of works in the arts.
E.
								Delineate a unifying theme through the production of a work of art that
								reflects skills in media processes and techniques.
F. Identify works of others through a
								performance or exhibition (e.g., exhibition of student paintings based on the
								study of Picasso).
F. Describe works of others through
								performance or exhibition in two art forms.
F. Explain
								works of others within each art form through performance or exhibition.
F. Analyze works of arts influenced by experiences or
								historical and cultural events through production, performance or exhibition.
G. Recognize the function of rehearsals
								and practice sessions.
G. Identify the function and
								benefits of rehearsal and practice sessions.
G. Explain the
								function and benefits of rehearsal and practice sessions.
G. Analyze the effect of rehearsal and practice sessions.
H. Handle materials, equipment and
								tools safely at work and performance spaces. * Identify materials used. *
								Identify issues of cleanliness related to the arts. * Recognize some
								mechanical/electrical equipment. * Recognize differences in selected physical
								space/environments. * Recognize the need to select safe props/stage equipment.
								* Identify methods for storing materials in the arts.
H.
								Use and maintain materials, equipment and tools safely at work and performance
								spaces. * Describe some materials used. * Describe issues of cleanliness
								related to the arts. * Describe types of mechanical/electrical equipment usage.
								* Know how to work in selected physical space/environments. * Identify the
								qualities of safe props/stage equipment. * Describe methods for storing
								materials in the arts.
H. Demonstrate and maintain
								materials, equipment and tools safely at work and performance spaces. * Analyze
								the use of materials. * Explain issues of cleanliness related to the arts. *
								Explain the use of mechanical/electrical equipment. * Demonstrate how to work
								in selected physical space/environment. * Demonstrate the selection of safe
								props/stage equipment. * Demonstrate methods for storing materials in the
								arts.
H. Incorporate the effective and safe use of
								materials, equipment and tools into the production of works in the arts at work
								and performance spaces. * Evaluate the use and applications of materials. *
								Evaluate issues of cleanliness related to the arts. * Evaluate the use and
								applications of mechanical/electrical equipment. * Evaluate differences among
								selected physical space/environment. * Evaluate the use and applications of
								safe props/stage equipment. * Evaluate the use and apply safe methods for
								storing materials in the arts.
I. Identify arts events that take place
								in schools and in communities.
I. Describe arts events that
								take place in schools and in communities.
I. Know where
								arts events, performances and exhibitions occur and how to gain
								admission.
I. Distinguish among a variety of regional arts
								events and resources and analyze methods of selection and admission.
J. Know and use traditional and
								contemporary technologies for producing, performing and exhibiting works in the
								arts or the works of others. * Know and use traditional technologies (e.g.,
								charcoal, pigments, clay, needle/thread, quill pens, stencils, tools for wood
								carving, looms, stage equipment). * Know and use contemporary technologies
								(e.g., CDs/software, audio/sound equipment, polymers, clays, board-mixers,
								photographs, recorders).
J. Apply traditional and
								contemporary technologies for producing, performing and exhibiting works in the
								arts or the works of others. * Experiment with traditional technologies (e.g.,
								ceramic/wooden tools, earthen clays, masks, instruments, folk shoes, etching
								tools, folk looms). * Experiment with contemporary technologies (e.g., color
								fills on computers, texture methods on computers, fonts/point systems,
								animation techniques, video teleconferencing, multimedia techniques, internet
								access, library computer card catalogues).
J. Incorporate
								specific uses of traditional and contemporary technologies within the design
								for producing, performing and exhibiting works in the arts or the works of
								others. * Explain and demonstrate traditional technologies (e.g., paint, tools,
								sponges, weaving designs, instruments, natural pigments/glazes). * Explain and
								demonstrate contemporary technologies (e.g., MIDI keyboards, internet design,
								computers, interactive technologies, audio/sound equipment, board-mixer, video
								equipment, computerized lighting design).
J. Analyze and
								evaluate the use of traditional and contemporary technologies for producing,
								performing and exhibiting works in the arts or the works of others. * Analyze
								traditional technologies (e.g., acid printing, etching methods, musical
								instruments, costume materials, eight track recording, super 8 movies). *
								Analyze contemporary technologies (e.g., virtual reality design, instrument
								enhancements, photographic tools, broadcast equipment, film cameras,
								preservation tools, web graphics, computer generated marching band
								designs).
K. Know and use traditional and
								contemporary technologies for furthering knowledge and understanding in the
								humanities.
K. Apply traditional and contemporary
								technology in furthering knowledge and understanding in the humanities.
K. Incorporate specific uses of traditional and
								contemporary technologies in furthering knowledge and understanding in the
								humanities.
K. Analyze and evaluate the use of traditional
								and contemporary technologies in furthering knowledge and understanding in the
								humanities.
9.2. Historical and Cultural
								Contexts
9.2.3. GRADE 3
9.2.5.
								GRADE 5
9.2.8. GRADE 8
9.2.12. GRADE
								12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to identify, compare,
								contrast and analyze works in the arts in their historical and cultural context
								appropriate for each grade level in concert with districts' social studies,
								literature and language standards.
A. Explain the historical, cultural
								and social context of an individual work in the arts.
B. Relate works in the arts
								chronologically to historical events (e.g., 10,000 B.C. to present).
C. Relate works in the arts to varying
								styles and genre and to the periods in which they were created (e.g., Bronze
								Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary,
								Futuristic, others).
D. Analyze a work of art from its
								historical and cultural perspective.
E. Analyze how historical events and
								culture impact forms, techniques and purposes of works in the arts (e.g.,
								Gilbert and Sullivan operettas).
F. Know and apply appropriate
								vocabulary used between social studies and the arts and humanities.
G. Relate works in the arts to
								geographic regions: * Africa * Asia * Australia * Central America * Europe *
								North America * South America
H. Identify, describe and analyze the
								work of Pennsylvania Artists in dance, music, theatre and visual arts.
I. Identify, explain and analyze
								philosophical beliefs as they relate to works in the arts (e.g., classical
								architecture, rock music, Native American dance, contemporary American musical
								theatre).
J. Identify, explain and analyze
								historical and cultural differences as they relate to works in the arts (e.g.,
								plays by Shakespeare, works by Michelangelo, ethnic dance and music).
K. Identify, explain and analyze
								traditions as they relate to works in the arts (e.g., story telling-plays, oral
								histories- poetry, work songs-blue grass).
L. Identify, explain and analyze
								common themes, forms and techniques from works in the arts (e.g., Copland and
								Graham's Appalachian Spring and Millet's The Gleaners).
9.3. Critical Response
9.3.3. GRADE 3
9.3.5.
								GRADE 5
9.3.8. GRADE 8
9.3.12. GRADE
								12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to:
A. Recognize critical processes used in the
								examination of works in the arts and humanities. * Compare and contrast *
								Analyze * Interpret * Form and test hypotheses * Evaluate/form
								judgments
A. Identify critical processes in the examination of works in
								the arts and humanities. * Compare and contrast * Analyze * Interpret * Form
								and test hypotheses * Evaluate/form judgments
A. Know and use the
								critical process of the examination of works in the arts and humanities. *
								Compare and contrast * Analyze * Interpret * Form and test hypotheses *
								Evaluate/form judgments
A. Explain and apply the critical examination
								processes of works in the arts and humanities. * Compare and contrast * Analyze
								* Interpret * Form and test hypotheses * Evaluate/form judgments
B. Know that works in the arts can be described by
								using the arts elements, principles and concepts (e.g., use of color, shape and
								pattern in Mondrian's Broadway Boogie-Woogie; use of dynamics, tempo, texture
								in Ravel's Bolero).
B. Describe works in the arts comparing similar and
								contrasting characteristics (e.g., staccato in Grieg's In the Hall of the
								Mountain King and in tap dance).
B. Analyze and interpret specific
								characteristics of works in the arts within each art form (e.g., pentatonic
								scales in Korean and Indonesian music).
B. Determine and apply criteria
								to a person's work and works of others in the arts (e.g., use visual scanning
								techniques to critique the student's own use of sculptural space in comparison
								to Julio Gonzales' use of space in Woman Combing Her Hair).
