An understanding of good health and fitness concepts and practices is essential for all students. Businesses have already begun to realize the extent to which poor health practices can undermine an employee's effectiveness and ability to succeed. The same is true of students. Teaching our students good health and safety principles can lead to a lifetime of healthy practices, resulting in more productive, active, and successful lives. The Essential Academic Learning Requirements in health and fitness establish the concepts and skills necessary for safe and healthy living, and in turn, for successful learning.
Essential Academic Learning Requirements (EALRs)
Grade Level Expectations
| Classroom-Based Assessments |
Classroom-based assessments are now being used to make sure students are getting key skills and knowledge in health and fitness.
Classroom-based assessments are built from the state’s learning standards. State curriculum specialists create tasks and questions that model good assessments and provide these to local school districts. As their name suggests, these assessments are given in the classroom by a teacher.
The state recommendation for fifth grade students is to complete one CBA in fitness by the end of the 2008-09 school year, then at least one CBA in fitness and one in health by the end of the 2009-2010 school year. Recommendations for eighth grade students are to complete one CBA each in fitness and health. And high school students will be asked to complete one CBA each in fitness and health prior to graduation.
All current Health and Fitness CBAs are listed below. You can click on the title of each CBA to access more information.
Health and Fitness (CBAs)
& Scorer Training Packets
|
CBA Title |
Description |
EALR/Benchmark |
5th
Grade |
Welcome to Our School |
Identify forms of harassment and describe strategies for dealing with each in addition to sources of help; describe disease prevention strategies related to spread of communicable diseases and how they would be practiced; describe health and fitness goals and how they might help keep students physically fit. |
EALR 2.0 Comp 2.3 BI 2.3.1a 2.3.1b EALR 2.0 Comp 2.2 BI 2.2.1a EALR 4.0 Comp 4.2 BI 4.2.1 |
Mrs. Trimble’s Muffins |
Analyze nutrient groups on a nutritional label for positive and negative nutritional value and describe why people should either limit or include them in their diet; using the food pyramid, identify foods that make a balanced meal and explain how the chosen foods can benefit the human body. |
EALR 1.0 Comp 1.4 BI 1.4.1a 1.4.1b EALR 2.0 Comp 2.1 BI 2.1.1c |
Get Fit Summer |
Evaluate current fitness scores for a fitness component (using an identified fitness test) and set a realistic goal score; describe how certain activities will help achieve goal and identify safety concern, equipment or rule for activity. |
EALR 4.0 Comp 4.2 BI 4.2.1 EALR 1.0 Comp 1.2 BI 1.2.1 Comp 1.3 BI 1.3.1 |
New Kid on the Block |
Identify reasons for and emotional effects of bullying; demonstrate negative and positive choices that could be made in response to bullying and their possible outcomes. |
EALR 2.0 Comp 2.3 BI 2.3.1a 2.3.1b |
A Cartoon Role Model |
Describe positive and negative role model characteristics; demonstrate the strategy role model used to deal with stress (peer pressure, eustress and distress). |
EALR 2.0 Comp 2.3 BI 2.3.1d |
Stomp Out Second-Hand Smoke |
Using reliable sources, describe negative health effects of second-hand smoke and the regions of the body effected. |
EALR 2.0 Comp 2.3 BI 2.3.1e EALR 3.0 Comp 3.2 BI 3.2.1a |
|
CBA Title |
Description |
EALR/Benchmark |
8th
Grade |
Touring the Systems |
Compare components of circulatory, respiratory, digestive, nervous, muscular, skeletal, reproductive and/or endocrine systems to everyday objects. |
EALR 2.0 Comp 2.1 BI 2.1.2c |
Sara’s Story |
Demonstrate short and long term effects (physical, emotional, social, intellectual) of drug use. |
EALR 2.0 Comp 2.3 BI 2.3.2e |
True Media Message |
Identify false messages in advertisements and explain how they negatively affect a person's social, emotional or physical well-being. |
EALR 3.0 Comp 3.2 BI 3.2.2b |
Fitness Plan for Pat |
Describe each FITT component; describe two areas of nutrition and physical activity that will improve body composition. |
EALR 4.0 Comp 4.2 BI 4.2.2 |
Acme Advertising |
Demonstrate how social skills can lead to a positive resolution of a negative social situation. |
EALR 2.0 Comp 2.3 BI 2.3.2b |
|
CBA Title |
Description |
EALR/Benchmark |
High
School |
Dear “Stressed and Depressed” |
Identify healthy stress management strategies and how they are used to relieve stress; identify signs of depression and describe how community resources may help. |
EALR 2.0 Comp 2.3 BI 2.3.3d EALR 3.0 Comp 3.4 BI 3.4.3 |
Cut Out Conflict |
Demonstrate conflict resolution skills (verbal and nonverbal) and explain how community resources may help resolve conflict. |
EALR 2.0 Comp 2.3 BI 2.3.3b |
Cafeteria Choices |
Compare nutritional labels and identify positive and negative nutritional components; identify additional foods that would compensate for negative components and explain why. |
EALR 1.0 Comp 1.4 BI 1.4.3b |
Fitness Planning |
Evaluate current fitness level for cardiorespiratory endurance, muscular endurance and flexibility and determine whether a maintenance or improvement plan is most appropriate; using FITT principle, demonstrate how maintenance or improvement plan will help achieve goal. |
EALR 4.0 Comp 4.2 BI 4.2.3 EALR 1.0 Comp 1.3 BI 1.3.3 |
New Student Orientation |
Explain legal consequences (laws and penalties) of drug/alcohol use, stages of dependence/addiction (including behaviors), effects of use (on family, school, community, and emotional health), and describe services that community resources can provide. |
EALR 2.0 Comp 2.3 BI 2.3.3e |
A Letter to the Publisher |
Identify negative messages (relating to body image, peer pressure, etc.) contained in advertisements; describe changes that could be made to advertisements that would result in a positive effect. |
EALR 3.0 Comp 3.2 BI 3.2.3b 3.2.3c |
The state of Washington continues to provide opportunities for educators to learn more about implementing and utilizing these CBAs. Our district health and fitness instructors are meeting to determine what CBAs will be used in the district and to determine how best to help students be successful in completing these assessments.
- The state Health and Fitness Education Department has produced several PowerPoint presentations on health and fitness issues. Click on the link below to see one of the presentations. You can view the others on the OSPI website: www.k12.wa.us
- Obesity in America
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