User manual | OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT Course Code Health

Department

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT

Revised 6/2009

MIDDLE SCHOOL COURSE OUTLINE

Health

Course Title

Abbreviation

Health Education SDAIE/PLS

Health Ed SDA/PLS

Course Length

1 Semester

Required

Course Code

Grade Level

Elective

2105

Teacher Certification

BCLAD, BCC or CLAD, LDS, SB 1969, SB 395 and a Bilingual Aide

Prerequisites

Currently enrolled in ELD 0, 1 or 2

COURSE DESCRIPTION:

Health Education SDAIE/PLS is a 7th grade course designed specifically for the needs of English

Language Learners who are at the Beginning, Early Intermediate, and Intermediate levels of listening, speaking, reading and writing in English. Students in this SDAIE/PLS course cover the same essential content and utilize the same basic textbook as their Fluent English Speaker counterparts, supplemented with content parallel materials at a simplified reading level. In addition, primary language materials will be provided, when available, to facilitate the preview and review of essential content. The course varies in the pacing, instructional methodology, and supplemental materials. These are designed to provide depth vs. breadth of the content standards, more comprehensible input, primary language support, and literacy development through the content area.

This course is designed to assist students in obtaining accurate information, developing lifelong positive attitudes and behaviors, and making wise decisions related to their personal health. Study will include personal and community health; mental, emotional, and social health; injury prevention and safety; nutrition and physical activity; alcohol, tobacco, and other drugs; growth, development, and sexual health. Central themes are the acceptance of personal responsibility for lifelong health, respect for and promotion of the health of others, an understanding of the process of growth and development, and informed use of healthrelated information, products, and services.

GOALS:

•

Explore health concepts in depth.

•

Analyze and solve real-life health problems.

•

Work cooperatively on tasks that develop and enhance their conceptual understanding of health.

•

Develop lifelong positive attitudes and behaviors related to health.

•

Incorporate health-related knowledge into everyday behavior.

•

Understand the effects of personal behavior on the health and well-being of others.

•

Understanding the influence that people have on the environment and the way in which elements with the environment affect the health of groups and individuals.

•

Express concern for the health of others in the family, school, peer group, and community.

•

Understand the aspects of physical, mental, emotional, and social growth and development common to all people as well as those aspects that are unique to individuals.

•

Think critically about health-related information and be a selective consumer of health-related services and products.

•

Continue the development of critical thinking skills, especially decision-making.

•

Explore career options in health.

Health Education 7 SDAIE/PLS

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ACADEMIC LITERACY IN SDAIE CONTENT-AREA CLASSES FOR ELLS AT LEVELS 0, 1, 2

The ELD Standards of reading, writing, listening and speaking describe the linguistic pathway that ELLs take to achieve academic literacy in English. SDAIE content area classes play an important role in developing and strengthening students’ progress towards this goal. Students should be encouraged to expand their English skills, even though grammatical and vocabulary approximations will occur during this process.

When content-area information and materials have been made comprehensible through instruction in the

SDAIE class, ELLs at each level will progress through the following phases of developing academic literacy in English. The students’ degrees of literacy in their primary language will significantly affect the pace that students move through these levels.

ELD Level 0

Upon entering ELD Level 0, students have little or no academic English proficiency and have little or no

literacy skills in their first language. ELLs progressing through this level will:

• participate in modified group/class projects, discussions and oral presentations with non-verbal responses (e.g., gestures, drawings, graphic organizers) and/or single words or phrases with assistance (e.g., word walls, language structure walls).

• begin to participate orally in some content area reading strategies (especially pre-reading, KWL, and anticipation guides presented orally), with single words or phrases to analyze concepts from explicitly taught texts and other course reading materials.

• respond to Curriculum Embedded Assessment prompts (read to them and clarified for them) nonverbally (e.g., graphic organizers with drawings) and/or orally with single words or phrases.

• begin to use the English alphabet to write in teacher-guided learning logs, selected homework and interactive notebooks, and to organize and record expository information on pictures, lists, charts and tables using single words or phrases.

• understand the need for using modified test-taking strategies (using taught vocabulary) on the required district/state assessments, such as, End of Course Exams (with alternate presentation and response), and STAR.

ELD Level 1

Upon entering ELD Level 1, students have little or no academic English proficiency and varying levels of academic literacy skills and concepts in their first language. ELLs progressing through this level will:

• participate in group/class projects, discussions and presentations with non-verbal responses (e.g., gestures, drawings, graphic organizers, role-playing) and/or single words, phrases and simple sentences with assistance (e.g., using the academic participation cards).

• participate orally in some content area reading strategies (especially pre-reading, KWL, academic participation cards, anticipation guides) with single words, phrases and/or simple sentences to analyze concepts from taught texts and other course reading materials.

• respond to Curriculum Embedded Assessment prompts (read to them and clarified for them) nonverbally (e.g., graphic organizers with drawings) and/or orally with single words, phrases and simple sentences in an outline format.

• use writing in a variety of ways such as, but not limited to, guided class note-taking, learning logs, interactive notebooks, representing information on pictures, lists, charts and tables using single words, phrases or simple sentences, and completing student handouts, selected homework, and modified class projects.

Health Education 7 SDAIE/PLS

Page 3

• understand the need for using test-taking strategies (using taught vocabulary) on the required district/state assessments, such as, End of Course Exams (with alternate presentation and response),

CST, and CAT-6.

ELD Level 2

Upon entering ELD Level 2, students have some academic English proficiency about topics that have been explicitly taught to them. ELLs progressing through this level will:

• participate in group/class projects, discussions and presentations with simple sentences and many attempts at more complex sentences.

• use content area reading strategies (especially pre-reading, KWL, academic participation cards, anticipation guides, Reciprocal Teaching and Question/Answer Relationships) to analyze concepts from taught texts and other course reading materials.

• respond to Curriculum Embedded Assessment prompts (read to them and clarified for them) orally and with simple and some complex sentence structures in at least three paragraphs.

• use writing in a variety of ways such as, but not limited to, class note-taking, learning logs, interactive notebooks, response logs, and completing student handouts, homework, and class projects.

understand the need for using test-taking strategies (using taught vocabulary) on the required district/state assessments, such as, End of Course Exams (with alternate presentation and response),

CST and CAT-6.