C. Know classification skills with materials and
								processes used to create works in the arts (e.g., sorting and matching
								textiles, musical chants, television comedies).
C. Classify works in
								the arts by forms in which they are found (e.g., farce, architecture, graphic
								design).
C. Identify and classify styles, forms, types and genre within
								art forms (e.g., modern dance and the ethnic dance, a ballad and a patriotic
								song).
C. Apply systems of classification for interpreting works in the
								arts and forming a critical response.
D. Explain meanings in the arts and humanities
								through individual works and the works of others using a fundamental vocabulary
								of critical response.
D. Compare similar and contrasting important
								aspects of works in the arts and humanities based on a set of guidelines using
								a comprehensive vocabulary of critical response.
D. Evaluate works in
								the arts and humanities using a complex vocabulary of critical response.
D. Analyze and interpret works in the arts and humanities from
								different societies using culturally specific vocabulary of critical response.
E. Recognize and identify types of critical
								analysis in the arts and humanities. * Contextual criticism * Formal criticism
								* Intuitive criticism
E. Describe and use types of critical analysis in
								the arts and humanities. * Contextual criticism * Formal criticism * Intuitive
								criticism
E. Interpret and use various types of critical analysis in
								the arts and humanities. * Contextual criticism * Formal criticism * Intuitive
								criticism
E. Examine and evaluate various types of critical analysis of
								works in the arts and humanities. * Contextual criticism * Formal criticism *
								Intuitive criticism
F. Know how to recognize and identify similar and
								different characteristics among works in the arts (e.g., Amish and Hawaiian
								quilts, Navaho weavings and Kente cloth from West Africa).
F. Know how
								to recognize the process of criticism in identifying and analyzing
								characteristics among works in the arts.
F. Apply the process of
								criticism to identify characteristics among works in the arts.
F.
								Analyze the processes of criticism used to compare the meanings of a work in
								the arts in both its own and present time.
G. Know and demonstrate what a critic's position
								or opinion is related to works in the arts and humanities (e.g., I like
								patriotic songs because ...; The movie was enjoyed for its exceptional special
								effects).
G. Describe a critic's position or opinion about selected
								works in the arts and humanities (e.g., student's presentation of a critical
								position on Walt Disney's Evolution of Mickey and Minnie Mouse).
G.
								Compare and contrast critical positions or opinions about selected works in the
								arts and humanities (e.g., critic's review and comparison of Alvin Ailey's
								Revelations to Tchaikovsky's Swan Lake).
G. Analyze works in the arts
								by referencing the judgments advanced by arts critics as well as one's own
								analysis and critique.
9.4. Aesthetic Response
9.4.3. GRADE 3
9.4.5.
								GRADE 5
9.4.8. GRADE 8
9.4.12. GRADE
								12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to:
A. Know how to respond to a philosophical
								statement about works in the arts and humanities (e.g., "Can artworks that
								depict or are about ugly or unpleasant things ever be beautiful?").
A.
								Identify uses of expressive symbols that show philosophical meanings in works
								in the arts and humanities (e.g., American TV ads versus Asian TV ads).
A. Compare and contrast examples of group and individual philosophical
								meanings of works in the arts and humanities (e.g., group discussions on
								musical theatre versus the individual's concept of musical theatre).
A. Evaluate an individual's philosophical statement on a work in the
								arts and its relationship to one's own life based on knowledge and experience.
B. Know how to communicate an informed individual
								opinion about the meaning of works in the arts (e.g., works of an artist of the
								month).
B. Investigate and communicate multiple philosophical views
								about works in the arts.
B. Compare and contrast informed individual
								opinions about the meaning of works in the arts to others (e.g., debate
								philosophical opinions within a listserve or at an artist's website).
B. Describe and analyze the effects that works in the arts have on
								groups, individuals and the culture (e.g., Orson Welles' 1938 radio broadcast,
								War of the Worlds).
C. Recognize that the environment of the observer
								influences individual aesthetic responses to works in the arts (e.g., the
								effect of live music as opposed to listening to the same piece on a car radio).
C. Identify the attributes of various audiences' environments as they
								influence individual aesthetic response (e.g., Beatles' music played by the
								Boston Pops versus video taped concerts from the 1970s).
C. Describe
								how the attributes of the audience's environment influence aesthetic responses
								(e.g., the ambiance of the theatre in a performance of Andrew Lloyd Weber's
								Cats).
C. Compare and contrast the attributes of various audiences'
								environments as they influence individual aesthetic response (e.g., viewing
								traditional Irish dance at county fair versus the performance of River Dance in
								a concert hall).
D. Recognize that choices made by artists
								regarding subject matter and themes communicate ideas through works in the arts
								and humanities (e.g., artist's interpretation through the use of classical
								ballet of the American West in Agnes De Mille's Rodeo).
D. Explain
								choices made regarding media, technique, form, subject matter and themes that
								communicate the artist's philosophy within a work in the arts and humanities
								(e.g., selection of stage lighting in Leonard Bernstein's West Side Story to
								communicate mood).
D. Describe to what purpose philosophical ideas
								generated by artists can be conveyed through works in the arts and humanities
								(e.g., T. Ganson's Destructive Periods in Russia During Stalin's and Deniken's
								Leadership conveys her memories and emotions of a specific incident).
D. Analyze and interpret a philosophical position identified in works
								in the arts and humanities.
XXVII. GLOSSARY
Aesthetics:
A branch of
								philosophy that focuses on the nature of beauty, the nature and value of the
								arts and the inquiry processes and human responses they produce.
Aesthetic criteria:
Standards on which to make judgments about the artistic
								merit of a work of art, derived from cultural and emotional values and
								cognitive meaning.
Aesthetic response:
A philosophical reply
								to works in the arts.
Artistic choices:
Selections made by
								artists in order to convey meaning.
Arts resource:
An outside community asset
								(e.g., performances, exhibitions, performers, artists).
Assess:
To analyze and determine the nature
								and quality of the process/product through means appropriate to the art
								form.
Community:
A group of people who share a
								common social, historical, regional or cultural heritage.
Contemporary technology:
Tools, machines or
								implements emerging and used today for the practice or production of works in
								the arts.
Context:
A set of interrelated background
								conditions (e.g., social, economic, political) that influence and give meaning
								to the development and reception of thoughts, ideas or concepts and that define
								specific cultures and eras.
Create:
To produce works in the arts using
								materials, techniques, processes, elements, principles and analysis.
Critical analysis:
The process of examining
								and discussing the effective uses of specific aspects of works in the
								arts.
Contextual
								criticism:
Discussion and evaluation with consideration of
								factors surrounding the origin and heritage to works in the arts and
								humanities.
Formal Criticism:
Discussion
								and evaluation of the elements and principles essential to works in the arts
								and humanities.
Intuitive
								Criticism:
Discussion and evaluation of one's subjective insight
								to works in the arts and humanities.
Critical process:
The use of sequential
								examination through comparison, analysis, interpretation, formation and testing
								of hypothesis and evaluation to form judgments.
Critical response:
The act or process of
								describing and evaluating the media, processes and meanings of works in the
								arts and making comparative judgments.
Culture:
The way of life of a group of
								people, including customs, beliefs, arts, institutions and worldview. Culture
								is acquired through many means and is always changing.
Elements:
Core components that support the
								principles of the arts.
Genre:
A type or category (e.g.,
								music-opera, oratorio; theater-tragedy, comedy; dance-modern, ballet; visual
								arts-pastoral, scenes of everyday life).
Humanities:
The branch of learning that
								connects the fine arts, literature, languages, philosophy and cultural science.
								The humanities are concerned with the understanding and integration of human
								thought and accomplishment.
Improvisation:
Spontaneous creation
								requiring focus and concentration.
MIDI keyboard:
(Musical Instrument Digital
								Interface) A piece of equipment that interacts with a computer that uses a MIDI
								language set-up to notate and play music.
Multimedia:
The combined use of media, such
								as movies, CD-ROMs, television, radio, print and the Internet for entertainment
								and publicity.
Original works in the arts:
Dance, music,
								theatre and visual arts pieces created by performing or visual artists.
Principles:
Essential assumptions, basic or
								essential qualities determining intrinsic characteristics.
