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Objectives

Curriculum Standards

Indiana State Standards 2001

F.A.C.S.:

2.0 Analyze factors that influence nutrition and wellness practices across the life span.

2.1 Analyze physical, emotional, social, intellectual, and cultural components of individual and family wellness.

2.2 Identify governmental, economic, geographic, and technological influences on individual and family wellness.

2.3 Identify legislation and regulations related to nutrition and wellness issues.

2.4 Examine interrelationships among wellness goals for teens, including contemporary issues such as nutrition; exercise; stress management; and use of tobacco, alcohol, and other drugs.

2.5 Examine factors that influence health and wellness -- some controllable and some not -- such as exercise, nutrition, stress, genetics, work environments, and life events.

2.6 Assess the impact of daily choices and behaviors on health and wellness.

3.0 Evaluate nutrition and wellness needs and practices of individuals and families as they relate to health across the life span.

3.1 Assess effects of overall dietary choices on present and future health, appearance, and peak performance.

3.2 Examine how consumption of basic key nutrients during adolescence impacts quality and length of life.

3.3 Evaluate relationships among food choices, eating patterns, physical activity, and maintaining healthy body weight.

3.4 Create a plan to meet personal and family nutrition and wellness needs throughout the life cycle.

3.5 Assess impacts of body image, diet fads, and eating disorders on nutrition and wellness needs and practices.

3.6 Locate and evaluate products and information related to issues such as sports nutrition, food fads and fallacies, and overall health and wellness.

6.0 Analyze impacts of science and technology on nutrition and wellness issues.

6.1 Explain impacts of technological advances on selection, availability, preparation, and home storage of food.

6.2 Identify effects of food science and technology on meeting nutritional needs.

6.3 Examine scientific and technological impacts on the availability, selection, use, and storage of wellness-related equipment and products.

Language Arts:

6.4.5 Use note-taking skills.

6.4.6 Use organizational features of electronic text to locate information.

6.4.7 Use a computer to compose documents with appropriate formatting.

6.5.2 Write descriptions, explanations, comparison and contrast papers, and problem and solution essays.

6.5.3. Write research reports that pose relevant questions, support the main idea with facts, and includes a bibliography.

6.5.5. Write a persuasive composition that states a clear position on a proposition.

Math:

4.6.3 Solve problems that require interpreting a diagram or drawing, using logical reasoning, and using guess and check.

4.8.2 Recognize the relationships between fraction, percent, ratio, and proportion.

9.5.1 Choose the appropriate metric or customary unit (centimeter, meter, inches, feet, yard) to determine the linear measure of an object.

10.6.1 Given a bar, line, or picture graph, interpret and analyze the data.

10.6.2 Choose an appropriate scale and construct a graph or diagram using a set of numerical data.

10.6.3 Given a problem situation, collect, organize, and present the numerical data in a variety of forms.

10.6.7 Make predictions from selected statistical data.

11.8.1 Use proportions to solve problems.

Physical Education:

Standard 4

Achieves and maintains a health-enhancing level of physical fitness.

Students begin to comprehend the relationship between activity and physical fitness. They explore various activities and rate them on their potential to increase health-related (healthy lifestyle) fitness levels. They assess their individual levels of health-related fitness and use the results to develop their fitness goals.

6.4.1 Describe and monitor (keeps a record of) intensity of exercise.

Example: Record heart rate after participation in a physical activity. Calculate target heart rate in mathematics class. Evaluate whether the exercise intensity of the activity was sufficient to produce a target heart rate.

6.4.2 Develop individual goals for each of the health-related (healthy lifestyle) fitness components.

Example: Set a goal to successfully perform 10 pull-ups before Thanksgiving.

6.4.3 Assess individual fitness levels in each of the health-related (healthy lifestyle) fitness components (parts) in relation to age.

Example: Participate in the Fitnessgram assessment (a fitness test) 4 times per year.

Science:

Scientific Inquiry

6.1.3 Recognize and explain that hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

6.1.8 Describe instances that technology cannot always provide successful solutions to problems or fulfill every human need.

Computation and Estimation

6.2.2 Use technology, such as calculators or computer spread sheets, in analysis of data.

Manipulation and Observation

6.2.3 Select tools, such as cameras and tape recorders, for capturing information.

Communication Skills

6.2.5 Organize information in simple tables and graphs and identify relationships they reveal. Use tables and graphs as examples of evidence for explanations when writing essays or writing about lab work, fieldwork, etc.

6.2.6 Read simple tables and graphs produced by others and describe in words what they show.

6.2.7 Locate information in reference books, back issues of newspapers and magazines, compact disks, and computer data basis.

6.2.8 Analyze and interpret a given set of findings, demonstrating that there may be more than one good way to do so.

Human Identity

6.4.11 Describe that human beings have body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions.

Mathematical Worlds

6.5.2 Evaluate the precision and usefulness of data based on measurements taken.

Shapes and Symbolic Relationships

6.5.4 Demonstrate how graphs may help to show patterns, such as trends, varying rates of change, gaps, or clusters, which can be used to make predictions.

Social Studies:

6.1.9 Give examples of Roman contributions to later cultures, including law and governments, literature, art, architecture, language, and technology.

6.3.15 Compare and contrast cultural patterns, such as language, religion, and ethnicity, in various parts of Europe, and North, South, and Central America.

6.3.16 Identify the major food crops grown in Europe and the Americas. Tell where each is found, and give reasons for its occurrence there.

6.3.17 Identify the major manufacturing regions in Europe, and North, South, and Central America, and relate their locations to factors that gave rise to their growth.

6.3.20 Give examples of how both natural and technological hazards have impacted the physical environment and human populations in specific areas of Europe and the Americas.

6.5.10 Describe how the exchanges of people, plants, animals, and other biological factors, such as disease, between Europe and the Americas has transformed societies from the Age of Discovery to the present.

Technology:

* Identifies a variety of potential sources of information.

* Produces and communicates information and ideas in appropriate formats.

* Practices ethical behavior in regard to information and information technology.

* Can operate and navigate the technology necessary to access the needed information.

Created by Jane Collom, Sandy Dickerson, Darren Haas, Tami Haas, Darlene Ritzline, and Eileen Thompson. Last updated: July 19 2001.