CALIFORNIA CONTENT STANDARDS:

1. All students will comprehend essential concepts related to enhancing health. (Essential Health

Concepts, EC)

2. All students will demonstrate the ability to analyze internal and external influences that affect health.

(Analyzing Health Influences, AI)

3. All students will demonstrate the ability to access and analyze health information, products, and services. (Accessing Valid Health Information, AVI)

4. All students will demonstrate the ability to use interpersonal communication skills to enhance health.

(Interpersonal Communication, IC)

5. All students will demonstrate the ability to use decision-making skills to enhance health. (Decision-

Making, DM)

6. All students will demonstrate the ability to use goal-setting skills to enhance health. (Goal Setting, GS)

7. All students will demonstrate the ability to practice behaviors that reduce risk and promote health.

(Practicing Health-Enhancing Behaviors, PB)

8. All students will demonstrate the ability to promote and support personal, family, and community health.

(Health Promotion, HP)

Health Education 7 SDAIE/PLS

Page 4

DISTRICT PERFORMANCE STANDARDS

The Long Beach Unified School District has common assessments and assignments that are required for

Health Education. The Performance Standard Criteria is shown in the table below. The objective is to have all students achieve at or above the Proficient Level and receive a C or better in the course.

Performance level is determined by the average of the Assessments or Assignments.

Health Education Performance Standard Criteria

Assessment/

Assignments

Not Proficient

Average is a 1 or less than 60%

Partial Proficient

Average is a 2 or

60% - 69%

Proficient

Average is a 3 or

70% - 84%

Advanced

Proficient

Average is a 4 or

85% - 100%

Graded Student

Work

Written

Responses,

Performancebased

Assessments

End-of-Course

Exam

Less than 51%

52% - 69%

70% - 85%

86% - 100%

OUTLINE OF CONTENT AND TIME ALLOTMENT

The Health Education units of study are based on the Health Education Content Standards for

California Public Schools (2008). Effective health education emphasizes the connections between the content areas of health so that students can explore the inter-relationships in health.

The time allotment reflects 18 weeks of instruction. The time allotment identified is to serve as a guide, not a mandate, for instructional time. To provide more time for literacy development and comprehensible input,

English Language Learners in this course should receive instruction only on the essential curriculum objectives which are reflected in bold print.

The essential Performance Indicators are reflected in bold print in each outlined unit of study.

Health Education 7 SDAIE/PLS

Page 5

The area of health education that focuses on the priority a person assigns to being health literate, maintaining and improving health, preventing disease, and reducing health-related risk behaviors.

Included in this instructional area is staying informed about environmental issues, initiatives to protect the environment, and being a health advocate for the environment. Community health education focuses on acquiring knowledge of laws to protect health, recognizing consumer rights, choosing healthful entertainment, analyzing ways messages are delivered through technology, making responsible choices about health care providers and products, and investigating public health needs.

Performance Indicators for Personal and

Community Health (PCH)

Standard 1: Essential Concepts

1.1.P Describe the importance of health-management strategies

(e.g., those involving adequate sleep, ergonomics, sun safety, hearing protection, and self examination).

1.2.P

1.3.P

1.4.P

Identify the importance of ageappropriate medical services.

Identify Standard (Universal)

Precautions and why they are important. (also IPS, GDSH)

Examine the causes and symptoms of communicable and non-communicable diseases.

1.5.P

1.6.P

1.7.P

Discuss the importance of effective personal and dental hygiene practices for preventing illness.

Identify effective brushing and flossing techniques for oral care.

Identify effective protection for teeth, eyes, head, and neck

1.8.P

1.9.P

2.2.P

during sports and recreation activities. (also IPS)

Identify ways to prevent vision or hearing damage.

Identify ways that environmental factors, including air quality, affect our

1.10.P

health.

Identify human activities that contribute to environmental challenges (e.g., air, water an noise pollution).

Describe global influences on 1.11.P

1.12.P

personal and community health.

Identify ways to reduce exposure to the sun.

Standard 2: Analyzing Influences

2.1.P Analyze a variety of influences that affect personal health practices.

Analyze how environmental pollutants, including noise pollution, affect health.

Essential Questions

& Key Vocabulary

What does it mean to be healthy?

What responsibilities do individuals have toward maintaining their health?

How do healthy lifestyle choices prevent illness?

What are healthy ways to manage chronic disease?

How is one’s health and safety affected by the environment?

What responsibilities do individuals have toward the environment?

What is the importance of utilizing effective communication skills?

What is the importance of utilizing effective decision making skills?

What is the importance of setting goals?

How can we promote personal and community health?

Key

Assignments/

Assessments

From the

Health

Education

Assessment

Guide for

Middle Schools

Short/Extended

Response

Performance

Based

Assessments:

Personal

Hygiene

(EC/PB)

Selecting and

Using Health

Care Products and Services

(EC/AI)

Preventing

Disease and

Infection

(EC/PB)

Environmental

Hazards

(EC/PH)

Performance

Events and

Tasks:

Community and

Health Services

(EC/HP)

Textbook and

Supplemental Materials

• Chapters 1, 2, 5, 12,

15: Teen Health 2,

Glencoe

• Teachers’ Edition: pp.

TM24-25

Support

Resources

• http://www.glencoe.c

om/sec/health/th2200

5/index.php/ca

• HealthTeacher,

ToucanEd

• AudioVisuals available from OMS and SMRC

Performance Indicators for Personal and

Community Health (PCH)

Essential Questions

& Key Vocabulary

2.3.P

2.4.P

Analyze the relationship between the health of a community and the global environment.

Analyze the influence of culture, media, and technology on health decisions.

Analyze the social influences that 2.5.P encourage or discourage sunsafety practices.

Standard 3: Accessing Valid Information

3.1.P Demonstrate the ability to access information about personal health products (e.g., deodorant, shampoo, sunscreen, and dental care products), and evaluate the information’s validity.

3.2.P

3.3.P

3.4.P

Access valid information about preventing common communicable diseases.

Locate resources in school, in the community, and on the Internet for first aid information and training, and assess the validity of the resources. (also IPS)

Demonstrate how to access school and community health services.

Standard 4: Interpersonal Communication

4.1.P Practice how to make a healthrelated consumer complaint.

4.2.P Use assertive communication skills to avoid situations that increase risk of communicable disease or illness.