Style:
A distinctive or characteristic
								manner of expression.
Technique:
Specific skills and details
								employed by an artist, craftsperson or performer in the production of works in
								the arts.
Timbre:
A unique quality of sound.
Traditions:
Knowledge, opinions and customs
								a group feels is so important that members continue to practice it and pass it
								on to other generations.
Traditional technology:
Tools, machines or
								implements used for the historical practice or production of works in the
								arts.
Vocabulary:
Age and content appropriate
								terms used in the instruction of the arts and humanities that demonstrate
								levels of proficiency as defined in local curriculum (i.e., fundamental-grade
								3, comprehensive-grade 5, discriminating-grade 8 and advanced-grade 12).
Academic Standards for Health, Safety and Physical
						Education
XXVIII. TABLE OF CONTENTS
Introduction ... XXIX.
THE ACADEMIC STANDARDS
Concepts of Health ... 10.1.
A. Stages of Growth and Development
B. Interaction of Body Systems
C. Nutrition
D. Alcohol, Tobacco and Chemical Substances
E. Health Problems and Disease Prevention
Healthful Living ... 10.2.
A. Health Practices, Products and Services
B. Health Information and Consumer Choices
C. Health Information and the Media
D. Decision-making Skills
E. Health and the Environment
Safety and Injury Prevention ...
						10.3.
A. Safe/Unsafe Practices
B. Emergency Responses/ Injury Management
C. Strategies to Avoid/Manage Conflict
D. Safe Practices in Physical Activity
Physical Activity ... 10.4.
A. Physical Activities That Promote Health and
						Fitness
B. Effects of Regular Participation
C. Responses of the Body Systems to Physical
						Activity
D. Physical Activity Preferences
E. Physical Activity and Motor Skill Improvement
F. Physical Activity and Group Interaction
Concepts, Principles and Strategies of Movement ...
						10.5.
A. Movement Skills and Concepts
B. Motor Skill Development
C. Practice Strategies
D. Principles of Exercise/Training
E. Scientific Principles That Affect Movement
F. Game Strategies
Glossary ... XXX.
XXIX. INTRODUCTION
This document includes Academic Standards for Health,
						Safety and Physical Education in these categories:
* 10.1 Concepts of Health
* 10.2 Healthful Living
* 10.3 Safety and Injury Prevention
* 10.4 Physical Activity
* 10.5 Concepts, Principles and Strategies of
						Movement
The Academic Standards for Health, Safety and Physical
						Education describe what students should know and be able to do by the end of
						third, sixth, ninth and twelfth grade. The standards are sequential across the
						grade levels and reflect the increasing complexity and rigor that students are
						expected to achieve. The Standards define the content for planned instruction
						that will result in measurable gains for all students in knowledge and skill.
						School entities will use these standards to develop local school curriculum and
						assessments that will meet the needs of the students.
The Academic Standards for Health, Safety and Physical
						Education provide students with the knowledge and skills that will enable them
						to achieve and maintain a physically active and healthful life. The attainment
						of these standards will favorably impact their lives and the lives of those
						around them. By becoming and remaining physically, mentally, socially and
						emotionally healthy, students will increase their chances of achieving to their
						highest academic potential.
The Academic Standards for Health, Safety and Physical
						Education provide parents with specific information about the knowledge and
						skills students should be developing as they progress through their educational
						programs. With the standards serving as clearly defined targets, parents,
						students, teachers and community members will be able to become partners in
						helping children achieve educational success.
A glossary is included to assist the reader in
						understanding terminology contained in the standards.
10.1. Concepts of Health
10.1.3. GRADE 3
10.1.6.
								GRADE 6
10.1.9. GRADE 9
10.1.12.
								GRADE 12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to:
A. Identify and describe the stages of growth and
								development. * infancy * childhood * adolescence * adulthood * late
								adulthood
A. Describe growth and development changes that occur between
								childhood and adolescence and identify factors that can influence these
								changes. * education * socioeconomic
A. Analyze factors that impact
								growth and development between adolescence and adulthood. * relationships
								(e.g., dating, friendships, peer pressure) * interpersonal communication * risk
								factors (e.g., physical inactivity, substance abuse, intentional/unintentional
								injuries, dietary patterns) * abstinence * STD and HIV prevention *
								community
A. Evaluate factors that impact growth and development during
								adulthood and late adulthood. * acute and chronic illness * communicable and
								non- communicable disease * health status * relationships (e.g., marriage,
								divorce, loss) * career choice * aging process * retirement
B. Identify and know the location and function of
								the major body organs and systems. * circulatory * respiratory * muscular *
								skeletal * digestive
B. Identify and describe the structure and
								function of the major body systems. * nervous * muscular * integumentary *
								urinary * endocrine * reproductive * immune
B. Analyze the
								interdependence existing among the body systems.
B. Evaluate factors
								that impact the body systems and apply protective/preventive strategies. *
								fitness level * environment (e.g., pollutants, available health care) * health
								status (e.g., physical, mental, social) * nutrition
C. Explain the role of the food guide pyramid in
								helping people eat a healthy diet. * food groups * number of servings * variety
								of food * nutrients
C. Analyze nutritional concepts that impact health.
								* caloric content of foods * relationship of food intake and physical activity
								(energy output) * nutrient requirements * label reading * healthful food
								selection
C. Analyze factors that impact nutritional choices of
								adolescents. * body image * advertising * dietary guidelines * eating disorders
								* peer influence * athletic goals
C. Analyze factors that impact
								nutritional choices of adults. * cost * food preparation (e.g., time, skills) *
								consumer skills (e.g., understanding food labels, evaluating fads) *
								nutritional knowledge * changes in nutritional requirements (e.g., age,
								physical activity level)
D. Know age appropriate drug information. *
								definition of drugs * effects of drugs * proper use of medicine *
								healthy/unhealthy risk-taking (e.g. inhalant use, smoking) * skills to avoid
								drugs
D. Explain factors that influence childhood and adolescent drug
								use. * peer influence * body image (e.g., steroids, enhancers) * social
								acceptance * stress * media influence * decision-making/refusal skills * rules,
								regulations and laws * consequences
D. Analyze prevention and
								intervention strategies in relation to adolescent and adult drug use. *
								decision-making/refusal skills * situation avoidance * goal setting *
								professional assistance (e.g., medical, counseling. support groups) * parent
								involvement
D. Evaluate issues relating to the use/non-use of drugs. *
								psychology of addiction * social impact (e.g., cost, relationships) * chemical
								use and fetal development * laws relating to alcohol, tobacco and chemical
								substances * impact on the individual * impact on the community
E. Identify types and causes of common health
								problems of children. * infectious diseases (e.g., colds, flu, chickenpox) *
								noninfectious diseases (e.g., asthma, hay fever, allergies, lyme disease) *
								germs * pathogens * heredity
E. Identify health problems that can
								occur throughout life and describe ways to prevent them. * Diseases (e.g.,
								cancer diabetes, STD/HIV/AIDS, cardiovascular disease) * Preventions (i.e. do
								not smoke, maintain proper weight, eat a balanced diet, practice sexual
								abstinence, be physically active)
E. Analyze how personal choice,
								disease and genetics can impact health maintenance and disease
								prevention.
E. Identify and analyze factors that influence the
								prevention and control of health problems. * research * medical advances *
								technology * government policies/regulations
10.2. Healthful Living
10.2.3. GRADE 3
10.2.6.
								GRADE 6
10.2.9. GRADE 9
10.2.12.
								GRADE 12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to:
A. Identify personal hygiene practices and
								community helpers that promote health and prevent the spread of disease.
A. Explain the relationship between personal health practices and
								individual well-being. * immunizations * health examinations
A.
								Identify and describe health care products and services that impact adolescent
								health practices.
A. Evaluate health care products and services that
								impact adult health practices.
B. Identify health-related information. * signs and
								symbols * terminology * products and services
B. Explain the
								relationship between health-related information and consumer choices. * dietary
								guidelines/food selection * sun exposure guidelines/sunscreen
								selection
B. Analyze the relationship between health-related
								information and adolescent consumer choices. * tobacco products * weight
								control products
B. Assess factors that impact adult health consumer
								choices. * access to health information * access to health care * cost *
								safety
C. Identify media sources that influence health and
								safety.
