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Wellness » Wellness for Life Curriculum

Wellness for Life Curriculum

Wellness Curriculum K-12


A Vision for Wellness for Life in Grandview

Wellness for life in Grandview includes:

  • Teaching & Learning
  • Food & Nutrition Services
  • Counseling
  • Athletics
  • Extracurriculars
  • Wellness Center
  • Community Partnerships

Our students are equipped to:

  • Actualize strategies to overcome Stress, Anxiety, and other threatening variables
  • Persevere and Problem-solve through challenges
  • Develop and maintain their Physical Health through Exercise and Movement
  • Evaluate and select foods that will Nourish their Bodies
  • Build Healthy, Safe, and Strong Relationships both Personally and Professionally
  • Evaluate Choices and make Decisions to support Wellness and minimize Health risks
  • Seek out opportunities to Help and Support the Wellness of others

Big Ideas: What do we want students to know and apply?

Movement leads to change.

  • How does regular exercise affect me?
  • How can I own my health and wellness?

If it doesn’t challenge you, it doesn’t change you.

  • How can failure define me?
  • What happens I if don’t give up?

Choices matter.

  • How does what I eat make a difference in my life?
  • Does it really matter what I choose to eat?
  • Who cares if I say that or post this?
  • What did I get from that?

Active engagement creates empowerment.

  • How does my environment affect me?
  • How can I own my health and wellness?

Intrinsic Self Worth is Invaluable.

  • Am I worth it?

Values guide positive decisions.

  • How far is too far?
  • Who cares if I say that or post this?

Wellness is the subject of a lifetime.

  • How does my environment affect me?
  • Who cares?

 

The learning attributes are enduring themes throughout the wellness curriculum K-8


Accountability

(for actions, organization, learning, work, materials, and timeliness)

Collaboration

(ability to work productively with adults, peers, partners, small groups, whole group)

Communication

(interpersonal or digital, reciprocal, attentive listening, formal and informal)

Empathy

(caring, helpful, thoughtful, seeking to understand other people’s needs)

Honesty

(self, adult, and peers)

Perseverance

(grit, taking risks, not giving up)

Resourcefulness

(seeking out appropriate adults, peers, supplies, texts, technology to be successful)

Respectfulness

(self, adult, and peers, materials)

Safety

(physically, digitally)



Kindergarten - Second Grade

1. Motor Skill Development/ Movement Pattern
a. Locomotor skills and non-locomotor skills K-2 grade band targets

i. I can walk, run, slide, gallop, hop, skip, jump, leap

ii. I can perform combinations of locomotor, non-locomotor, weight transfer and static and dynamic balance skills.

iii. I can perform combinations of non-locomotor and locomotor skills in a movement pattern.

iv. I can demonstrate static and balance skills as part of a movement pattern. v. I can perform combinations of rolling and balance skills.
vi. I can perform rhythmic dance steps and sequences.

2. Manipulative skills
a. K- 2 grade band targets

i. I can dribble a ball using hands and feet using variations with speed, direction and pathways and relationship with objects.

ii. I can roll a ball or object to a moving target.
iii. I can kick a rolled or moving ball with the laces for power.
iv. I can throw overhand a variety of objects demonstrating a side orientation.
v. I can catch objects coming from different directions, heights and speeds.
vi. I can strike a variety of objects with the hand or an implement with purpose to control

force/direction.
3. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

a. Body, space, effort and relationships K-2 grade band targets
i. I can apply movement vocabulary of body, space, effort and relationships to complete

movement tasks.
ii. I can apply movement concepts to modify performance (e.g., use more body parts,

keep the object closer).
iii. I can apply different degrees of effort, force, speed and direction to accomplish a task

(e.g., adjust speed).
iv. I can apply concepts of general and personal space to accomplish movement tasks in

movement patterns, games and tasks.
b. Demonstrate knowledge of critical elements of fundamental motor skills K-2 grade band

targets
i. I can differentiate between locomotor, non-locomotor and manipulative skills.
ii. I can identify critical elements which lead to successful performance of locomotor,

non-locomotor and manipulative skills.
4. Health enhancing activity level and fitness

a. Describes current level of physical activity and identifies additional physical activity opportunities K-2 grade band targets

i. I can identify opportunities for physical activity at school, home and in the community.

ii. I can track the amount of physical activity within the school day and compare it to the recommendation for daily physical activity.

iii. I can suggest alternatives to unhealthy food and beverage choices related to physical activity.

b. Understand the principles, components and practices of health-related physical fitness K-2 grade band targets

i. I can recall activities that align with each component of health-related fitness.

ii. I can name activities that increase heart rate.
iii. I can identify activities to improve muscular strength.
iv. I can identify ways to stretch muscles in various parts of the body.

5. Personal/ Social behavior
a. Know and follow procedures and safety practices K-2 grade band targets

i. I can respond positively to reminders of appropriate safety procedures.

ii. I can follow directions and handle equipment safely.
iii. I can complete activities and take responsibility for actions.
iv. I can explain rules related to safety and activity-specific procedures.

b. Responsible behavior in physical activity setting K-2 grade band targets
i. I can follow instructions and class procedures while participating in physical

education activities.
ii. I can demonstrate cooperation with others when resolving conflicts.
iii. I can interact positively with others in partner and small group activities without

regard to individual differences.
iv. I can take turns using equipment or performing a task.

6. Values physical activity for health enjoyment, challenge, self-expression and social interaction.

a. Identifies health benefits as reasons to value physical activity
i. I can identify specific health benefits from participation in daily physical activity

b. Identifies reasons to participate in physical activity
i. I can discuss personal reasons (why?) for enjoying physical activity.

7. 2nd grade life science: Living and Nonliving things a. What do all living things need?

  1. I can identify living things

  2. I can explain what it means to be alive

  3. Iknowthatlivingthingsgrow

  4. Iknowlivingthingsneedfoodandenergy

  5. I can identify what living things need to survive

1. Human senses

b. How do living things get energy?

8. Introduce FITT principle


3rd-5th Grade Band


  1.     Motor Skill Development/ Movement Pattern
    1. Locomotor and Non Locomotor Skills
    2. Body space effort and relationships
  2.  Manipulative skills
  3. Health enhancing activity level and fitness
  4. Personal/ Social behavior
    1. Rules
    2. Applying rules
    3. Safe practices
    4. Participating in physical activity
  5. Values physical activity for health enjoyment, challenge, self-expression and social interaction.
  6. The human body (4th grade) __________________________________________
  1. Skeletal System
  2. Brain/ Nervous System
  3. Muscular System
  4. Digestive System
  5. Respiratory System
  6. Circulatory System
    1. I can explain how body systems work together
    2. I can discuss the structure and function of the
  1. The Health Triangle (5th grade)__________________________________________
  1. Physical
  2. Mental/ Emotional
    1. Bullying
  3. Social
    1. I can discuss the importance of practicing good health habits in each component
    2. I can describe the three components of the health triangle
    3. I can demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life.
      1. Creating and keeping friendships (move-ins)
      2. Developing confidence
      3. I can demonstrate an understanding of the value of lifelong learning as an essential to seeking, obtaining and maintaining life goals.
      1. Persistence, grit, failing hard
      2. Look at career options
  1. 2. Drugs and Alcohol

    a. Partnership with Grandview City Police Department

    1. Background knowledge

    2. How does this affect my decisions?

      1. I can use resources for good decision-making and problem-solving

      2. I can discuss possible solutions to a problem

      3. I can examine the positive and negative consequences of a possible

        solution to a problem.

      4. I can know when I made a good decision.

    3. Nutrition and Food Safety

    1. I can identify the five food categories from MyPlates and give healthy food options for

      each

    2. I can explain how healthy eating impacts my energy and how I feel

    3. I can explain how germs spread and ways to keep from spreading germs when handling

      or preparing food.

    4. Physical Activity and Fitness

    1. Social/Emotional and Physical benefits of exercise

    2. Fitness components and FITT (Frequency, intensity, time, type) principles

      1. I can list the five fitness components and the importance of each

      2. I can identify examples of each component

      iii. IcandescribethecomponentsoftheFITTprinciple

    5. Personal Care and Hygiene
    a. The importance of sleep and your health

    i. Have kids wear fitbits (or parents fitbit, or just keep track) to track their sleep b. Body cleanliness and how germs spread

    i. Use petrie dishes to show where germs are and where they end up 6. Human Growth and Development

    1. Female and male body change in adolescence and adulthood.

    2. Caring for the body during puberty.

    3. How individuals differ in growth and development

    4. Emotional and social changes that occur during adolescence

      1. I can explain the importance of identifying a trusted adult in your life

      2. I can explain why it is important to say something to a trusted adult if I have a

        friend in need.

      iii. I can identify resources with in the building


6th-8th Grade

  1.     Motor Skill Development/ Movement Pattern  
  2.     Locomotor and Non Locomotor Skills
  1. I can demonstrate movement patterns in dance, gymnastics, or fitness
  1.     Body space effort and relationships
  1. I can demonstrate a routine that includes a variety of movement patterns with a partner or a small group
  2. I can create and demonstrate a routine that combines various movement patterns, with smooth transitions, that is coordinated with music.
  1.     Manipulative skills
  1. I can apply specialized manipulative skills in game like practice using appropriate critical elements.
  2. I can apply specialized manipulative skills in small sided games using appropriate critical elements.
  3. I can apply specialized manipulative skills in various game situations to achieve successful game related outcomes.
  1.     Health enhancing activity level and fitness
  1. I can identify and analyze numerous moderate to vigorous physical activities in a variety of settings
  2. I can collect and analyze physical activity assessment data to maintain or improve physical fitness levels.
  3. I can create a personalized exercise plan that works toward a goal.
  1.     Personal/ Social behavior
  2.     Rules
  3.     Applying rules
  4.     Safe practices
  5.     Participating in physical activity
  6.     Values physical activity for health enjoyment, challenge, self-expression and social interaction.
  1. Human Body Systems (6th) _________________________________________________
  1. Skeletal system
  2. Muscular system
  3. Immune system
  4. Nervous system
    1. I can identify the structure and function of the body systems
    2. I can discuss ways to prevent injury and care for the body systems
    3. I can discuss how fitness and physical activity impacts the human body.
  1. Fitness
  1. Fitness components
  2. FITT principle
  3. Resting, working, and max heart rate
    1. I can recognize the importance of including all fitness components when constructing a fitness plan.
    2. I can identify the heart rate zones and explain the difference between each.
  1. Alcohol
  1. How does alcohol impact my body systems?
  2. How does my decisions regarding alcohol impact my health? My future?
    1. I can use resources for good decision-making and problem-solving
    2. I can discuss possible solutions to a problem
    3. I can examine the positive and negative consequences of a possible solution to a problem.
    4. I can know when I made a good decision.
  1. Injury Prevention and Violence
  1. First Aid
  2. Bullying and Physical/Emotional Abuse
    1. I can apply the elements of first aid while protecting my own health and safety.
    2. I can recognize bullying, violence, and abuse and how to seek help.
    3. I can examine ways to reduce the risk of violence.
  1. Non Communicable Disease
  1. How does family history influence your health?
  2. How can I reduce my risk for disease and other health problems?
    1. I can describe why knowing family history is important to our personal health
    2. I can describe ways to reduce or prevent diseases and other health problems
    3. I can describe the benefits of and barriers to practicing healthy behaviors to reduce our risk of disease.
  1. Wellness Model (7th Grade)  _________________________________________________
  1. Physical
  2. Mental/Emotion
  3. Social
  4. Spiritual
  5. Environmental
  6. Intellectual
    1. I can identify the 6 components of wellness and give an example of each.
    2. I can integrate the 6 components of wellness into my life and analyze how my choices affect my life balance
  1. Human Body Systems
  1. Digestive system and energy
  2. Cardiovascular system
  3. Respiratory system
    1. I can describe the function and structure of the human body system
    2. I can discuss ways to care for the human body systems
    3. I can explain how the human body systems work together
  1. Nutrition
  1. What are the 6 essential nutrients?
  2. Energy balance
  3. Evaluating food labels
  4. Healthy eating habits
  5. Obesity risk factors
    1. I can identify the 6 essential nutrients.
    2. I can read and evaluate a food label and distinguish between foods that are healthy and those that do not contain many nutrients.
    3. I can discuss the appeals in food ads.
    4. I can discuss ways healthy eating habits reduce the risk of disease.
    5. I can set a health goal and plan to eat healthy meals.
    6. I can describe the risk factors associated with being overweight and obese.
  1. Mental/Emotional Health
  1. How does stress impact the body?
  2. How can I express my emotions in a healthy way?
  3. What are ways to manage my stress?
  4. What are the warning signs of suicide?
    1. I can describe the body’s response to stress
    2. I can describe the effects of prolonged stress on the body, mind and relationships.
    3. I can identify behaviors that promote a healthy mind and how to express emotions in a healthy way.
    4. I can identify stress management skills
    5. I can recognize the warning signs of a person that might be considering a suicide attempt.     
  1. Addiction, Dependence, and Illegal Drug Use (8th Grade)___________________________
  1. How does addiction and drug abuse impact my body?
  2. How do my decisions regarding drug use impact my health? My future?
    1. I can define drug addiction and drug abuse.
    2. I can describe how addiction affects the brain and nervous system.
    3. I can describe the effects of drugs on my body.
    4. I can discuss the effects and consequences of abusing prescription drugs.
  1. Communication and Social Media
  1. What are interpersonal skills?
  2. What are the benefits and dangers of social media?
    1. I can describe the benefits and dangers of using social media.
    2. I can discuss the impact social media may have on my professional and academic life.
    3. I can identify strategies to use for safe online communication.
    4. I can explain the importance of assuming responsibility for personal health behaviors when it comes to communication and the use of social media.
  1. Relationships and Teen Dating
  1. What does a healthy relationship look like?
  2. What does a harmful relationship look like?
  3. How do my peers influence my relationships?
  4. What types of interpersonal skills impact my relationships?
    1. I can describe different types of relationships and identify communication skills that promote healthy relationships.
    2. I can explain how peer pressure can influence my decisions in my relationship.
    3. I can recognize the signs of a harmful relationship and what to do if my friends or myself are in one.
    4. I can demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
    5. I can demonstrate refusal and negotiation skills that avoid or reduce health risks.
  1. Human and Growth and Development
  1. What is the function of the female and male reproductive systems?
  2. What are the consequences of sexual activity?
  3. What are the benefits of abstinence?
  4. What is conception?
  5. What are the stages of pregnancy?
    1. I can identify the structure and function of the male and female human reproductive systems
    2. I can recognize the benefits of abstinence from sexual activity and the consequences of sexual behavior.
    3. I can discuss conception and the stages of pregnancy.
    4. I can discuss the process of labor and delivery.
  1. Communicable and Infectious Disease
  1. What is a communicable disease?
  2. How do I reduce my risk of infection?
  3. What are sexually transmitted diseases?
  4. How does abstinence help prevent STDs?
  5. How does contraception help prevent STDs?
    1. I can describe the causes, symptoms, diagnosis and treatment of common communicable diseases.
    2. I can recognize the transmission, prevention, and treatment of common sexually transmitted diseases.
    3. I can define AIDS and HIV and the impact on the immune system.
    4. I can summarize ways to reduce my risk of infection with STDs and other communicable diseases.