Standard 5: Decision Making

5.1.P Apply a decision-making process to determine safe and

5.2.P

5.3.P

healthy strategies for dealing with personal health problems.

Apply a decision-making process when selecting healthcare products.

Analyze the characteristics of informed health choices.

Standard 6: Goal Setting

6.1.P Establish goals for improving personal and community

6.2.P

6.3.P

health.

Design a plan to minimize environmental pollutants, including noise at home and in the community.

Create a plan to incorporate adequate rest and sleep in daily routines.

Standard 7: Practicing Health-Enhancing

antibodies attitudes balance behavior biodegradable carcinogen chronic communicable communication conservation decision-making disease goals goal-setting health immunity pollution recycle sanitation toxic transmission values wellness

Key

Assignments/

Assessments

Health Education 7 SDAIE/PLS

Page 6

Textbook and

Supplemental Materials

Performance Indicators for Personal and

Community Health (PCH)

Behaviors

7.1.P

7.2.P

Practice and take responsibility for personal and dental hygiene practices.

Describe situations where

Standard (Universal)

Precautions are appropriate.

(also IPS, GDSH)

Standard 8: Health Promotion

8.1.P Promote the importance of regular

8.2.P

8.3.P screenings and medical examinations.

Demonstrate the ability to be a positive peer role model in the school and community.

Demonstrate ways to accept responsibility for conserving natural resources.

Essential Questions

& Key Vocabulary

Key

Assignments/

Assessments

Health Education 7 SDAIE/PLS

Page 7

Textbook and

Supplemental Materials

The area of health education that includes the ability to express needs, wants, and emotions in positive ways; to manage anger and conflict; and to deal with frustrations. Included in this area are practicing life skills, making responsible decisions, developing good character, following a plan to manage stress, and being resilient during difficult times.

Performance Indicators for Mental, Emotional,

and Social Health (MESH)

Standard 1: Essential Concepts

1.1.M Explain positive social behaviors (e.g., helping others,

1.2.M being respectful to others, cooperation, consideration).

Identify a variety of nonviolent ways to respond when angry or upset. (also IPS)

1.3.M

1.4.M

1.5,M

Identify qualities that contribute to a positive self-image.

Describe how emotions change during adolescence. (also

GDSH)

Recognize diversity among people, including disability, gender, race, sexual

1.6.M

1.7.M orientation, and body size.

(also IPS)

Describe the changing roles and responsibilities of adolescents as members of the family and community.

Describe the benefits of having positive relationships with trusted adults.

Essential Questions

& Key Vocabulary

Where can we access valid information about mental, emotional, and social health services?

What is the importance of utilizing effective communication skills to promote mental, emotional and social health?

What is the importance of utilizing effective decision making skills?

What is the importance of setting goals?

What does it mean to

Key

Assignments/

Assessments

From the

Health

Education

Assessment

Guide for

Middle Schools

Short/Extended

Response

Performance

Based

Assessments:

Stress

Management

(EC/AVI)

Resources and

Support

(EC/AVI)

Suicide

Prevention

(EC/AVI)

Textbook and

Supplemental Materials

• Ch. 7, 8: Teen Health

2, Glencoe

• Teachers’ Edition: pp.

TM24-25

Support

Resources

• http://www.glencoe.c

om/sec/health/th2200

5/index.php/ca

• HealthTeacher,

ToucanEd

• AudioVisuals available from OMS and SMRC

Performance Indicators for Mental, Emotional,

and Social Health (MESH)

Essential Questions

& Key Vocabulary

1.8.M

1.9.M

1.10.M

Analyze the harmful effects of using diet pills without physician supervision.

Identify the signs of various eating disorders.

Describe signs of depression, potential suicide, and other self-destructive behaviors.

1.11.M

Standard 2: Analyzing Influences

2.1.M Analyze internal and external influences on mental, emotional, and social health.

2.2.M

Describe common mental health conditions and why seeking professional help for these conditions is important.

Analyze techniques that are used to pressure someone to engage in or be a target of

2.3.M

violence behavior. (also IPS)

Analyze the influence of culture on family values and practices.

Standard 3: Accessing Valid Information

3.1.M Access accurate sources of information and services about mental, emotional, and social

3.2.M health.

Describe situations for which adult help is needed, including intimidating and dangerous situations, and how to access such help for oneself and others. (also IPS)

3.3.M

3.4.M

Identify trusted adults to report to if people are in danger of hurting themselves or others.

Analyze situations to determine whether they call for acts of caring among friends or require getting the help of trusted adults.

Standard 4: Interpersonal Communication

4.1.M Seek help from trusted adults for oneself or a friend with an emotional or social health problem.

Standard 5: Decision Making

5.1.M Apply decision-making processes

5.2.M

5.3.M to a variety of situations that impact mental, emotional, and social health.

Monitor personal stressors and assess techniques for managing them.

Describe healthy ways to express caring, friendship, affection, and love. have a positive body image and accept the differences of others?

How do media and societal norms affect self concept and body image?

How can we promote positive mental, emotional and social health at school and in our community?

Anorexia Nervosa

Bulimia emotions consideration conflict resolution coping depression disordered eating diversity respect self-image suicide tolerance

Key

Assignments/

Assessments

Performance

Events and

Tasks:

Stress

Management

(EC/PB)

Resources and

Support

(EC/AVI)

Health Education 7 SDAIE/PLS

Page 8

Textbook and

Supplemental Materials

Performance Indicators for Mental, Emotional,

and Social Health (MESH)

Essential Questions

& Key Vocabulary

5.4.M

5.5.M

Describe situations for which someone would seek help with stress, loss, an unrealistic body image, and depression.

Analyze the importance of setting personal boundaries for privacy, safety, and expressions of emotions and opinions.

Standard 6: Goal Setting

6.1.M Develop achievable goals for handling stressors in healthy ways.

Standard 7: Practicing Health-Enhancing

Behaviors

7.1.M Demonstrate effective coping

7.2.M

7.3.M

mechanisms and strategies for managing stress.

Practice respect for individual differences and diverse backgrounds. (also IPS)

Participate in clubs, organizations, and activities in the school and community that offer opportunities for student and family involvement.

7.4.M

7.5.M

Practice personal boundaries in a variety of situations.

Demonstrate skills to avoid or

(also IPS)

Standard 8: Health Promotion

8.1.M escape from potentially violent situations, including dating.