C. Explain the media's effect on health and safety issues.
C. Analyze media health and safety messages and describe their impact
								on personal health and safety.
C. Compare and contrast the positive and
								negative effects of the media on adult personal health and safety.
D. Identify the steps in a decision making
								process.
D. Describe and apply the steps of a decision making process
								to health and safety issues.
D. Analyze and apply a decision making
								process to adolescent health and safety issues.
D. Examine and apply a
								decision making process to the development of short and long-term health
								goals.
E. Identify environmental factors that affect
								health. * pollution (e.g., air, water, noise, soil) * waste disposal *
								temperature extremes * insects/animals
E. Analyze environmental factors
								that impact health. * indoor air quality (e.g., second-hand smoke, allergens) *
								chemicals, metals, gases (e.g., lead, radon, carbon monoxide) * radiation *
								natural disasters
E. Explain the interrelationship between the
								environment and personal health. * ozone layer/skin cancer * availability of
								health care/individual health * air pollution/respiratory disease * breeding
								environments/lyme disease/West Nile virus
E. Analyze the
								interrelationship between environmental factors and community health. * public
								health policies and laws/health promotion and disease prevention * individual
								choices/maintenance of environment * recreational opportunities/health
								status
10.3. Safety and Injury
								Prevention
10.3.3. GRADE 3
10.3.6
								GRADE 6
10.3.9. GRADE 9
10.3.12.
								GRADE 12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to:
A. Recognize safe/unsafe practices in the home,
								school and community. * general (e.g., fire, electrical, animals) * modes of
								transportation (e.g., pedestrian, bicycle, vehicular) * outdoor (e.g., play,
								weather, water) * safe around people (e.g., safe/unsafe touch, abuse, stranger,
								bully)
A. Explain and apply safe practices in the home, school and
								community. * emergencies (e.g., fire, natural disasters) * personal safety
								(e.g., home alone, latch key, harassment) * communication (e.g., telephone,
								Internet) * violence prevention (e.g., gangs, weapons)
A. Analyze the
								role of individual responsibility for safe practices and injury prevention in
								the home, school and community. * modes of transportation (e.g., pedestrian,
								bicycle, vehicular, passenger, farm vehicle, all-terrain vehicle) * violence
								prevention in school * self-protection in the home * self-protection in public
								places
A. Assess the personal and legal consequences of unsafe
								practices in the home, school or community. * loss of personal freedom *
								personal injury * loss of income * impact on others * loss of motor vehicle
								operator's license
B. Recognize emergency situations and explain
								appropriate responses. * importance of remaining calm * how to call for help *
								simple assistance procedures * how to protect self
B. Know and apply
								appropriate emergency responses. * basic first aid * Heimlich maneuver *
								universal precautions
B. Describe and apply strategies for emergency
								and long-term management of injuries. * rescue breathing * water rescue *
								self-care * sport injuries
B. Analyze and apply strategies for the
								management of injuries. * CPR * advanced first aid
C. Recognize conflict situations and identify
								strategies to avoid or resolve. * walk away * I-statements * refusal skills *
								adult intervention
C. Describe strategies to avoid or manage conflict
								and violence. * anger management * peer mediation * reflective listening *
								negotiation
C. Analyze and apply strategies to avoid or manage
								conflict and violence during adolescence. * effective negotiation * assertive
								behavior
C. Analyze the impact of violence on the victim and
								surrounding community.
D. Identify and use safe practices in physical
								activity settings (e.g., proper equipment, knowledge of rules, sun safety,
								guidelines of safe play, warm-up, cool-down).
D. Analyze the role of
								individual responsibility for safety during physical activity.
D.
								Analyze the role of individual responsibility for safety during organized group
								activities.
D. Evaluate the benefits, risks and safety factors
								associated with self-selected life-long physical activities.
10.4. Physical Activity
10.4.3. GRADE 3
10.4.6.
								GRADE 6
10.4.9. GRADE 9
10.4.12.
								GRADE 12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to:
A. Identify and engage in physical activities that
								promote physical fitness and health.
A. Identify and engage in moderate
								to vigorous physical activities that contribute to physical fitness and
								health.
A. Analyze and engage in physical activities that are
								developmentally/individually appropriate and support achievement of personal
								fitness and activity goals.
A. Evaluate and engage in an individualized
								physical activity plan that supports achievement of personal fitness and
								activity goals and promotes life-long participation.
B. Know the positive and negative effects of
								regular participation in moderate to vigorous physical activities.
B.
								Explain the effects of regular participation in moderate to vigorous physical
								activities on the body systems.
B. Analyze the effects of regular
								participation in moderate to vigorous physical activities in relation to
								adolescent health improvement. * stress management * disease prevention *
								weight management
B. Analyze the effects of regular participation in a
								self-selected program of moderate to vigorous physical activities. * social *
								physiological * psychological
C. Know and recognize changes in body responses
								during moderate to vigorous physical activity. * heart rate * breathing
								rate
C. Identify and apply ways to monitor and assess the body's
								response to moderate to vigorous physical activity. * heart rate monitoring *
								checking blood pressure * fitness assessment
C. Analyze factors that
								affect the responses of body systems during moderate to vigorous physical
								activities. * exercise (e.g., climate, altitude, location, temperature) *
								healthy fitness zone * individual fitness status (e.g., cardiorespiratory
								fitness, muscular endurance, muscular strength, flexibility) * drug/substance
								use/abuse
C. Evaluate how changes in adult health status may affect the
								responses of the body systems during moderate to vigorous physical activity. *
								aging * injury * disease
D. Identify likes and dislikes related to
								participation in physical activities.
D. Describe factors that affect
								childhood physical activity preferences. * enjoyment * personal interest *
								social experience * opportunities to learn new activities * parental preference
								* environment
D. Analyze factors that affect physical activity
								preferences of adolescents. * skill competence * social benefits * previous
								experience * activity confidence
D. Evaluate factors that affect
								physical activity and exercise preferences of adults. * personal challenge *
								physical benefits * finances * motivation * access to activity *
								self-improvement
E. Identify reasons why regular participation in
								physical activities improves motor skills.
E. Identify factors that
								have an impact on the relationship between regular participation in physical
								activity and the degree of motor skill improvement. * success-oriented
								activities * school-community resources * variety of activities * time on
								task
E. Analyze factors that impact on the relationship between regular
								participation in physical activity and motor skill improvement. * personal
								choice * developmental differences * amount of physical activity * authentic
								practice
E. Analyze the interrelationships among regular participation
								in physical activity, motor skill improvement and the selection and engagement
								in lifetime physical activities.
F. Recognize positive and negative interactions of
								small group activities. * roles (e.g., leader, follower) * cooperation/sharing
								* on task participation
F. Identify and describe positive and negative
								interactions of group members in physical activities. * leading * following *
								teamwork * etiquette * adherence to rules
F. Analyze the effects of
								positive and negative interactions of adolescent group members in physical
								activities. * group dynamics * social pressure
F. Assess and use
								strategies for enhancing adult group interaction in physical activities. *
								shared responsibility * open communication * goal setting
10.5. Concepts, Principles and
								Strategies of Movement
10.5.3. GRADE 3
10.5.6.
								GRADE 6
10.5.9. GRADE 9
10.5.12.
								GRADE 12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to:
A. Recognize and use basic movement skills and
								concepts. * locomotor movements (e.g., run, leap, hop) * non-locomotor
								movements (e.g., bend, stretch, twist) * manipulative movements (e.g., throw,
								catch, kick) * relationships (e.g., over, under, beside) * combination
								movements (e.g., locomotor, non-locomotor, manipulative) * space awareness
								(e.g., self-space, levels, pathways, directions) * effort (e.g., speed,
								force)
A. Explain and apply the basic movement skills and concepts to
								create and perform movement sequences and advanced skills.
A. Describe
								and apply the components of skill-related fitness to movement performance. *
								agility * balance * coordination * power * reaction time * speed
A.
								Apply knowledge of movement skills, skill-related fitness and movement concepts
								to identify and evaluate physical activities that promote personal lifelong
								participation.
