Minnesota Graduation Standards:
3501.0467 Preparatory content standards in learning area eight: Decision making
(replaced by the NASPE National Standards in 2010)
High School Content Standards
Students must complete standards in three areas:
Individual and Community Health
AND
Physical Education and Fitness
AND
Career Investigation OR Occupational Experience
Individual and Community Health: A student shall demonstrate an understanding of decision-making processes and community health practices that promote healthful nutrition and dietary practices, and physical fitness, and that reduce and prevent tobacco use, drug and alcohol use, intentional and unintentional injuries, HIV, sexually transmitted diseases, and unintentional pregnancies by:
A. analyzing how health maintenance and disease prevention decisions are influenced by the media,
Technological advances, interpersonal communication, and immediate and long-term risk factors; and
B. creating a plan for an in-depth study* of one of the community health practices described in this subpart including in-depth information needed, procedures required, how this area is impacted by other community health practices, and options for completing an in-depth study.*Earning a score of 3 or 4 for this standard requires completion of the in-depth study.
Physical Education and Fitness: A student shall use decision-making processes to select appropriate physical activities to achieve fitness and shall demonstrate understanding of the training necessary to improve fitness and the rules and sills associated with physical activities by:
A. designing and implementing a health-enhancing fitness plan, including:
1. establishing current levels of cardiovascular fitness, muscular endurance, and flexibility;
2. setting cardiovascular, muscular, and flexibility goals to improve total body fitness;
3. selecting measurements strategies;
4. identifying frequency, intensity, time, and types of activities required to meet goals;
5. analyzing impact of goals on cardiovascular system and affected muscle groups;
6. evaluating reasonableness of maintaining the fitness plan over an extended period of time; and
7. evaluating effectiveness of the plan on total body fitness; and
B. demonstrating knowledge and sills in an aerobic activity and at least two other physical fitness activities.
Career Investigation: A student shall demonstrate understanding of a variety of career clusters, attributes and aptitudes needed in particular types of occupations and careers, how attitudes and behaviors affect the climate of a workplace, how systems within a workplace affect or interact with systems in the community, and how systems affect an individual worker by:
A. determining personal interest, aptitudes, and abilities;
B. establishing an explicit career action plan, including selecting a program that meets a career or vocational preparation goal;
C. investigating a career through research, internship, mentorship, or community service placement; and
D. evaluating career choices in relationship to life goals and personal attributes.
Occupational experience: A student shall apply a decision-making process in real-work situations by:
A. analyzing:
1. individual career-related strengths, experience, and interests that affect lifework choices;
2. the current and projected employment outlook in a selected career cluster;
3. skills, technical information, and work relationships required for a specific job; and
4. current work-related laws and how the laws affect a worker;
B. making short-term and long-term employment choices;
C. creating documents for job-seeking and placement;
D. integrating technical knowledge and skills to achieve goals in an employment
situation;
E. applying effective problem-solving strategies in employer-employee, coworker,
and customer-client situations; and
F. evaluating job performance according to standards and expectations of the
workplace and personal job goals.