8.2.M

Promote a positive and respectful school environment.

Object appropriately to teasing of peers and community members based on perceived personal characteristics and sexual orientation. (also IPS)

Key

Assignments/

Assessments

Health Education 7 SDAIE/PLS

Page 9

Textbook and

Supplemental Materials

Health Education 7 SDAIE/PLS

Page 10

Nutrition and Physical Activity (NPA) 16 days

Nutrition encompasses healthy eating, which is associated with reduced risk of many diseases, including the three leading causes of death—heart disease, cancer, and stroke. Healthy eating in childhood and adolescence is important for proper growth and development and can prevent obesity, type 2 diabetes, dental caries, and many other health problems. Physical activity is any body movement that is produced by skeletal muscle and that substantially increases energy expenditure.

Performance Indicators for Nutrition and

Physical Activity (NPA)

Standard 1: Essential Concepts

1.1.N Describe the short- and longterm impact of nutritional

1.2.N

1.3.N

1.4.N

choices on health.

Identify nutrients and their

relationships to health.

Examine the health risks caused by food contaminants.

Describe how to keep food safe

1.5.N

1.6.N

through proper food purchasing, preparation, and storage practices.

Differentiate between diets that are health-promoting and diets linked to disease.

Analyze the caloric and nutritional value of foods and

beverages.

1.8.N

1.9.N

1.10.N

1.11.N

1.12.N

1.13.N

1.14.N

1.15.N

1.16.N variety of foods high in iron, calcium, and fiber.

Identify ways to prepare food that are consistent with current research-based guidelines for a nutritionally balanced diet.

Analyze the harmful effects of engaging in unscientific diet practices to lose or gain weight.

Identify the impact nutrition has on chronic disease.

Analyze the cognitive and physical benefits of eating breakfast daily.

Examine the role of lifelong fitness activities in maintaining personal fitness, blood pressure, weight, and percentage of body fat.

Explain how to use a Body Mass

Index (BMI) score as a tool for measuring general health.

Identify ways to increase daily physical activity.

Explain that incorporating daily moderate or vigorous physical activity into one’s life does not require a structured exercise plan or special equipment.

Differentiate between physical

Essential Questions

& Key Vocabulary

What is a balanced diet?

How does fitness affect health?

Where can one access valid nutrition and fitness information?

What is the importance of utilizing effective communication skills around the issues of nutrition and fitness?

What is the importance of utilizing effective decision making skills?

What is the importance of setting goals?

How can we promote healthy eating and physical activity? calories carbohydrates diet fats fitness malnutrition nutrients obesity proteins saturated supplements vigorous

Key

Assignments/

Assessments

From the

Health

Education

Assessment

Guide for

Middle Schools

Short/Extended

Response

Performance

Based

Assessments:

Healthy Eating

(EC/PB)

Food Choices

(EC/DM)

Influences on

Physical Activity

(EC/DM)

Choosing

Physical Activity

(EC/AVI)

Performance

Events and

Tasks:

Influences on

Food Choices

(EC/AI)

Healthy Physical

Activity (EC/HP)

Physical Activity and Food

Choices

(EC/GS)

Textbook and

Supplemental Materials

• Ch. 3, 4: Teen Health

2, Glencoe

• Teachers’ Edition: pp.

TM24-25

Support

Resources

• http://www.glencoe.c

om/sec/health/th2200

5/index.php/ca

• HealthTeacher,

ToucanEd

• www.MyPyramid.gov

Your

Options, Dairy

Council of California

• www.dairycouncilofca

.org

• AudioVisuals available from OMS and SMRC

Performance Indicators for Nutrition and

Physical Activity (NPA) activity and exercise and healthrelated and skill-related fitness.

Standard 2: Analyzing Influences

2.1.N

2.2.N

Describe the influence of culture and media on body image.

Evaluate internal and external

2.3.N

2.4.N

influences on food choices.

Analyze the impact of nutritional choices on future reproductive and prenatal health.

Analyze the influence of technology and media on physical activity.

Standard 3: Accessing Valid Information

3.1.N Distinguish between valid and invalid sources of nutrition

3.2.N

3.3.N

3.4.N

3.5.N

information.

Evaluate the accuracy of claims about dietary supplements and popular diets.

Describe how to access nutrition information about foods offered in restaurants in one’s community.

Identify places where youths and families can be physically active.

Identify trusted adults in one’s family, school, and community for advice and counseling regarding healthy eating and physical activity.

Standard 4: Interpersonal Communication

4.1.N Demonstrate the ability to use effective skills to model healthy

4.2.N

decision making and prevent over consumption of foods and beverages.

Practice effective communication skills with parents, guardians, or trusted adults regarding healthy nutrition and physical activity choices.

Standard 5: Decision Making

5.1.N Use a decision-making process

5.2.N

5.3.N

to evaluate daily food intake for nutritional requirements.

Identify recreational activities that increase physical activity.

Contrast healthy and risky approaches to weight

5.4.N

management.

Analyze the physical, mental, and social benefits of physical activity.

Standard 6: Goal Setting

6.1.N Make a personal plan for

Essential Questions

& Key Vocabulary

Key

Assignments/

Assessments

Health Education 7 SDAIE/PLS

Page 11

Textbook and

Supplemental Materials

Performance Indicators for Nutrition and

Physical Activity (NPA)

Essential Questions

& Key Vocabulary

Key

Assignments/

Assessments

Health Education 7 SDAIE/PLS

Page 12

Textbook and

Supplemental Materials

improving one’s nutrition and incorporating physical activity into daily routines.

Set a goal to increase daily 6.2.N physical activity.

Standard 7: Practicing Health-Enhancing

Behaviors

7.1.N

7.2.N

Make healthy food choices in a variety of settings.

Examine proper food handling safety when preparing meals and

7.3.N

7.4.N snacks.

Assess personal physical activity levels.

Examine ways to be physically active throughout a lifetime.

Standard 8: Health Promotion

8.1.N Encourage nutrient-dense food

8.2.N

8.3.N

choices in school.

Support increased opportunities for physical activity at school and in the community.

Encourage peers to eat healthy foods and be physically active.

Injury Prevention and Safety (IPS) 12 days

The area of health education that focuses on safety practices to reduce the risk of unintentional injuries to self and others. Included in this area are practicing protective factors to reduce violence, gang prevention, weapons, safety guidelines for weather or natural disasters, fires, poisoning, bicycling and sport safety, motor vehicle safety, and helping others with basic first aid skills.