B. Recognize and describe the concepts of motor
								skill development using appropriate vocabulary. * form * developmental
								differences * critical elements * feedback
B. Identify and apply the
								concepts of motor skill development to a variety of basic skills. * transfer
								between skills * selecting relevant cues * types of feedback * movement
								efficiency * product (outcome/result)
B. Describe and apply concepts of
								motor skill development that impact the quality of increasingly complex
								movement. * response selection * stages of learning a motor skill i.e. verbal
								cognitive, motor, automatic * types of skill i.e. discrete, serial,
								continuous
B. Incorporate and synthesize knowledge of motor skill
								development concepts to improve the quality of motor skills. * open and closed
								skills * short-term and long-term memory * aspects of good performance
C. Know the function of practice.
C.
								Describe the relationship between practice and skill development.
C.
								Identify and apply practice strategies for skill improvement.
C.
								Evaluate the impact of practice strategies on skill development and
								improvement.
D. Identify and use principles of exercise to
								improve movement and fitness activities. * frequency/how often to exercise *
								intensity/how hard to exercise * time/how long to exercise * type/what kind of
								exercise
D. Describe and apply the principles of exercise to the
								components of health-related and skill-related fitness. * cardiorespiratory
								endurance * muscular strength * muscular endurance * flexibility * body
								composition
D. Identify and describe the principles of training using
								appropriate vocabulary. * specificity * overload * progression *
								aerobic/anaerobic * circuit/interval * repetition/set
D. Incorporate
								and synthesize knowledge of exercise principles, training principles and health
								and skill-related fitness components to create a fitness program for personal
								use.
E. Know and describe scientific principles that
								affect movement and skills using appropriate vocabulary. * gravity * force
								production/absorption * balance * rotation
E. Identify and use
								scientific principles that affect basic movement and skills using appropriate
								vocabulary. * Newton's Laws of Motion * application of force * static/dynamic
								balance * levers * flight
E. Analyze and apply scientific and
								biomechanical principles to complex movements. * centripetal/centrifugal force
								* linear motion * rotary motion * friction/resistance * equilibrium * number of
								moving segments
E. Evaluate movement forms for appropriate application
								of scientific and biomechanical principles. * efficiency of movement *
								mechanical advantage * kinetic energy * potential energy * inertia *
								safety
F. Recognize and describe game strategies using
								appropriate vocabulary. * faking/dodging * passing/receiving * moving to be
								open * defending space * following rules of play
F. Identify and apply
								game strategies to basic games and physical activities. * give and go * one on
								one * peer communication
F. Describe and apply game strategies to
								complex games and physical activities. * offensive strategies * defensive
								strategies * time management
F. Analyze the application of game
								strategies for different categories of physical activities. * individual * team
								* lifetime * outdoor
XXX. GLOSSARY
Abstinence:
Choosing not
								to do something or completely giving something up in order to gain
								something.
Acute illness:
A health
								condition of sudden onset, sharp rises and short course.
Adolescence:
The period of life beginning
								with puberty and ending with completed growth.
Aerobic:
Physical activity or exercise done
								at a steady pace for an extended period of time so that the heart can supply as
								much oxygen as the body needs (e.g., walking, running, swimming, cycling).
Agility:
A component of physical fitness
								that relates to the ability to rapidly change the position of the entire body
								in space with speed and accuracy.
AIDS
Acquired Immune Deficiency Syndrome: a
								condition that results when infection with HIV causes a breakdown of the body's
								ability to fight other infections.
Allergen:
A substance that stimulates the
								production of antibodies and subsequently results in allergic reactions (e.g.,
								mold spores, cat/dog dander, dust).
Anaerobic:
Physical activity or exercise
								done in short, fast bursts so that the heart cannot supply oxygen as fast as
								the body needs (e.g., sprinting, weightlifting, football).
Assertive:
The expression of thoughts and
								feelings without experiencing anxiety or threatening others.
Automatic Stage of Learning:
Movement
								responses flow and the individual can focus on what to do without thinking
								about it.
Balance:
A skill-related component of
								physical fitness that relates to the maintenance of equilibrium while
								stationary or moving.
Biomechanical principles:
The science
								concerned with the action of forces, internal or external, on the living body.
Body composition:
A health-related
								component of physical fitness that relates to the percentage of fat tissue and
								lean tissue in the body.
Body systems:
Anatomically or functionally
								related parts of the body (e.g., skeletal, nervous, immune, circulatory
								systems).
Caloric content:
The amount of energy
								supplied by food. The more calories in the food, the more fattening.
Cardiorespiratory fitness:
A health related
								component of physical fitness relating to the ability of the circulatory and
								respiratory systems to supply oxygen during sustained physical activity.
Centrifugal:
The force that seems to pull
								an object away from the center as it moves in a circle.
Centripetal:
The force that is required to
								keep an object moving around a circular path.
Chronic illness:
A health condition of long
								duration or frequent recurrence.
Circuit training:
Exercise program, similar
								to an obstacle course, in which the person goes from one place to another doing
								a different exercise at each place.
Closed:
Skills that are performed in an
								environment that does not change or that changes very little, such as archery
								or the foul shot in basketball.
Communicable:
Illness caused by pathogens
								that enter the body through direct or indirect contact and can be transmitted
								from one host to another.
Community helpers:
Any group or individual
								who plays a role in health promotion or disease prevention such as doctors,
								nurses, dentists, teachers, parents, firemen, policemen, trash collectors,
								animal control officers.
Continuous:
Two or more repetitions of the
								same skill such as dribbling in basketball or soccer.
Cool-down:
Brief, mild exercise done after
								vigorous exercise to help the body safely return to a resting state.
Coordination:
A skill-related component of
								physical fitness that relates to the ability to use the senses together with
								body parts in performing motor tasks smoothly and accurately.
CPR:
A first aid technique, which involves
								rescue breathing and chest (heart) compressions, that is used to revive a
								person whose heart has stopped beating.
Critical elements:
The important parts of a
								skill.
Decision-making process:
An organized
								approach to making choices.
Developmental differences:
Learners are at
								different levels in their motor, cognitive, emotional, social and physical
								development. The learners' developmental status will affect their ability to
								learn or improve.
Developmentally appropriate:
Motor skill
								development and change that occur in an orderly, sequential fashion and are age
								and experience related.
Directions:
Forward, backward, left, right,
								up, down.
Discrete:
Single skill performed in
								isolation from other motor skills such as the soccer penalty kick and golf
								stroke.
Dynamic balance:
Equilibrium used when in
								motion, starting and stopping.
Eating disorders:
Food-related dysfunction
								in which a person changes eating habits in a way that is harmful to the mind or
								body (e.g., bulimia, anorexia nervosa).
Efficiency of movement:
The state or
								quality of competence in performance with minimum expenditure of time and
								effort.
Equilibrium:
State in which there is no
								change in the motion of a body.
Feedback:
Information given to the learner
								about how to improve or correct a movement.
Flexibility:
A health-related component of
								physical fitness that relates to the range of motion available at a joint.
Food guide pyramid:
A visual tool used to
								help people plan healthy diets according to the Dietary Guidelines for
								America.
Force:
Any external agent that causes a
								change in the motion of a body.
Form:
Manner or style of performing a
								movement according to recognized standards of technique.
Good performance:
The ability to correctly
								select what to do and the ability to execute the selection appropriately.
Health:
A state of complete physical,
								mental and social well-being; not merely the absence of disease and infirmity.
Health education:
Planned, sequential K-12
								program of curricula and instruction that helps students develop knowledge,
								attitudes and skills related to the physical, mental, emotional and social
								dimensions of health.
Health-related fitness:
Components of
								physical fitness that have a relationship with good health. Components are
								cardiorespiratory endurance, muscular strength and endurance, flexibility and
								body composition.
Heimlich maneuver:
A first aid technique
								that is used to relieve complete airway obstruction.
HIV:
Human immunodeficiency virus that
								infects cells of the immune system and other tissues and causes acquired
								immunodeficiency syndrome (AIDS).
I-statement:
A statement describing a
								specific behavior or event and the effect that behavior or event has on a
								person and the feelings that result.
Inertia:
A body at rest will remain at rest
								and a body in motion will remain in motion unless acted upon by a force.
