HOPE-Physical Education (Core) (#3026010) 


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Course Standards

Name Description
PE.912.C.2.6: Compare and contrast the health-related benefits of various physical activities.
PE.912.C.2.7: Evaluate the effectiveness of specific warm-up and cool-down activities.
PE.912.C.2.8: Differentiate between the three different types of heat illnesses associated with fluid loss.
Clarifications:
The three types of heat illnesses are heat cramps, heat exhaustion and heat stroke.
PE.912.C.2.9: Explain the precautions to be taken when exercising in extreme weather and/or environmental conditions.
Clarifications:
Some examples of precautions are hydration and appropriate attire.
PE.912.C.2.10: Analyze long-term benefits of regularly participating in physical activity.
PE.912.C.2.11: Explain how each of the health-related components of fitness are improved through the application of training principles.
Clarifications:
The health-related components of fitness are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.
PE.912.C.2.12: Compare and contrast aerobic versus anaerobic activities.
PE.912.C.2.13: Document food intake, calories consumed and energy expended through physical activity and analyze the results.
PE.912.C.2.14: Compare and contrast the skill-related components of fitness used in various physical activities.
Clarifications:
The skill-related components of fitness are speed, coordination, balance, power, agility and reaction time.
PE.912.C.2.15: Calculate individual target heart-rate zone and analyze how to adjust intensity level to stay within the desired range.
PE.912.C.2.16: Explain the methods of monitoring levels of intensity during aerobic activity.
Clarifications:
Some examples are a talk test, rate of perceived exertion and checking one's heart rate/pulse.
PE.912.C.2.17: Assess physiological effects of exercise during and after physical activity.
Clarifications:
Some examples are breathing, resting heart rate and blood pressure.
PE.912.C.2.18: Differentiate between fact and fallacy as it relates to consumer physical fitness products and programs.
Clarifications:
Some examples are weight-loss pills, food labels and exercise equipment.
PE.912.C.2.22: Explain the skill-related components of fitness and how they enhance performance levels.
Clarifications:
The skill-related components of fitness are speed, coordination, balance, power, agility and reaction time.
PE.912.C.2.23: Apply appropriate technology and analyze data to evaluate, monitor and/or improve performance.
PE.912.C.2.25: Analyze and evaluate the risks, safety procedures, rules and equipment associated with specific course activities.
PE.912.C.2.27: Compare and contrast how movement skills from one physical activity can be transferred and used in other physical activities.
Clarifications:
Some examples are volleyball and tennis serve, surfing and skate boarding.
PE.912.L.3.1: Participate in a variety of physical activities to meet the recommended number of minutes of moderate to vigorous physical activity beyond physical education on five or more days of the week.
PE.912.L.3.2: Participate in a variety of activities that promote the health-related components of fitness.
Clarifications:
The health-related components of fitness are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.
PE.912.L.3.3: Identify a variety of activities that promote effective stress management.
PE.912.L.3.4: Identify the in-school opportunities for participation in a variety of physical activities.
PE.912.L.3.5: Identify the community opportunities for participation in a variety of physical activities.
PE.912.L.3.6: Identify risks and safety factors that may affect physical activity throughout life.
PE.912.L.4.1: Design a personal fitness program.
Clarifications:
Some examples of things to consider when designing a personal fitness program are timelines and current fitness level.
PE.912.L.4.2: Identify ways to self-assess and modify a personal fitness program.
PE.912.L.4.3: Identify strategies for setting goals when developing a personal fitness program.
PE.912.L.4.4: Use available technology to assess, design and evaluate a personal fitness program.
PE.912.L.4.5: Apply the principles of training to personal fitness goals.
Clarifications:
Some examples of training principles are overload, specificity and progression.
PE.912.L.4.6: Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
PE.912.L.4.7: Evaluate how to make changes in an individual wellness plan as lifestyle changes occur.
PE.912.M.1.12: Select and perform complex movements using a variety of equipment which lead to improved or maintained muscular strength and endurance.
Clarifications:
An example is performing plyometrics.
PE.912.M.1.13: Perform a student-designed cardiorespiratory enhancing workout.
PE.912.M.1.14: Utilize technology to assess, enhance and maintain health and skill-related fitness levels.
Clarifications:
Some examples of technology are Excel spreadsheets or web based programs to chart or log activities, heart rate monitors, videotapes or digital cameras.
PE.912.M.1.15: Select and apply sport/activity specific warm-up and cool-down techniques.
PE.912.M.1.16: Apply the principles of training and conditioning to accommodate individual needs and strengths.
Clarifications:
Some examples of training principles are overload, specificity and progression.
PE.912.M.1.17: Demonstrate basic cardiopulmonary resuscitation (CPR) procedures.
PE.912.M.1.19: Use correct body alignment, strength, flexibility and coordination in the performance of technical movements.
PE.912.M.1.33: Practice complex motor activities in order to improve performance.
PE.912.M.1.34: Demonstrate use of the mechanical principles as they apply to specific course activities.