Performance Indicators for Injury Prevention

and Safety (IPS)

Essential Questions

& Key Vocabulary

Key

Assignments/

Assessments

Textbook and

Supplemental Materials

Standard 1: Essential Concepts

1.1.S Describe the differences

1.2.S between physical, verbal, and sexual violence.

Explain how witnesses and bystanders can help prevent

1.3.S

1.4.S

1.5.S

1.6.S violence by reporting dangerous situations.

Describe how the presence of weapons increases the risk of serious violent injuries.

Discuss the importance of reporting weapon possession.

Explain how violence, aggression, bullying, and harassment affect health and safety.

Identify trusted adults to whom school or community violence should be reported.

What is safety and emergency preparedness?

How can conflict be resolved in nonviolent ways?

How can an individual impact the safety and well-being of others?

Where can one access valid information and help when confronted with violence?

From the

Health

Education

Assessment

Guide for

Middle Schools

Short/Extended

Response

Performance

Based

Assessments:

Violence

Prevention 1

(EC/DM)

• Chapters 9,14: Teen

Health 2, Glencoe

• Teachers’ Edition: pp.

TM24-25

Support

Resources

• http://www.glencoe.c

om/sec/health/th2200

5/index.php/ca

• Too

Violence, Mendez

Foundation

• http://www.mendezfo

undation.org/educatio ncenter/app/

• In Touch with Teens and Sexual

Harassment, LA

Performance Indicators for Injury Prevention

and Safety (IPS)

Essential Questions

& Key Vocabulary

1.7.S

1.8.S

1.9.S

1.10.S

1.11.S

Describe possible legal consequences of sexual harassment and violence.

Describe types of sexual harassment and ways to report them.

Describe the behavioral and environmental factors associated with major causes of death in the

United States.

Identify basic safety guidelines for emergencies and natural disasters.

Identify ways to prevent climate-related physical conditions such as physical

1.12.S

1.13.S

1.14.S exhaustion, sunburn, heat stroke, and hypothermia.

Examine safety hazards associated with Internet usage.

Explain ways to prevent fires and reduce the risk of firerelated injuries.

Explain ways to reduce risk of injuries in and around water.

Explain ways to reduce the risk of 1.15.S

Standard 2: Analyzing Influences

2.1.S Analyze how the media portrays fire and explosives.

2.2.S

injuries (including oral injuries) that can occur during sports and recreational participation.

Evaluate individual, group, and societal influences that promote cooperation and respectful behaviors and those that promote violence and disrespectful behaviors.

Standard 3: Accessing Valid Information

3.1.S Analyze sources of information regarding injury and violence

3.2.S

prevention.

Demonstrate the ability to access accurate sources of information about abuse, violence, and bullying.

Standard 4: Interpersonal Communication

4.1.S Report to a trusted adult

4.2.S situations that could lead to injury or harm.

Use communication and refusal skills to avoid violence, gang

4.3.S involvement, and risky situations.

Describe ways to manage interpersonal conflicts

What is the importance of utilizing effective communication skills to decrease violence?

What is the importance of utilizing effective decision making skills?

What is the importance of setting goals?

How can we promote safety and nonviolence? abuse aggression assault assertive bullying conflict demeaning emergency gangs harassment hazards intimidation mediation neglect negotiation precautions prejudice rape violence weapons

Key

Assignments/

Assessments

Violence

Prevention 2

(EC/PB)

Motorized

Vehicle Safety

(EC/HP)

Home Safety

(CC/HP)

Performance

Events and

Tasks:

Water Safety

(EC/PB)

Health Education 7 SDAIE/PLS

Page 13

Textbook and

Supplemental Materials

Commission on

Assaults Against

Women

• HealthTeacher,

ToucanEd

• AudioVisuals available from OMS and SMRC

Performance Indicators for Injury Prevention

and Safety (IPS)

Essential Questions

& Key Vocabulary

4.4.S

4.5.S

4.6.S nonviolently.

Demonstrate ways to ask a parent or other trusted adult for help with a threatening situation.

Describe characteristics of effective communication.

Differentiate between passive, aggressive, and assertive

4.7.S

communication.

Locate resources in school, in the community, and on the Internet for first aid information and training, and assess the validity of the resources.

Standard 5: Decision Making

5.1.S Use a decision-making process to examine risky social and dating situations.

5.2.S Apply a decision-making process to avoid potentially dangerous situations, such as

5.3.S

5.4.S

5.5.S gang activities, violence in dating, and other social situations.

Use a decision-making process to analyze the consequences of gang involvement.

Evaluate why some students are bullies.

Apply decision-making or problem-solving steps to hypothetical situations involving assault and intimidation, including sexual harassment.

Standard 6: Goal Setting

6.1.S Make a personal commitment to avoid persons, places, or

6.2.S

activities that encourage violence or delinquency.

Create a personal-safety plan.

Standard 7: Practicing Health-Enhancing

Behaviors

7.1.S

7.2.S

Practice first aid and emergency procedures.

Practice ways to solve conflicts

7.3.S nonviolently.

Practice the safe use of technology.

Standard 8: Health Promotion

8.1.S Support changes to promote

8.2.S

safety in the home, at school, and in the community.

Design a campaign for preventing violence, aggression, bullying, and harassment.

Key

Assignments/

Assessments

Health Education 7 SDAIE/PLS

Page 14

Textbook and

Supplemental Materials

Performance Indicators for Injury Prevention

and Safety (IPS)

Essential Questions

& Key Vocabulary

Key

Assignments/

Assessments

Health Education 7 SDAIE/PLS

Page 15

Textbook and

Supplemental Materials

8.3.S Demonstrate the ability to influence others’ safety behaviors

(e.g., wearing bicycle helmets and seat belts).

and (ATOD)

The area of health education that focuses on safe use of prescription and over-the-counter drugs, not drinking alcohol, avoiding tobacco use, not being involved in illegal drug use, and practicing protective factors.

Performance Indicators for Alcohol, Tobacco,

and Other Drugs (ATOD)

Standard 1: Essential Concepts

1.1.A Describe the short- and longterm harmful effects of alcohol, tobacco, and other drugs, including steroids, performance-enhancing drugs

1.2.A

1.3.A

and inhalants.