Inhalant:
Chemicals that produce vapors
								that act on the central nervous system and alter a user's moods, perceptions,
								feelings, personality and behavior such as airplane glue and aerosols.
Integumentary system:
Body system composed
								of the skin, hair, nails and glands.
Intensity:
How hard a person should
								exercise to improve fitness.
Interval training:
An anaerobic exercise
								program that consists of runs of short distance followed by rest.
Kinetic:
Energy that an object possesses
								because it is moving, such as a pitched baseball or a person running.
Levels:
Positions of the body (e.g., high,
								medium, low).
Linear motion:
Movement which occurs in a
								straight path.
Locomotor movement:
Movements producing
								physical displacement of the body, usually identified by weight transference
								via the feet. Basic locomotor steps are the walk, run, hop and jump as well as
								the irregular rhythmic combinations of the skip, slide and gallop.
Long-term memory:
Ability to recall
								information that was learned days or even years ago.
Manipulative movements:
Control of objects
								with body parts and implements. Action causes an object to move from one place
								to another.
Mechanical advantage:
The ratio between the
								force put into a machine and the force that comes out of the same machine.
Media sources:
Various forms of mass
								communication such as television, radio, magazines, newspapers and Internet.
Moderate physical activity:
Sustained,
								repetitive, large muscle movements (e.g., walking, running, cycling) done at
								less than 60% of maximum heart rate for age. Maximum heart rate is 220 beats
								per minute minus participant's age.
Motor skills:
Non-fitness abilities that
								improve with practice and relate to one's ability to perform specific sports
								and other motor tasks (e.g., tennis serve, shooting a basketball).
Motor stage of learning:
Individual working
								to perfect the motor skill and makes conscious adjustments to the
								environment.
Movement skills:
Proficiency in performing
								nonlocomotor, locomotor and manipulative movements that are the foundation for
								participation in physical activities.
Muscular endurance:
A health-related
								component of physical fitness that relates to the ability of a muscle to
								continue to perform without fatigue.
Muscular strength:
A health-related
								component of physical fitness that relates to the ability of the muscle to
								exert force.
Newton's Laws of Motion:
Three laws by Sir
								Isaac Newton that explain the relations between force and the motions produced
								by them: The Law of Inertia, Force and Acceleration, Reacting Forces.
Noncommunicable:
Illness that is not caused
								by a pathogen that is not transmitted from one host to another.
Nonlocomotor movement:
Movements that do
								not produce physical displacement of the body.
Nutrient:
A basic component of food that
								nourishes the body.
Open:
Skill performed in an environment
								that varies or is unpredictable such as the tennis forehand or the soccer pass.
Overload:
A principle of exercise that
								states that the only way to improve fitness is to exercise more than the
								normal.
Pathways:
Patterns of travel while
								performing locomotor movements (e.g., straight, curved, zigzag).
Physical activity:
Bodily movement that is
								produced by the contraction of skeletal muscle and which substantially
								increases energy expenditure.
Physical education:
Planned, sequential,
								movement-based program of curricula and instruction that helps students develop
								knowledge, attitudes, motor skills, self-management skills and confidence
								needed to adapt and maintain a physically active life.
Physical fitness:
A set of attributes that
								people have or achieve and that relate to their ability to perform physical
								activity. Generally accepted to consist of health-related fitness and
								skill-related fitness.
Potential:
Energy stored in a body because
								of its position such as the crouch position prior to a jump.
Power:
A skill-related component of
								physical fitness that relates to the rate at which one can perform work.
Principles of exercise:
Guidelines to
								follow to obtain the maximum benefits from physical activity and exercise.
Principles of training:
Guidelines to
								follow to obtain the maximum benefits from an exercise plan.
Progression:
A principle of exercise that
								states that a person should start slowly and increase exercise gradually.
Reaction time:
A skill-related component of
								physical fitness that relates to the time elapsed between stimulation and the
								beginning of the response to it.
Reflective listening:
An active listening
								skill in which the individual lets others know he/she has heard and understands
								what has been said.
Refusal skills:
Systematic ways to handle
								situations in which a person wants to say no to an action and/or leave an
								environment that threatens health or safety, breaks laws, results in lack of
								respect for self and others or disobeys guidelines set by responsible
								adults.
Repetitions:
Number of times an exercise is
								repeated.
Rescue breathing:
Technique used to supply
								air to an individual who is not breathing.
Rotary motion:
Force that produces movement
								that occurs around an axis or center point such as a somersault.
Safety education:
Planned, sequential
								program of curricula and instruction that helps students develop the knowledge,
								attitudes and confidence needed to protect them from injury.
Self-space:
All the space that the body or
								its parts can reach without traveling from a starting location.
Serial:
Two or more different skills
								performed with each other such as fielding a ball and throwing it or dribbling
								a basketball and shooting it.
Set:
A group of several repetitions.
Short-term memory:
Ability to recall
								recently learned information, such as within the past few seconds or minutes.
Skill-related fitness:
Consists of
								components of physical fitness that have a relationship with enhanced
								performance in sports and motor skills. The components are agility, balance,
								coordination, power, reaction time and speed.
Specificity:
A principle of exercise that
								states that specific kinds of exercises must be done to develop specific
								aspects of the body and specific aspects of fitness.
Speed:
A skill-related component of
								physical fitness that relates to the ability to perform a movement or cover a
								distance in a short period of time.
Static balance:
Maintaining equilibrium
								while holding a pose or remaining motionless.
STD:
Sexually transmitted disease.
Universal precautions:
An approach to
								infection control. All human blood and body fluids are treated as if known to
								be infectious.
Warm-up:
Brief, mild exercise that is done
								to get ready for more vigorous exercise.
Verbal cognitive stage of learning:
The
								individual is attempting to move from verbal instruction to trying to figure
								out how to actually do the skill. The first attempts at the skill are generally
								mechanical and success is inconsistent. The individual thinks through each step
								of the movement.
Vigorous physical activity:
Sustained,
								repetitive, large muscle movements (e.g., running, swimming, soccer) done at
								60% or more of maximum heart rate for age. Maximum heart rate is 220 beats per
								minute minus the participant's age. Activity makes person sweat and breathe
								hard.
Academic Standards for Family and Consumer
						Sciences
XXXI. TABLE OF CONTENTS
Introduction ... XXXII.
THE ACADEMIC STANDARDS
Financial and Resource Management ...
						11.1.
A. Resource Management
B. Spending Plan
C. Housing
D. Consumer Rights and Responsibilities
E. Income
F. Purchasing
G. Services
Balancing Family, Work and Community Responsibility
						... 11.2.
A. Practical Reasoning
B. Action Plans
C. Team Building
D. Space Planning
E. Technology
F. Family Functions
G. Family Life Cycle
H. Communications
Food Science and Nutrition ... 11.3.
A. Food Supply
B. Safety and Sanitation
C. Nutrient Analysis
D. Nutrition and Health
E. Calories and Energy
F. Meal Management
G. Food Science
Child Development ... 11.4.
A. Developmental Stages
B. Health and Safety
C. Learning Environments
D. School Involvement
E. Literacy
Glossary ... XXXIII.
XXXII. INTRODUCTION
This document includes Academic Standards for Family and
						Consumer Sciences at four grade levels (third, sixth, ninth and twelfth) with
						the emphasis on what students will know and be able to do in the following
						areas:
* 11.1. Financial and Resource Management
* 11.2. Balancing Family, Work, and Community
						Responsibility
* 11.3. Food Science and Nutrition
* 11.4. Child Development.
The focus of the Academic Standards for Family and
						Consumer Sciences education is the individual, the family and the community.
						The economic, social and political well-being of our state depends on the
						well-being of Pennsylvania's families. The family is responsible for nurturing
						its members. Family experiences, to a great extent, determine who a person is
						and what a person becomes. Family and Consumer Sciences, working with
						Pennsylvania's families, supports the development of the knowledge and skills
						that students need as family members both now and in the future. The 21st
						Century requires students to develop the ability to transform information into
						knowledge by using standards to certify that this information is meaningful,
						categorizing it to a purpose and then transforming their knowledge into wisdom
						by applying it to real life.