Clarifications:
Some examples are balance, force and leverage.
PE.912.M.1.35: Select proper equipment and apply all appropriate safety procedures necessary for participation.
PE.912.R.5.2: Develop strategies for including persons of diverse backgrounds and abilities while participating in a variety of physical activities.
PE.912.R.5.3: Demonstrate sportsmanship during game situations.
Clarifications:
Some examples are controlling emotions, resolving conflicts, respecting opponents and officials, and accepting both victory and defeat.
PE.912.R.5.4: Maintain appropriate personal, social and ethical behavior while participating in a variety of physical activities.
Clarifications:
Some examples are respecting teammates, opponents and officials, and accepting both victory and defeat.
PE.912.R.5.5: Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.912.R.6.1: Discuss opportunities for participation in a variety of physical activities outside of the school setting that contribute to personal enjoyment and the attainment or maintenance of a healthy lifestyle.
PE.912.R.6.2: Analyze physical activities from which benefits can be derived.
Clarifications:
Some examples of potential benefits are physical, mental, emotional and social.
PE.912.R.6.3: Analyze the roles of games, sports and/or physical activities in other cultures.
HE.912.B.4.2: Assess refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks.
Clarifications:
Validate other’s opinions, use direct statement, use active statement, and offer alternatives.
HE.912.B.4.3: Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
Clarifications:
Effective verbal and nonverbal communication, compromise, and conflict-resolution.
HE.912.B.4.4: Analyze the validity of ways to ask for and offer assistance to enhance the health of self and others.
Clarifications:
Verbal and written communication, active listening, and how to seek help for a friend.
HE.912.B.5.1: Determine the value of applying a thoughtful decision-making process in health-related situations.
Clarifications:
Defining healthy boundaries and relationships, sexual activity, alcohol consumption, organ-donor decisions, child care, protection against infectious agents, wellness promotion, and first-aid-treatment options.
HE.912.B.5.2: Generate alternatives to health-related issues or problems.
Clarifications:
Health benefits of menu options, refusal-skill options, pre- and post-natal care, natural and man-made conditions, and current trends in disease prevention.
HE.912.B.5.3: Appraise the potential short-term and long-term outcomes of each alternative on self and others.
Clarifications:
Nutrition plan based on personal needs and preferences, impact of chronic health condition on individual and family, weapons on campus, and use of stress management and coping skills.
HE.912.B.5.4: Assess whether individual or collaborative decision making is needed to make a healthy decision.
Clarifications:
Planning a post-high school career/education, purchasing the family's groceries for the week, planning the weekly menu, planning appropriate activities for siblings, community planning, Internet safety, and purchasing insurance.
HE.912.B.6.1: Evaluate personal health practices and overall health status to include all dimensions of health.
Clarifications:
Personal strengths, physical fitness, peer relationships, environmental health, personal hygiene, non-communicable illness or disease, injury prevention, and first-aid responder's safety practices.
HE.912.B.6.2: Formulate a plan to attain a personal health goal that addresses strengths, needs, and risks.
Clarifications:
Weight management, comprehensive physical fitness, stress management, dating relationships, risky behaviors, and a wellness-program plan.
HE.912.B.6.3: Implement strategies and monitor progress in achieving a personal health goal.
Clarifications:
Stress management, time out, using of a squeeze ball when frustrated, talking with a friend or professional, pacing yourself, setting realistic expectations, using rewards, getting support, and wellness promotion.
HE.912.B.6.4: Formulate an effective long-term personal health plan.
Clarifications:
Stress reduction, weight management, healthier eating habits, improved physical fitness, and individual responsibilities for protecting health.
HE.912.C.1.1: Predict how healthy behaviors can affect health status.
Clarifications:
Making positive choices/avoiding risky behaviors: healthy food, substance abuse, and healthy relationship skills; regular medical and dental screenings; regular physical activity, and workplace safety.
HE.912.C.1.2: Interpret the significance of interrelationships in mental/emotional, physical, and social health.
Clarifications:
Substance abuse, eating disorders, sexual behaviors, healthy/unhealthy relationships, self-esteem, stress/anger management, and regular exercise.
HE.912.C.1.4: Propose strategies to reduce or prevent injuries and health problems.
Clarifications:
Mandatory passenger-restraint/helmet laws, refusal skills, mandatory immunizations, healthy relationship skills, and improved inspection of food sources.
HE.912.C.1.5: Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.
Clarifications:
Health prevention, detection, and treatment of: breast and testicular cancer, suicide, obesity, and industrial-related chronic disease.
HE.912.C.1.7: Analyze how heredity and family history can impact personal health.
Clarifications:
Drug use, family obesity, heart disease, mental health, and non-communicable illness or disease.
HE.912.C.1.8: Assess the degree of susceptibility to injury, illness, or death if engaging in unhealthy/risky behaviors.
Clarifications:
Risks associated with alcohol abuse, including poison, date rape, and death; cancer and chronic lung disease related to tobacco use; overdose from drug use; child abuse or neglect; and dating violence.
HE.912.C.2.1: Analyze how the family influences the health of individuals.
Clarifications:
Nutritional management of meals, composition of and relationships within families, and health-insurance status.
HE.912.C.2.2: Compare how peers influence healthy and unhealthy behaviors.
Clarifications:
Binge drinking and social groups, sexual coercion [pressure, force, or manipulation] by a dating partner, students' recommendations for school vending machines, healthy lifestyle, review trends in current and emerging diseases, and use of helmets and seatbelts.
HE.912.C.2.3: Assess how the school and community can affect personal health practice and behaviors.
Clarifications:
Healthier foods, required health education, health screenings, and enforcement of “no tolerance” policies related to all forms of violence, and AED availability and training.
HE.912.C.2.4: Evaluate how public health policies and government regulations can influence health promotion and disease prevention.
Clarifications:
Seat-belt enforcement, underage alcohol sales, reporting communicable diseases, child care, and AED availability.
HE.912.C.2.5: Evaluate the effect of media on personal and family health.
Clarifications:
Compares brand-name/store-brand items in home, analyzes television viewing habits, identifies effective PSAs, consumer skills, advertisements of health-related community resources, participation in risky behaviors, and deconstructs media to identify promotion of unhealthy stereotypes, and normalization of violence.
HE.912.C.2.6: Evaluate the impact of technology on personal, family, and community health.
Clarifications:
Automated external defibrillator in the community, pedestrian crosswalks with audible directions, type of information requested from local 211/hotlines or websites, consumer websites, Internet safety, and disease prevention and control.
HE.912.C.2.7: Analyze how culture supports and challenges health beliefs, practices, and behaviors.
Clarifications:
Various cultures' dietary patterns, rites of passage, courtship practices, family roles, personal relationships, ethics, and parenting.
HE.912.C.2.8: Analyze how the perceptions of norms influence healthy and unhealthy behaviors.
Clarifications:
Driving over the speed limit, teen parenting, binge drinking, relationships, parenting, health information, environmental practices, and media messages.
HE.912.C.2.9: Evaluate the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.
Clarifications:
Social conformity, self-discipline, and impulse vs. delayed gratification.
HE.912.P.7.1: Analyze the role of individual responsibility in enhancing health.
Clarifications:
Food choices, media messages, future impact of lifestyle choices, individual responsibility for health protection, and stress management.
HE.912.P.7.2: Evaluate healthy practices and behaviors that will maintain or improve health and reduce health risks.
Clarifications:
Lifestyle choices: drug use/abuse, healthy diet, controlling modes of transmission of infectious agents, riding with impaired drivers, seeking mental-health services when needed, sexual behavior, and engaging in healthy relationships.
HE.912.P.8.1: Demonstrate how to influence and support others in making positive health choices.
Clarifications:
Avoidance of underage drinking, prevention of driving under the influence, suicide prevention, promotion of healthy dating/personal relationships, responsible parenting, disease prevention, and promotion of first-aid training.
HE.912.P.8.3: Work cooperatively as an advocate for improving personal, family, and community health.
Clarifications:
Support local availability of healthy food options; environmentally friendly shopping; victim, drug or teen court advocacy; advocate for peer-led abuse-prevention education programs, community resource information; and home/school safety.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

The purpose of this course is to develop and enhance healthy behaviors that influence lifestyle choices and student health and fitness. Students will realize the full benefit of this course when it is taught with an integrated approach.

In addition to the physical education content represented in the benchmarks below, specific health education topics within this course include, but are not limited to:

Mental/Social Health
Physical Activity
Components of Physical Fitness
Nutrition and Wellness Planning
Diseases and Disorders
Health Advocacy
First Aid/CPR
Alcohol, Tobacco, and Drug Prevention
Human Sexuality including Abstinence and HIV
Internet Safety


GENERAL NOTES

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf


General Information

Course Number: 3026010 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Physical Education > SubSubject: Combined Courses >
Abbreviated Title: HOPE
Number of Credits: One (1) credit
Course Attributes:
  • Florida Standards Course
Course Type: Core Academic Course Course Level: 2
Course Status: State Board Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Physical Education



Educator Certifications

Health Education (Secondary Grades 7-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Family and Consumer Science (Grades 6-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Health Education (Secondary Grades 7-12) Plus Physical Education (Grades 6-12)
Family and Consumer Science (Grades 6-12) Plus Physical Education (Grades 6-12)
Health (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Health (Elementary and Secondary Grades K-12) Plus Physical Education (Grades 6-12)


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