Describe the relationship between using alcohol, tobacco, and other drugs and engaging in other risky

behaviors.

Explain the dangers of drug dependence and addiction.

1.4.A

1.5.A

1.6.A

2.2.A

Describe the consequences of using alcohol, tobacco, and other drugs during pregnancy, including fetal alcohol spectrum disorders.

Analyze the harmful effects of using diet pills without physician supervision.

Explain the short- and long-term consequences of using alcohol and other drugs to cope with

1.7.A

1.8.A problems.

Explain why most youths do not use alcohol, tobacco, and other drugs.

Explain school policies and community laws related to use, possession, and sale of alcohol, tobacco, and illegal drugs.

Standard 2: Analyzing Influences

2.1.A Analyze internal influences that affect the use and abuse of alcohol, tobacco, and other drugs.

Evaluate the influence of marketing and advertising

Essential Questions

& Key Vocabulary

How do drugs impact health?

What is the difference between drug use, misuse, and abuse?

How does drug use increase risk of being involved in dangerous situations?

Where can we access valid information and help regarding legal and illegal drugs?

What is the importance of utilizing effective communication skills?

What is the importance of utilizing effective decision making skills?

What is the importance of setting goals?

How can we promote a drug-free lifestyle?

Key

Assignments/

Assessments

From the

Health

Education

Assessment

Guide for

Middle Schools

Short/Extended

Response

Performance

Based

Assessments:

Short and Long

Term

Consequences of Alcohol Use

(EC/HP)

Influences on

Tobacco Use

(EC/AI)

Decision Making and Tobacco

(EC/DM)

Tobacco

Cessation

(EC/IC)

Performance

Events and

Tasks:

Benefits of

Being Tobacco

Free (EC/AI)

Textbook and

Supplemental Materials

• Chapters 10,11: Teen

Health 2, Glencoe

• Teachers’ Edition: pp.

TM24-25

Support

Resources

• http://www.glencoe.c

om/sec/health/th2200

5/index.php/ca

• Project

• www.projectalert.com

• HealthTeacher,

ToucanEd

• AudioVisuals available from OMS and SMRC

Performance Indicators for Alcohol, Tobacco,

and Other Drugs (ATOD)

2.3.A techniques and how they affect alcohol, tobacco, and other drug use and abuse.

Analyze family and peer pressure as influences on the use of alcohol, tobacco, and

other drugs.

Standard 3: Accessing Valid Information

3.1.A Analyze the validity of information, products, and services related to the use of alcohol, tobacco, and other drugs.

Standard 4: Interpersonal Communication

4.1.A Use effective refusal and negotiation skills to avoid risky situations, especially where alcohol, tobacco, and other drugs are being used.

Standard 5: Decision Making

5.1.A Use a decision-making process to avoid using alcohol,

6.1.A tobacco, and other drugs in a variety of situations.

Standard 6: Goal Setting

Develop short- and long-term goals to remain drug free.

Standard 7: Practicing Health-Enhancing

Behaviors

7.1.A Use a variety of effective coping strategies when there is alcohol, tobacco, and other drug use in group situations.

7.2.A Practice positive alternatives to using alcohol, tobacco, and other drugs.

Standard 8: Health Promotion

8.1.A Participate in school and community efforts to promote a drug-free lifestyle.

Essential Questions

& Key Vocabulary abstinence addiction dependence depressant hallucinogen performanceenhancing prescription pressure recovery refusal stimulant tolerance withdrawal

Key

Assignments/

Assessments

Short and Long

Term Effects of

AOD Use

(EC/GS)

Communicating

Healthy Choices

About AOD Use

(EC/IC)

Health Education 7 SDAIE/PLS

Page 16

Textbook and

Supplemental Materials

Health Education 7 SDAIE/PLS

Page 17

Growth, Development, and Sexual Health (GDSH)

18 days

Growth and Development: The area of health education that focuses on learning about the growth and development of the human body, keeping body systems healthy, developing habits that promote healthful development, developing habits that promote healthful aging, and choosing behaviors to reduce the risk of STD/HIV infection.

Sexual Health: The area of health education that encompasses a broad scope of concepts and skills, including acquiring information about sexual development, reproductive health, interpersonal relationships, body image, and gender roles; recognizing habits that protect female and male reproductive health; learning about pregnancy and childbirth; and learning about development of infants and children. It also includes skill development in areas such as communication, decision making, refusal techniques, and goal setting. Sexual health topics are grounded in the premise that sexuality is a natural, ongoing process that begins in infancy and continues through life.

⇒

This unit requires parent notification. Indicators marked with an * are taken from Education Code.

Performance Indicators for Growth,

Development, and Sexual Health (GDSH)

Standard 1: Essential Concepts

1.1.G Explain physical, social, and emotional changes associated with adolescence.

1.2.G

1.3.G*

Summarize the human reproduction cycle.

Explain the effectiveness of abstinence in preventing HIV, other STDs, and unintended

1.4.G

1.5.G* pregnancy.

Explain how conception occurs, the stages of pregnancy, and responsibilities associated with parenting.

Explain the effectiveness of

FDA-approved condoms and other contraceptives in

1.6.G*

1.7.G*

1.8.G*

1.9.G

1.10.G

1.11.G

preventing HIV, and other

STDs, and unintended pregnancy.

Identify the short- and longterm effects of HIV/AIDS/STDs.

Identify ways to prevent or reduce the risk of contracting

HIV, AIDS, and other STDs.

Recognize that there are individual differences in growth and development, physical appearance, gender roles, and sexual orientation.

Explain why individuals have the right to refuse sexual contact.

(also IPS)

Describe the emotional, psychological, and physical consequences of rape and sexual assault. (also IPS)

Explain why rape and sexual assault should be reported to authorities and a trusted adult.

Essential Questions

& Key Vocabulary

What physical changes occur through adolescence?

How does one change physically, mentally, emotionally and socially throughout the stages of life?

How does one build healthy relationships?

What are the benefits of abstinence?

What are consequences of sexual activity?

Where can we access valid information about growth, development and sexual health?

What is the importance of utilizing effective communication skills?

What is the importance of utilizing effective decision making skills?