Family and Consumer Sciences is a discipline composed of
						strong subject matter concentrations with a commitment to integration. Concepts
						form a framework for learning based on these tenets:
* Families are the fundamental unit of society.
* A life-span approach to individual and family
						development contributes to creating lifelong learners.
* Meeting individual and family needs inside and outside
						the home are shared responsibilities.
* Individual, family and community well-being is
						strengthened through an awareness of diversity.
* The use of diverse modes of inquiry strengthens
						intellectual development.
* The content learning in Family and Consumer Sciences
						classes' enhances the mastery of academic standards.
* Standards-based learning within Family and Consumer
						Sciences' classrooms can best be demonstrated through performance based
						assessment.
Learners in Family and Consumer Sciences nurture
						themselves and others, taking increased responsibility for improving their
						quality of living.
The Academic Standards for Family and Consumer Sciences
						are written to empower individuals and families to manage the challenges of
						living and working in a diverse, global society. These Academic Standards
						address the functioning of families and their interrelationships with work,
						community and society. The focus is on the recurring, practical problems of
						individuals and families. An integrative approach is used to help individuals
						and families identify, create and evaluate goals and alternative solutions to
						significant problems of everyday life. Students are taught to take
						responsibility for the consequences of their actions. Comprehensive classroom
						experiences allow students to develop the knowledge and skills needed in making
						choices to meet their personal, family and work responsibilities.
A glossary is included to assist the reader in
						understanding terminology contained in the standards.
11.1. Financial and Resource
								Management
11.1.3. GRADE 3
11.1.6.
								GRADE 6
11.1.9. GRADE 9
11.1.12.
								GRADE 12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to . . .
A. Identify money denominations, services and
								material resources available as trade-offs within the home, school and
								community.
A. Justify the decision to use or not use resources based on
								scarcity.
A. Analyze current conservation practices and their effect on
								future renewable and non-renewable resources. * Refuse * Reduce * Reuse *
								Recycle
A. Evaluate the impact of family resource management on the
								global community.
B. Define the components of a spending plan (e.g.,
								income, expenses, savings).
B. Know the relationship of the components
								of a simple spending plan and how that relationship allows for managing income,
								expenses and savings.
B. Explain the responsibilities associated with
								managing personal finances (e.g., savings, checking, credit, noncash systems,
								investments, insurance).
B. Analyze the management of financial
								resources across the lifespan.
C. Explain the need for shelter for the purpose of
								safety, warmth and comfort.
C. Describe the adaptability to meet basic
								human needs of the different types of housing available (e.g., single home,
								apartment, mobile home, shelter, recreational vehicle, public housing).
C. Delineate and assess the factors affecting the availability of
								housing (e.g., supply and demand, market factors, geographical location,
								community regulations).
C. Analyze the relationship among factors
								affecting consumer housing decisions (e.g., human needs, financial resources,
								location, legal agreements, maintenance responsibilities).
D. Explain consumer rights and responsibilities. *
								To be safe * To be informed * To be heard * To choose * To redress
D.
								Analyze information in care instructions, safety precautions and the use of
								consumable goods as a demonstration of understanding of consumer rights and
								responsibilities.
D. Explain how consumer rights and responsibilities
								are protected (e.g., government agencies, consumer protection agencies,
								consumer action groups).
D. Evaluate the role of consumer rights and
								responsibilities in the resolution of a consumer problem through the practical
								reasoning process.
E. Explain the relationship between work and
								income.
E. Explain the principles of child labor laws and the
								opportunity cost of working by evaluating the advantages and disadvantages of
								holding a job while a teenager.
E. Compare the influences of income and
								fringe benefits to make decisions about work.
E. Compare and contrast
								factors affecting annual gross and taxable income and reporting requirements
								(e.g., W-2 form, Income tax form).
F. Describe criteria needed to identify quality in
								consumer goods and services (e.g., food, clothing, furniture, home technology,
								health care, transportation, services).
F. Explain practices to
								maintain and/or repair consumer goods and services.
F. Evaluate
								different strategies to obtain consumer goods and services.
F. Compare
								and contrast the selection of goods and services by applying effective consumer
								strategies.
G. Identify the services that communities provide
								for individuals and families.
G. Identify the public and nonpublic
								services that are available to serve families within the community.
G.
								Analyze how public, nonpublic and for-profit service providers serve the
								family.
G. Compare the availability, costs and benefits of accessing
								public, nonpublic and for-profit services to assist the family.
11.2. Balancing Family, Work and
								Community Responsibility
11.2.3. GRADE 3
11.2.6.
								GRADE 6
11.2.9. GRADE 9
11.2.12.
								GRADE 12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to . . .
A. Examine consequences of family, work or career
								decisions.
A. Contrast the solutions reached through the use of a
								simple decision making process that includes analyzing consequences of
								alternative solutions against snap decision making methods.
A. Solve
								dilemmas using a practical reasoning approach * Identify situation * Identify
								reliable information * List choices and examine the consequences of each *
								Develop a plan of action * Draw conclusions * Reflect on decisions
A.
								Justify solutions developed by using practical reasoning skills.
B. Identify the importance of routines and
								schedules while differentiating between short and long term goals.
B.
								Deduce the importance of time management skills (e.g. home, school,
								recreational activities).
B. Know FCCLA action planning procedure and
								how to apply it to family, work and community decisions.
B. Evaluate
								the effectiveness of action plans that integrate personal, work, family and
								community responsibilities.
C. Indicate the benefits and costs of working as an
								individual or as a team member and of being a leader or follower.
C.
								Classify the components of effective teamwork and leadership.
C. Assess
								the effectiveness of the use of teamwork and leadership skills in accomplishing
								the work of the family.
C. Analyze teamwork and leadership skills and
								their application in various family and work situations.
D. Explain the importance of organizing space for
								efficiency and a sense of comfort (e.g., desk space, classroom space).
D. Identify the concepts and principles used in planning space for
								activities.
D. Analyze the space requirements for a specified activity
								to meet a given need (e.g., family room, home office, kitchen).
D.
								Based on efficiency, aesthetics and psychology, evaluate space plans (e.g.,
								home, office, work areas) for their ability to meet a variety of needs
								including those of individuals with special needs.
E. Analyze the effectiveness of technology used
								for school and home in accomplishing the work of the family (e.g., security,
								entertainment, communication, education).
E. Describe the role of
								technology within a community in maintaining a safe and healthy living
								environment (e.g., safety, hospitals, waste treatment, water quality, schools).
E. Evaluate the impact of technology and justify the use or nonuse of
								it (e.g., safety, cost/budget, appearance, efficiency).
E. Assess the
								availability of emerging technology that is designed to do the work of the
								family and evaluate the impact of its use on individuals, families and
								communities.
F. Explain daily activities that fulfill family
								functions in meeting responsibilities (e.g., economic, emotional support,
								childcare and guidance, housekeeping, maintaining kinship, providing
								recreation).
F. Compare and contrast how different cultures meet family
								responsibilities within differing configurations (e.g., new parent, just
								married, single adult living alone, "empty nest," retired, senior citizen).
F. Contrast past and present family functions and predict their
								probable impact on the future of the family.
F. Assess the relationship
								of family functions to human developmental stages.
G. Identify the life stages by identifying their
								developmental task (e.g., infant, pre-schooler, school age, teen-age, adult,
								senior citizen).
G. Identify the characteristics of the stages of the
								family life cycle (e.g., beginning, expanding, developing, launching, middle
								years, retirement, variations).
G. Explain the influences of family
								life cycle stages on the needs of families and communities (e.g., a large
								number of young families needing day care, fixed income senior citizens, school
								age children).
G. Hypothesize the impact of present family life-cycle
								trends on the global community (e.g., over population, increase in an aging
								population, economic base).
H. Identify how to resolve conflict using
								interpersonal communications skills. * Speaking and listening * I messages *
								Active listening * Checking for understanding * Following directions * Empathy
								* Feedback
H. Describe positive and negative interactions within
								patterns of interpersonal communications. * Placating * Blaming * Distracting *
								Intellectualizing * Asserting
H. Justify the significance of
								interpersonal communication skills in the practical reasoning method of
								decision making.
H. Evaluate the effectiveness of using interpersonal
								communication skills to resolve conflict.
11.3. Food Science and Nutrition
11.3.3. GRADE 3
11.3.6.
								GRADE 6
11.3.9. GRADE 9
11.3.12.
								GRADE 12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to . . .
A. Know the production steps that a food travels
								from the farm to the consumer.
A. Demonstrate knowledge of techniques
								used to evaluate food in various forms (e.g., canned, frozen, dried,
								irradiated).
A. Explain how scientific and technological developments
								enhance our food supply (e.g., food preservation techniques, packaging,
								nutrient fortification).
A. Analyze how food engineering and technology
								trends will influence the food supply.
B. Describe personal hygiene techniques in food
								handling (e.g., handwashing, sneeze control, signs of food spoilage).
B. Describe safe food handling techniques (e.g., storage, temperature
								control, food preparation, conditions that create a safe working environment
								for food production).
B. Identify the cause, effect and prevention of
								microbial contamination, parasites and toxic chemicals in food.
B.
								Evaluate the role of Government agencies in safeguarding our food supply (e.g.,
								USDA, FDA, EPA and CDC).
C. Explain the importance of eating a varied diet
								in maintaining health.
C. Analyze factors that effect food choices.
C. Analyze the impact of food addictions and eating disorders on
								health.
C. Evaluate sources of food and nutrition information.
D. Classify foods by food group within the food
								guide pyramid including the serving size and nutrient function within the body.
D. Describe a well-balanced daily menu using the dietary guidelines
								and the food guide pyramid.
D. Analyze relationship between diet and
								disease and risk factors (e.g., calcium and osteoporosis; fat, cholesterol and
								heart disease; folate and birth defects; sodium and hypertension).
D.
								Critique diet modifications for their ability to improve nutritionally-related
								health conditions (e.g., diabetes, lactose-intolerance, iron deficiency).
E. Define energy-yielding nutrients and
								calories.
E. Explain the relationship between calories, nutrient and
								food input versus energy output; describe digestion.
E. Analyze the
								energy requirements, nutrient requirements and body composition for individuals
								at various stages of the life cycle.
E. Analyze the breakdown of foods,
								absorption of nutrients and their conversion to energy by the body.
F. Identify components of a basic recipe (e.g.,
								volume, weight, fractions, recipe ingredients, recipe directions, safety
								techniques).
F. Analyze basic food preparation techniques and
								food-handling procedures.
F. Hypothesize the effectiveness of the use
								of meal management principles (e.g., time management, budgetary considerations,
								sensory appeal, balanced nutrition, safety, sanitation).
F. Evaluate
								the application of nutrition and meal planning principles in the selection,
								planning, preparation and serving of meals that meet the specific nutritional
								needs of individuals across their lifespan.
G. Classify foods according to senses (e.g., taste,
								touch, smell, mouth feel, sight, sound).
G. Describe the physical,
								biological, and chemical changes that take place in food preparation.
G. Analyze the application of physical and chemical changes that occur
								in food during preparation and preservation.
G. Analyze the relevance
								of scientific principles to food processing, preparation and packaging.
11.4. Child Development
11.4.3. GRADE 3
11.4.6.
								GRADE 6
11.4.9. GRADE 9
11.4.12.
								GRADE 12
Pennsylvania's public schools
								shall teach, challenge and support every student to realize his or her maximum
								potential and to acquire the knowledge and skills needed to. . .
A. Identify characteristics in each stage of child
								development. * Infancy/birth to 1 year * Early childhood/1 to 6 years * Middle
								childhood/6 to 9 years * Late childhood/9-13 years * Adolescence/13-18
								years
A. Compare and contrast child development guided practices
								according to the stage of child development.
A. Analyze physical,
								intellectual and social/emotional development in relation to theories of child
								development.
A. Analyze current research on existing theories in child
								development and its impact on parenting (e.g., Piaget, Erikson and prior
								findings versus new brain development research).
B. Identify health and safety needs for children at
								each stage of child development.
B. Identify ways to keep children
								healthy and safe at each stage of child development.
B. Evaluate health
								and safety hazards relating to children at each stage of child
								development.
B. Analyze current issues in health and safety affecting
								children at each stage of child development.
C. Identify the characteristics of a learning
								environment.
C. Identify the role of the caregiver in providing a
								learning environment (e.g., babysitting, daycare, preschool).
C.
								Evaluate various environments to determine if they provide the characteristics
								of a proper learning environment.
C. Analyze practices that optimize
								child development (e.g., stimulation, safe environment, nurturing caregivers,
								reading to children).
D. Identify community resources provided for
								children.
D. Identify child-care provider considerations.
D.
								Analyze the roles, responsibilities and opportunity for family involvement in
								schools.
D. Analyze plans and methods to blend work and family
								responsibilities to meet the needs of children.
E. Explain how the home and community help a person
								learn to read, write and compute.
E. Identify characteristics of
								quality literature for children and other literacy enhancing activities.
E. Explain how storytelling, story reading and writing enhance
								literacy development in children.
E. Identify practices that develop
								the child's imagination, creativity and reading and writing skills through
								literature.
XXXIII. GLOSSARY
Aesthetics:
Appreciation of and responsive to beauty.
CDC:
Center for Disease
								Control
Child-care provider considerations:
Criteria to use in evaluating child care facilities. These include
								well-trained and highly motivated staff, pleasant sanitary surroundings,
								variety in toys and supplies, ratio of staff to children.
Child development stage:
An age range with
								similar growth characteristics: infancy, early childhood, middle childhood,
								late childhood, adolescence.
Consumer responsibilities:
The need to
								interpret information in care instructions, safety precautions and proper use
								of consumable goods as a user of goods and services.
Consumer rights:
The guarantee to be safe,
								the right to be informed, to be heard, to choose consumer education and to
								redress as a user of goods and services.
Dietary guidelines:
A set of seven
								recommendations developed by the United States Department of Agriculture and
								Health and Human Services to help healthy people over age 2 know what to eat to
								stay healthy.
Developmental tasks:
Changes in the
								thinking and behavior of individuals over time.
Empathy:
The action of understanding
								another's thoughts, feelings and behaviors.
EPA:
Environmental Protection Agency
FCCLA Action planning procedure:
The
								decision making process endorsed by the Family, Career and Community Leaders of
								America, involving five steps: 1. Identify concerns-brainstorm and evaluate,
								narrow choices to workable ideas. 2. Set your goals-write what you want to
								accomplish as an achievable objective. 3. Form a plan-who, what, when, where
								and how. 4. Act-carry out the plan. 5. Follow up-determine if your goal was met
								and create an improvement plan.
FDA:
Food and Drug Administration
Family, Career and: Community Leaders Of America:
Vocational student organization sponsored by Family and Consumer
								Sciences' classrooms.
Food guide pyramid:
A visual tool used to
								help people plan healthy diets according to the Dietary Guidelines for
								America.
Guided practices:
Interaction with a child
								based on age appropriate developmental principles.
I message:
A statement containing three
								parts: 1. The situation 2. How it makes the speaker feel 3. What will happen if
								it continues.
Kinship:
Relationships or relatives.
Leadership skills:
The ability to: * Use
								resources * Delegate authority * Communicate effectively * Assess composition
								of group * Determine and rank goals * Evaluate consequences.
Microbial contamination:
Most common food
								contaminants causing foodborne illnesses.
Nutrient:
A basic component of food that
								nourishes the body.
Opportunity cost:
The tangible and
								nontangible trade-off necessary to procure a good or service or to take an
								action.
Practical reasoning:
A decision making
								process unique because of its emphasis on relationships and involving six
								steps: 1. Identify situation to be solved 2. Identify reliable information 3.
								List choices and examine consequences 4. Develop plan of action 5. Draw
								conclusions 6. Reflect on decisions.
Redress:
To set right or remedy.
Toxic chemical:
Contaminants found in
								natural, environmental and pesticide residue forms that are poisonous to the
								body.
Scarcity:
The lack of provisions for the
								support of life.
Team work skills:
The ability to: *
								Collaborate * Cooperate * Set community goals * Reach consensus.
Trade-off:
Exchange of goods, services or
								monies.
USDA:
United States Department of
								Agriculture