HOPE-Physical Education (Core) (#3026010) 

Clarification 1: Instruction includes impact of required health education and healthcare screenings.

Clarification 2: Instruction includes enforcement of “no tolerance” policies related to violence.

Clarification 3: Instruction includes automated external defibrillator availability and training.

Clarification 1: Instruction includes validating and analyzing perceptions of societal norms regarding drug use, violence, sexual activity, and teen-driving safety.

Clarification 2: Instruction includes substance use and binge drinking due to peer pressure.

Clarification 1: Instruction includes evaluating personal strengths, physical fitness, peer relationships, and personal hygiene.

Clarification 2: Instruction includes evaluating disease and injury prevention practices.

Clarification 1: Instruction includes interrelationships between mental and physical health and substance use and abuse behaviors.

Clarification 2: Instruction includes the positive health impact of healthy relationships with friends and family.

Clarification 3: Instruction includes correlation between body image and relationships with food.

Clarification 4: Instruction includes correlation between stress and anger management and overall health.

Clarification 1: Instruction includes body image, dietary habits, cyberbullying, and online support presence.

Clarification 2: Instruction includes prevention of human trafficking by maintaining personal security.

Clarification 3: Instruction includes identification of predatory behavior on the internet.

Clarification 1: Instruction includes impact of “influencers” and trends/challenges relating to mental and physical health.

Clarification 2: Instruction includes how interactions such as “comments,” “saves,” “likes,” and “shares” on social media can increase the release of dopamine in the brain, similar to other addictive behaviors.

Clarification 1: Instruction includes defining healthy boundaries in relationships.

Clarification 2: Instruction includes prevention and decision making in scenarios involving peer pressure, substance use, and sexual activity/family planning.

Clarification 1: Instruction includes planning a post-high school career.

Clarification 2: Instruction includes considering the severity of the situation and personal skills.

Clarification 3: Instruction includes considering when someone is a danger to self or others.

Clarification 1: Instruction includes signs and symptoms of mental health disorders, such as dramatic changes to sleeping, eating and behavior patterns, loss of energy, withdrawal from others, increased difficulty with solving problems.

Clarification 2: Instruction includes accessing support or referral for treatment through school resources, such as school counselors, school nurses, school psychologists, and school social workers.

Clarification 1: Instruction includes risks associated with alcohol and substance abuse, distracted driving, negative peer groups.

Clarification 2: Instruction includes risk of chronic disease due to lack of hygiene practices.

Clarification 3: Instruction includes risk of teenage pregnancy, sexually transmitted infections (STI) and abstinence as the expected standard.

Clarification 1: Instruction includes using methods such as a SWOT (strengths, weaknesses, opportunities, and threats) analysis or SMART (specific, measurable, achievable, realistic, and timely) goals.

Clarification 2: Instruction includes setting realistic expectations for oneself and others.

Clarification 1: Instruction includes stress management such as exercising, coping skills, and talking with a friend or trusted adult.

Clarification 2: Instruction includes using health apps, logs, and journals.

Clarification 3: Instruction includes finding support when needed.

Clarification 1: Instruction includes lifestyle choices to include substance use and abuse, a healthy diet, physical activity, and abstinence from sexual behavior.

Clarification 2: Instruction includes riding in a car with impaired drivers.

Clarification 3: Instruction includes seeking and maintaining healthy relationships.

Clarification 4: Instruction includes seeking services for physical and mental health when needed.

Clarification 1: Instruction includes safe driving practices, not entering restricted territory, and additional safety practices.

Clarification 2: Instruction includes refusal skills and healthy relationship skills.

Clarification 1: Neurological damage can include learning, memory, mental health and brain development.

Clarification 2: Physical damage may include liver disease, cancer, cardiovascular disease, and other organ damage.

Clarification 1: Instruction includes psychological consequences such as anxiety and depression.

Clarification 2: Instruction includes financial impacts such as the long-term impact on personal financial goals, and avoidable cost of tobacco-related illnesses to society.

Clarification 1: Instruction includes perceptions of norms, media advertising, and portrayals in media.

Clarification 2: Instruction includes tobacco or vaping industry practices involving efforts to attract youth and counter public health protections.

• 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.

• 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. 

• 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. 

• 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. 

• 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.

• 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. 

• 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.

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.

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.