Key

Assignments/

Assessments

From the

Health

Education

Assessment

Guide for

Middle Schools

Short/Extended

Response

Performance

Based

Assessments:

Changes During

Adolescence

(EC/AI)

Accessing

Information

(EC/AVI)

HIV and Other

STD Prevention

(EC/IC)

Sexual Behavior

(EC/HP)

Pregnancy

Prevention

(EC/HP)

HIV and Other

STD Prevention

(EC/PB)

Textbook and

Supplemental Materials

• Ch. 6, 8: Teen Health

2, Glencoe

• Teachers’ Edition: pp.

TM24-25

Support

Resources

• http://www.glencoe.c

om/sec/health/th2200

5/index.php/ca

Prevention

• http://www.cdc.gov/st d/default.htm

• In Touch with Teens

• HealthTeacher,

ToucanEd

• AudioVisuals available from OMS and SMRC

Performance Indicators for Growth,

Development, and Sexual Health (GDSH)

Essential Questions

& Key Vocabulary

1.12.G*

1.13.G wait until adulthood to become parents.

Standard 2: Analyzing Influences

2.1.G

Baby Law.

Evaluate the benefits to mother, father, and child when teenagers

Analyze how internal and external influences affect growth and development, relationships, and sexual behavior.

2.2.G*

(also IPS)

Describe responsible prenatal and parenting care, including

California’s Safely Surrendered

2.3.G*

Evaluate how culture, media, and other people influence our perceptions of body image, gender roles, sexuality, attractiveness, relationships, and sexual orientation.

Analyze the influence of alcohol and other drugs on

2.4.G* sexual behaviors.

Describe situations that could lead to pressure for sexual activity and to the risk of

2.5.G

contracting HIV and other

STDs.

Recognize that there are individual, family, and cultural differences in relationships.

Explain how sexual exploitation 2.6.G can occur through the Internet.

Standard 3: Accessing Valid Information

3.1.G Identify trusted adults from one’s

3.2.G*

family, school, and community for advice and counseling regarding reproductive and sexual health.

Locate medically and scientifically accurate sources of information on reproductive

3.3.G* health.

Identify health care providers for reproductive and sexual health services.

Standard 4: Interpersonal Communication

What is the importance of setting goals?

How can we promote safe, respectful and responsible relationships? adolescence abstinence commitment conception contraception cooperation exploitation family maturation monogamy parenting peers pregnancy prenatal puberty relationships reproductive respect responsibility

Key

Assignments/

Assessments

Performance

Events and

Tasks:

Pregnancy

Prevention

(EC/AVI)

4.2.G* communication skills with parents, guardians, health care providers, or other trusted adults by discussing issues related to reproductive and sexual health.

Use effective verbal and nonverbal communication skills to prevent sexual

Health Education 7 SDAIE/PLS

Page 18

Textbook and

Supplemental Materials

Performance Indicators for Growth,

Development, and Sexual Health (GDSH)

4.3.G

4.4.G* involvement, HIV, other STDs, and unintended pregnancy.

Use healthy and respectful ways to express friendship, attraction, and affection.

Analyze the benefits of respecting individual differences in growth and development, physical appearance, gender roles, and sexual orientation.

4.5.G Demonstrate how to ask for help from parents, other trusted adults, or friends when pressured to participate in sexual behavior.

Standard 5: Decision Making

5.1.G* Analyze why abstinence is the most effective method for the

5.2.G*

5.3.G*

5.4.G

5.5.G

5.6.G

prevention of HIV, STDs, and pregnancy.

Use a decision-making process to examine the characteristics of healthy relationships.

Use a decision-making process to evaluate individual differences in growth and development, physical appearance, gender roles, and

sexual orientation.

Analyze the responsibilities and privileges of becoming a young adult.

Identify how good health practices in adolescence affect lifelong health and the health of future children.

Explain the immediate physical, social, and emotional risks and consequences associated with sexual activity.

5.7.G Use a decision-making process to evaluate the value of using FDAapproved condoms for pregnancy and STD prevention.

Standard 6: Goal Setting

6.1.G* Develop a plan to avoid HIV,

AIDS, other STDs, and

6.2.G*

7.2.G* pregnancy.

Describe how HIV, AIDS, other

STDs, or pregnancy could impact life goals.

Standard 7: Practicing Health-Enhancing

Behaviors

7.1.G* Describe strategies for refusing unwanted sexual activity.

Demonstrate the ability to

Essential Questions

& Key Vocabulary

Key

Assignments/

Assessments

Health Education 7 SDAIE/PLS

Page 19

Textbook and

Supplemental Materials

Performance Indicators for Growth,

Development, and Sexual Health (GDSH)

Essential Questions

& Key Vocabulary

Key

Assignments/

Assessments

Health Education 7 SDAIE/PLS

Page 20

Textbook and

Supplemental Materials

anticipate and minimize exposure to situations that pose a risk to sexual health.

7.3.G* Describe personal actions that can protect reproductive and sexual health.

Standard 8: Health Promotion

8.1.G* Support and encourage safe, respectful, and responsible

8.2.G* relationships.

Promote respect for and dignity of persons living with HIV or

AIDS.

Summary and Closing

2 days

APPLICATION OF THE CONTENT:

Career Connections:

Within the content areas, aspects of the following Career Development Competencies are addressed:

1) Knowledge of the influence of a positive self-concept

2) Skills to interact with others

3) Awareness and knowledge of the importance of growth and change

Many career options in health will be explored. These careers will focus on traditional health occupations as well as an introduction to many other non-traditional and emerging health careers. (See Teen Health Course

2 text; visit health.glencoe.com, career corner)

1. Identify occupations related to units of study.

2. Research a health career utilizing print and on-line (www.eguidance.com) resources.

3. Provide a written report discussing job description, salary, education, required skills, etc. addressing one of the health content areas and the Accessing Information skill.

Related Major Skills & Characteristics - Accessing Information, Analyzing Influences, Interpersonal

Communication, Decision-making, Goal Setting, Self-Management, Advocacy, Problem Solving,

Negotiation, Organizational Skills, Numerical Computation, Ability to Analyze & Interpret Data, Critical

Thinking, Computer Literacy

Related Career Titles – Students who have an interest in health education may be interested in the

following careers.

