lifetime wellness
Preface
As required by means of manner of the Tennessee State Board of Education’s Rules, Regulations, and Minimum
Standards, Lifetime Wellness teachers throughout Tennessee developed the Tennessee Lifetime
Wellness Curriculum Standards for grades 9 through twelve. The Lifetime Wellness
Curriculum Standards encompass Course Level Expectations (CLE), Checks for Understanding
, and Student Performance Indicators (SPI).
Philosophy
Lifetime Wellness is a holistic method to fitness and lifetime physical sports in Tennessee
immoderate colleges. This approach to total health encompasses the bodily, intellectual, social, and
emotional well-being of the character.
Course Description
The content cloth of the route includes seven requirements: Disease Prevention and Control, Nutrition,
Substance Use and Abuse, Mental/Emotional/Social Health, Sexuality and Family Life, Safety
and First Aid and Personal Fitness. Each content material area is addressed in a school room and physical
hobby setting. Personal health and vitamins want to be emphasised and protected at some point in
the course. Students are entire with possibilities to explore how content regions are interrelated.
Students gather understanding and competencies essential to make knowledgeable choices concerning their
fitness and properly-being sooner or later in their lifetime.
Organization
1. Course Level Expectations (CLE) – Course Level Expectations now not imply collection,
outline the coaching strategies with the useful resource of which subjects ought to be taught or beat back additional
subjects from being included in guides. Standards include explicit mastering expectancies.
2. Checks for Understanding – Checks for Understanding are goals within each
great that the scholar need to analyze. They remain said unimportant terms to
accommodate quite a number skills, getting to know styles, and property.
Three. Student Performance Indicators (SPI) – Student Performance Indicators detail the extent of
achievement for each CLE. There are three stages of scholar ordinary performance symptoms.
A. Level 1: Prior information
b. Level 2: Proficient
c. Level 3: Advanced
4. Sample Task – Sample responsibilities are examples of training sports pertinent to the correct
famous.
Five. (e.G.) – The abbreviation e.G. Signifies that data listed within parentheses could be
addressed. Examples utilized in learning expectations and typical performance symptoms aren't
limited to those indexed.
6. (i.E.) – The abbreviation i.E. Indicates that each fact listed inside parentheses has to
wreck talked.
7. Linkage – Linkage remains branded as the correlation with exceptional Lifetime Wellness Learning
Expectations. Linkage to exceptional studying expectancies in specific standards may be in
parenthesis. Instructors are advocated to combine learning expectations throughout the
Lifetime Wellness Curriculum to emphasise general well being.
Example: 1.2 determine heredity, environmental, and way of life elements which region
college college students in threat of an sickness.
(Linkage three.Four, 3.Five, three.10, 3.Eleven, 6.10, 6.11, 7.2, 7.Three)
eight. Integration – Integration is defined as the correlation with exceptional curricular regions.
Standard: Disease Prevention and Control
Course Level Expectation:
The scholar will choose out the motives, signs and signs and symptoms and signs, remedies, and prevention of
communicable and non-communicable sicknesses related to fashionable well being and fitness maintenance.
Checks for Understanding:
The student will:
1.1 differentiate communicable and non-communicable illnesses.
(Linkage: 6. Eight)
1.2 decide heredity, environmental, and lifestyle factors that vicinity the pupil at hazard for
sickness.
(Linkage: three.Four, three.5, 3.10, three.11, 6.10, 6.Eleven, 7.2, 7.Three)
1.3 describe high-quality kinds of pathogens and the manner they affect health.
(Linkage: 6.Eight, 6.12, 7.2, 7.Three)
1. Four explain reasons, modes of transmission, signs and signs and signs and symptoms, treatments and prevention
of Communicable sicknesses (e.G., STIs, HIV/AIDS, mononucleosis).
(Linkage: 6.Eight, 6.10, 6.12, 7.2, 7.Three)
1.Five explain reasons, signs and symptoms and symptoms, treatments and prevention of non-communicable
illnesses (e.G., weight problems, Type I and Type II diabetes, asthma, heart ailment).
(Linkage: three. Four, three.11)
1.6 pick out suitable network corporations supplying sources for ailment treatment,
information and useful resource (e.G., nearby health branch, American Red Cross,
American Lung Association, American Heart Association, American Cancer Society,
neighborhood Crisis Pregnancy Center).
(Linkage: 7.Four)
1.7 understand the need for annual physical checks.
(Linkage three. Four, 3.Five, three.Eleven, 4.6, 6. Five)
1.Eight end up aware of the medical doctor as a community resource and communicate techniques to discover a health practitioner.
(e.G., close by health departments, coverage corporation lists, hospitals, clinics)
three
Student Performance Indicators:
At Level 1, the pupil will:
• assessment vocabulary (e.G., disease, infectious sickness, non-communicable illness,
weight issues, pathogens, diabetes, bronchial bronchial asthma, excessive blood pressure, hepatitis, immunity, vaccine, STI,
HIV/AIDS).
• listing not unusual communicable and non-communicable illnesses.
• describe behaviors and preventative measures to govern the unfold of infectious
ailment.
At Level 2, the student will:
• listing and outline the kinds of pathogens that purpose communicable disorder (e., G., virus,
microorganism, fungi).
• describe how someone can shield themself towards the spread of pathogens.
• differentiate the signs and symptoms of the commonplace cold, allergic reactions and the flu.
• find out modes of transmission, signs, and symptoms, and treatment of STIs.
• communicate approximately wholesome behaviors for keeping off STIs.
• differentiate HIV and AIDS.
• describe danger elements and caution signs and symptoms and symptoms of maximum cancers, heart disease, excessive blood pressure, diabetes
, and weight issues.
• determine while to searching for hospital treatment.
• studies to stay had network health sources.
• describe the position of immunizations in preventing various diseases (e.G., flu,
hepatitis, meningitis, measles, mumps, rubella).
At Level Three, the pupil will:
• outline immune device, T-cells, B-cells, and antibodies.
• outline the immune gadget’s reaction to a pathogen.
• categorize STIs as bacterial, parasitic, or viral pathogens.
• speak chance factors related to a incorrect way of lifestyles.
• communicate the outcomes of STIs on normal fitness.
Sample Task #1:
