Standard 3—Resource Management

Students will understand and be able to manage their personal and community resources.

Key ideas are identified by numbers (1).
Performance indicators are identified by bullets.
Sample tasks are identified by triangles (s).

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Elementary Health Education

1. Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities.

Students:

• identify characteristics of valid health information and health-promoting products and services and know where to locate them
• understand how culture contributes to individual family and community beliefs and practices affecting health
• know how to access help when illness, injury, or emergency situations occur
• recognize how the media influences health choices.

This is evident, for example, when students:
s describe how to access resources in the home, school and community to assist with health problems
s demonstrate how to use "911" or similar emergency services
s describe how culture influences personal health behaviors such as selection of food
s identify the ways various media promote products and services that influence health choices.

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Elementary Physical Education

1. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

Students:

• know that resources available at home and in the community offer opportunities to participate in and enjoy a variety of physical activities in their leisure time
• become discriminating consumers of fitness information, health-related fitness activities in their communities, and fitness and sports equipment
• demonstrate the ability to apply the decision making process to physical activity.

This is evident, for example, when students:
s identify community facilities for recreational activities, such as parks, swimming pools, and skating rinks
s identify community programs, such as YMCA/YWCA, Boys/Girls Clubs, Sport Camps, Youth Sports Leagues
s describe how the family influences one’s physical activity
s identify community agencies that advocate for physically active individuals, families, and communities.

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Elementary Home Economics

1. Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources.

Students:

• understand the kinds of resources available in their community and make informed decisions related to their own use
• understand how people acquire, use, and protect money and recognize some factors that influence spending
• know the different jobs in their communities and the contributions made by individuals performing those jobs.

This is evident, for example, when students:
s use the decision making process to make informed decisions related to their own resources of talent, time, energy, and money
s identify family, school, and community members who can assist with personal decisions
s participate in a school community service project (e.g., water conservation or recycling program)
s select clothing appropriate for their activities
s describe the relationship between jobs and money
s identify some procedures for keeping money safe
s contribute to a class decision on how to raise and spend funds
s identify specific careers related to personal interests.

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Intermediate Health Education

1. Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities.

Students:

• distinguish between valid and invalid health information, products and services
• recognize how cultural beliefs influence health behaviors and the use of health services
• demonstrate the ability to work cooperatively when advocating for healthy individuals, families and schools
• analyze how media and technology influence the selection of health information, products and services
• recognize the need to be an advocate for family and community health
• demonstrate the ability to access community health services for prevention, illness, and emergency care.

This is evident, for example, when students:
s explain how community norms contribute to health
s identify family and community health issues and propose various solutions to address them
s analyze how information from peers influences health decisions and behaviors
s explain how the timely use of health care services can prevent premature death and disability
s identify community agencies which advocate for healthy families and communities
s analyze the consequences of invalid information on the health of individuals, families and communities
s analyze cultural influences on health and the use of health services.

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Intermediate Physical Education

1. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

Students:

• should be informed consumers, aware of the alternatives available to them within their communities for physical activity and should be able to evaluate facilities and programs available
• demonstrate the ability to locate physical activity information, products, and services
• know some career options in the field of physical fitness and sports.

This is evident, for example, when students:
s plan and participate in family and community activities
s describe the difference between good-quality equipment and inferior equipment
s participate in community-sponsored sports programs
s describe some career choices in fitness and sports fields, including the required academic training and job responsibilities.

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Intermediate Home Economics

1. Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources.

Students:

• understand how the family can provide for the economic, physical, and emotional needs of its members
• understand the resources available to them, make informed decisions about the use of those resources, and know some ways to expand resources
• are able to budget their time and money
• understand how working contributes to a quality living environment
• identify their own abilities and interests as possible guides to career choice.

This is evident, for example, when students:
s explain ways that families can provide for the economic, physical, and emotional needs of its members
s explain wise use of resources and energy conservation, describing the relationships between family decisions and the environment
s analyze space needs to accommodate purposes such as individual and group activity in a household
s select, care for, and repair clothing
s identify community resources that help families and individuals
s plan a schedule to provide time for schoolwork, recreation and exercise, family activity, and adequate sleep
s develop a personal financial plan, keeping in mind short- and long-term goals
s analyze the influence of marketing and advertisements on purchases
s read and understand labels and consumer information to make informed purchases
s set short- and long-term career goals and take some steps toward those goals (e.g., selecting particular courses of study, visiting workplaces with parents or other relatives)
s analyze their involvement in school and community activities to develop an inventory of experiences and abilities related to career interests
s apply decision making, problem solving, and management skills in everyday situations
s participate in youth leadership organizations.

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Commencement Health Education

1. Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities.

Students:

• demonstrate how to evaluate health information, products and services for validity and reliability
• analyze how cultural beliefs influence health behaviors and the use of health products and services
• demonstrate the ability to access community health services for self and others
• use technology and the media to promote positive health messages
• demonstrate advocacy skills in promoting individual, family and community health.

This is evident, for example, when students:
s identify local, state and federal agencies which provide health information and are regulating health products and services
s describe how to obtain health services appropriate for individual needs and how to refer friends and family members to appropriate health services or providers
s identify criteria to measure the accuracy, reliability and validity of claims for health care products and services
s design a media campaign which promotes a positive health message
s analyze how cultural diversity enriches and challenges health behaviors
s assess the internet to assist in research for senior project.

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Commencement Physical Education

1. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

Students:

• recognize their role as concerned and discriminating consumers of physical activities programs and understand the importance of physical activity as a resource for everyone regardless of age or ability
• recognize the benefits of engaging in appropriate physical activities with others, including both older and younger members of the community
• identify a variety of career opportunities associated with sports and fitness and understand the qualifications, educational requirements, and job responsibilities of those careers.

This is evident, for example, when students:
s examine fitness and health clubs’ criteria for quality and service
s analyze media ads and marketing practices for fitness and sports equipment
s mentor younger children in sport or recreational activities
s plan and participate in activities with other family members and friends, regardless of age or ability
s adapt physical activities to accommodate the various interests, ages, or abilities of participants
s demonstrate the ability to access school and community physical activity services for self and others
s develop strategies to improve or maintain personal, family, and community physical activity
s analyze how the availability of and information about community programs encourages physical participation in physical activity
s investigate a career in the sport or fitness field and research the job responsibility qualifications and opportunities that exist for professional advancement.

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Commencement Home Economics

1. Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources.

Students:

• analyze a wide range of factors related to managing personal resources to balance obligations to work, family, and self
• understand the basics of an individual/family budget and plan to obtain, use, and protect money and assets
• analyze abilities and interests in relation to careers, set long-term career goals, and develop a plan for progressing toward their goals
• understand the concept of entrepreneurship as it exists in today’s economy
• develop job skills (e.g., communication, effective time management, problem solving, and leadership).

This is evident, for example, when students:
s describe the variety of banking services available and the procedures for acquiring and using a bank account
s identify consumer rights and responsibilities and consumer organizations and services available
s compare products before purchase (e.g., price, quality, efficiency, and warranties)
s demonstrate how to analyze purchased items for defects and how to make consumer complaints
s participate in work or volunteer experiences to explore career choices
s investigate and assess entrepreneurial career options (e.g., in early childhood, home design, fashion technology, food service)
s identify educational needs to prepare for a chosen career
s demonstrate skills necessary to obtain and keep a job
s develop a financial plan for a career interest including educational costs, supplies, transportation, and clothing
s adjust, adapt, and improvise personal resources in response to the work environment
s are able to keep a checkbook balanced using a computer program.

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The linkage and formatting of the page is ©1998 by Kraig D. Pritts