By the end of grade 12

Other New Jersey Comprehensive Health and Physical Education sets

• By the end of grade 2
• By the end of grade 5
• By the end of grade 8

Explain and demonstrate ways to apply movement skills from one game, sport, aerobics, or recreational activity to another including striking skills (e.g., tennis, badminton, ping pong, racquetball, pickle ball).  2.2.12.MSC.1

Analyze application of force and motion (e.g., weight transfer, power, speed, agility, range of motion) and modify movement to impact performance.2.2.12.MSC.2

Design, lead and critique rhythmic and physical activity that includes variations in time, space, force, flow, and relationships (e.g., creative, cultural, social, aerobics dance, fitness). 2.2.12.MSC.3

Analyze etiquette, responsibilities, and preparation of players, officials, trainers, and other participants and recommend strategies to improve their performance, participation, and behavior.  2.2.12.MSC.4

Develop rule changes to existing games, sports, and activities that enhance participation, safety, and enjoyment.  2.2.12.MSC.5

Compare the short- and long-term benefits of physical activity and the impact on wellness associated with physical, mental, emotional fitness through one's lifetime.2.2.12.PF.1

Respect and appreciate all levels of ability and encourage with care during all physical activities.2.2.12.PF.2

Design and implement a personal fitness plan, using evidence and evaluate how that reflects knowledge and application of fitness-training principals (FITT) and the components of skill related fitness.2.2.12.PF.3

Determine the role of genetics, age, nutrition, sleep, the environment, and exercise type on body composition and personal health (e.g., anabolic steroids, human growth hormones, stimulants).2.2.12.PF.4

Analyze fitness knowledge in strength, conditioning, agility, and the physiological responses of the energy systems effects on the mind and body before, during, and after physical fitness activities.2.2.12.PF.5

Apply and share a movement and physical fitness vocabulary that is intrinsic to motivate oneself, to impact family, and others in a community.2.2.12.LF.1

Develop a sense of openness and willingness when participating in physical fitness activity to share and learn experiences from your own and other cultures.2.2.12.LF.2

Examine building to a level of fitness to successfully participate in a range of different physical activities during a lifetime.2.2.12.LF.3

Exhibit responsible social behavior by including and cooperating with classmates of all skill levels, assisting when needed, and collaborating respectfully to solve problems in groups, teams, and in pairs during physical activity.2.2.12.LF.4

Describe the social benefits gained from participating in physical activity (e.g., meeting someone, making friends, team work, building trust, experiencing something new).2.2.12.LF.5

Implement a financial plan for participation in physical activity in the community for self and family members.2.2.12.LF.6

Analyze the current and future impact of globalization and technology on the influences of participation in sports, games, physical fitness activities, dance, gaming, outdoor adventure, viewing sports, and social and emotional connections.2.2.12.LF.7

Identify personal and community resources to explore career options related to physical activity and health. 2.2.12.LF.8

Compare and contrast the nutritional trends, eating habits, and the impact of marketing foods on adolescents and young adults nationally and worldwide.2.2.12.N.1

Determine the relationship of nutrition and physical activity to weight loss, gain, and maintenance.  2.2.12.N.2

Analyze the unique contributions of each nutrient class (e.g., fats, carbohydrates, protein, water, vitamins, minerals) to one’s health and fitness.  2.2.12.N.3

Implement strategies and monitor progress in achieving a personal nutritional health plan. 2.2.12.N.4

Research present trends in plant based and organic food choices and industries that have shown an impact on lowering heart, cancer, diabetes, and other diseases.2.2.12.N.5

Apply a thoughtful decision-making process to evaluate situations and influences that could lead to healthy or unhealthy consequences (e.g., peers, media).2.3.12.PS.1

Analyze the short- and long-term consequences of sharing sexually explicit images (sexting) or messages with individuals or posting online.  2.3.12.PS.2

Summarize New Jersey motor vehicle laws and regulations, Safe Stops, and determine their impact on health and safety (e.g., organ/tissue donation, traffic safety, avoid driving distractors, seatbelt use, the use of hand-held devices). 2.3.12.PS.3

Investigate the relationship between alcohol, drug use, and motor vehicle crashes and analyze the short- and long-term consequences of these actions. 2.3.12.PS.4

Identify the state and federal laws related to intimate partner and sexual violence (e.g., sexual harassment, sexual abuse, sexual assault, domestic violence). 2.3.12.PS.5

Describe the types of abuse (e.g., physical, emotional, psychological, financial, sexual) and the cycle of violence as it relates to sexual abuse, domestic violence, dating violence, and gender-based violence. 2.3.12.PS.6

Analyze recruitment tactics that sex traffickers/exploiters use to exploit vulnerabilities and recruit youth.2.3.12.PS.7

Develop strategies to communicate effectively, safely, and with empathy when using digital devices in a variety of situations (e.g., cyberbullying, sexting). 2.3.12.PS.8

Evaluate strategies to use social media safely, legally, and respectfully. 2.3.12.PS.9

Analyze the short- and long-term consequences of sharing sexually explicit images (sexting) or messages with individuals or posting online. 2.3.12.PS.10

Develop a health care plan to help prevent and treat diseases and health conditions one may encounter (e.g., breast/testicular exams, Pap smear, regular STIs testing, HPV vaccine).2.3.12.HCDM.1

Provide examples of how drugs and medication mimic or block the action of certain cells in the body, and how abusing drugs can affect the human body. 2.3.12.HCDM.2

Evaluate the benefits of biomedical approaches to prevent STIs (e.g., hepatitis B vaccine, HPV vaccine) and HIV (e.g., PrEP, PEP).2.3.12.HCDM.3

Evaluate emerging methods to diagnose and treat diseases and health conditions that are common in young adults in the United States and in other countries (e.g., hepatitis, stroke, heart attacks, cancer,). 2.3.12.HCDM.4

Analyze local, state, and international public health efforts to prevent and control diseases and health conditions (e.g., vaccinations, immunizations, medical exams, gene editing, artificial organ systems, prosthesis). 2.3.12.HCDM.5

Analyze and discuss the evidence of the emotional and social impact of mental health illness on families, communities, and states (e.g., depression, anxiety, Alzheimer’s, panic disorders, eating disorders, impulse disorders). 2.3.12.HCDM.6

Examine the influences of drug use and misuse on an individual’s social, emotional and mental wellness.  2.3.12.ATD.1

Compare and contrast the incidence and impact of commonly abused substances on individuals and communities in the United States and other countries (e.g., tobacco, e-cigarettes, vaping products, alcohol, marijuana products, inhalants, anabolic steroids, other drugs). 2.3.12.ATD.2

Explore the relationship between individuals who abuse alcohol, tobacco, and other drugs with an increase in intentional and unintentional health-risk behaviors. 2.3.12.ATD.3

Correlate duration of drug use and abuse to the incidence of drug-related deaths, injuries, illness, and academic performance. 2.3.12.DSDT.1

Analyze personal choices and behaviors related to substance use and misuse to determine if they align with personal values and beliefs.2.3.12.DSDT.2

Examine the drug laws, and regulations of the State of New Jersey, other states and the affects; healthy and unhealthy on individuals, families, schools, and communities (e.g., vaping products, e-cigarettes, cannabis and CBD products, opioids). 2.3.12.DSDT.3

Utilize peer support and societal norms to formulate a health-enhancing message to remain drug free. 2.3.12.DSDT.4

Evaluate the effectiveness of various strategies and skills that support an individual’s ability to stop misusing and abusing drugs and remain drug free (counseling, peer coaching, professional peer support group, and family counseling and support).  2.3.12.DSDT.5