Scope & Sequence


K-3: 1 hour per week: 2 days x 30 minutes, ½ Day K= 1 day x 30 minutes

4-5: 1 day x 60 minutes= 1 hour per week + 1 day x 30 minutes Classroom Wellness

6-8: 1 Semester: 5 days x 50 minutes



Month

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

August

Teamwork


Fitness Assessment*




teamwork

•fitness assessment

Group games

Fitness Assessment


Teamwork

Fitness Assessment


Teamwork

Fitness Assessment


Teamwork

September

Soccer


Components of Fitness

Group games

Wellness Center- Cardio Equipment & Body Weight


Soccer

Fitness Wellness Center Intro- Free Weights



Baseball Softball

Fitness Wellness Center Review



Football

October

Football


Lacrosse

Basketball

Fitness Goal Setting



FITT Principle

Specific Fitness Training

(Agility, Plyo, Resistance Band, Med Ball)

November

Basketball

Basketball

Team Handball


Floor Hockey

Basketball



Lacrosse

paddle/racket

sports


Volleyball

December

Volleyball





volleyball

floor hockey


Fitness Assessments

Lacrosse


Fitness Assessments

volleyball


Fitness

Assessments

January

Floor Hockey

Jump rope

•Fitness components

Fitness Assessment


Teamwork

Fitness Assessment


Teamwork

Fitness Assessment


Teamwork




February

Jump Rope/JRFH

JRFH

Floor hockey

Wellness Center- Cardio Equipment and Body Weight





Floor Hockey

Fitness Wellness Center Intro- Free Weights







Basketball

Fitness Wellness Center Review

(Agility, Plyo, Resistance Band, Med Ball)



Volleyball

March

paddle/racket

paddle/racket sports

paddle/racket sports

paddle/racket sports

paddle/racket sports

April

Handball

lacrosse/

softball

Fitness Goal Setting







Handball

FITT Principle







Lacrosse

Specific Fitness Training

(Agility, Plyo, Resistance Band, Med Ball)



May

Fitness Assessment

•fitness assessment

•end of year assessments

Soccer


Fitness Assessments

Baseball/

Softball


Fitness Assessments

Football


Fitness Assessments



*Fitness is an overarching content theme that we instruct on throughout the entire year and every day.*

iii. I can complete activities and take responsibility for actions.