Health Teacher, Social Worker, Psychiatrist, Guidance Counselor, Veterinarian, Coach,

Childcare Assistance, Obstetrician, Teacher, Gerontologist, EEG Technician, Cardiology

Technician, Radiologic Technologist, Gynecologist, Dental Hygienist, Optometric Technician,

Audiologist, Athletic Trainer, Physical Therapist, Exercise Physiologist, Dietician, Dietetic

Technician, Pharmaceutical Sales, Respiratory Therapist, Rehabilitation Counselor, Drug

Enforcement Officer, Occupational Therapist, Medical Laboratory Technician, Epidemiologist,

Surgeon, Marine Biologist, Environmentalist.

Service Learning:

Service learning is an instructional strategy that connects meaningful community service experiences with academic learning, personal growth, and civic responsibility. Service learning enhances what is taught in the

Health Education 7 SDAIE/PLS

Page 21 course by extending learning beyond the classroom and providing opportunities for students to use newly acquired skills and knowledge in real-life situations in their own communities. Service learning makes coursework relevant.

There are many opportunities, on campus and in the community, to participate in service learning activities related to Health Education. Students are expected to complete a service learning activity prior to the completion of the course. Any preparation, action, products developed for the project, and reflection on the service activity, not the service itself, will be graded by the instructor as one of the performance based assessments.

METHODS: A variety of instructional strategies will be utilized to accommodate all learning styles and to reinforce reading, writing and health skills while learning health content.

Lesson Design & Delivery: Teachers will incorporate these components of lesson design during direct

instruction and inquiry activities. The order of components is flexible, depending on the teacher’s vision for the individual lesson. For instance, the objective and purpose, while present in the teacher’s lesson plan, are not made known to the students at the beginning of an inquiry lesson.

Essential

Elements of

Effective

Instruction

Model for Lesson Design

Using Task Analysis

Anticipatory Set

Objective

Standard Reference

Purpose

Input

Modeling

Check for Understanding

Guided Practice

Closure

Independent Practice

Some components may occur once in a lesson, but others will recur many times. Checking for understanding occurs continually; input, modeling, guided practice and closure may occur several times.

There may even be more than one anticipatory set when more than one content piece is introduced.

Active Participation: Teachers will incorporate the principles of active participation and specific

strategies to ensure consistent, simultaneous involvement of the minds of all learners in the classroom.

Teachers should include both covert and overt active participation strategies, incorporating cooperative learning structures and brain research. Some of the possible active participation strategies include:

COVERT

Recall

OVERT

(Oral)

Pair/Share

OVERT

(Written)

Restate in Journals / Notes

OVERT

(Gestures)

Hand Signals

Imagine

Observe

Consider

Idea Wave

Choral Response

Give One, Get One

“Foggiest” point

Response Boards

Graphic Organizers

Folded Paper

Ticket Out of Class

Model with Manipulatives

Stand up/ Sit down

Point to Examples

Groups (i.e. Talking Chips,

Gambit Chips)

Baldrige Quality Tools

Affinity Diagram

Plus/Delta

Flow Chart

Consensogram

Force Field Analysis

Scatter Diagram

Literacy and Differentiation Strategies

Learning styles and learning challenges of your students may be addressed by implementing combinations of the following

Reading Strategies in Health

•

Learning Logs

•

Pre-teaching

•

Vocabulary

•

Pre-reading

•

Anticipation Guides

•

Reciprocal Teaching

SDAIE Strategies for English

Learners

•

Tapping/Building Prior Knowledge

(Graphic Organizers, Schema)

•

Grouping Strategies

•

Multiple Intelligences

•

Adapt the Text

•

Interactive Learning

•

Acquisition Levels

•

Language Sensitivity

•

Lower the Affective Filter

(including Processing Time)

•

Home/School Connection

(including Cultural Aspects)

Strategies for Special Needs Students

•

Interactive Learning

•

Adapt Text

•

Homogeneous Grouping

•

Small Group Instruction

•

Direct Instruction

•

Graphic Organizers

•

Partner

•

Build Prior Knowledge

•

Differentiate Instruction

•

Use of Instructional

Accommodations:

(i.e., Change of response, scheduling, presentation, and setting)

•

Modify/adapt the Curriculum:

(i.e., Change quantity, timing, level of support, input, difficulty, output, participation, have alternate goals)

Primary Language Support

•

Preview/review Grouping

•

Parallel Texts

•

Cognates

Differentiation for Advanced

Learners

•

Curriculum Compacting

•

Tiered Assignments

•

Flexible Grouping

•

Acceleration

•

Depth and Complexity

•

Independent Study

MATERIALS USED IN TEACHING THE COURSE: In addition to the basic text, a variety of instructional tools will be used to meet the needs of all students.

Basic Text: Teen Health Course 2; Bronson, 2005, Glencoe/McGraw Hill

Support for English Language Learners:

Spanish Student Edition available

Spanish Chapter Summaries of the basic text

Spanish Chapter Summaries on cassette

Language Support Activities for ELL’s accompany the basic text

Supplementals:

Textbook Support Resources:

• Glencoe Health online at http://health.glencoe.com

• Teacher Works CD ROM

• Teaching Resources by Glencoe

•

Student Activity Workbook

Strategies

Binder

Health Education 7 SDAIE/PLS

Page 22

Health Education 7 SDAIE/PLS

Page 23

• Abstinence

•

Safety and Injury Prevention Module

•

Tobacco, Alcohol, and Other Drugs Module

• Applications by Glencoe

•

Concept Mapping Activities

Activities

• Cross-Curriculum

Activities

Labs

Activities

•

Building Health Skills

• Reading Resources by Glencoe

•

Foldables (Dinah Zike’s Reading and Study Skills for Glencoe Health)

Tutor

•

Vocabulary PuzzleMaker CD ROM

• Assessment Resources by Glencoe

•

Lesson Quizzes and Chapter Tests

Performance Assessment

•

English Chapter Summaries, Quizzes, and Activities

•

Spanish Chapter Summaries, Quizzes, and Activities

ExamView Pro Testmaker Software

Videoquizzes

Additional Supplementals:

• Project

• Too Good for Violence (Mandated for compliance with No Child Left Behind)

• Positive Prevention: HIV/STD Prevention Education for California Youth, Level A, American Red Cross

(Mandated use for compliance with AB 11)

• CCSSO~SCASS Health Education Assessment Project Tools Notebook

• HealthTeacher: Teaching Health Concepts and Skills Middle School, ToucanEd Publishing

Harassment and In Touch with Teens, LA Commission on Assaults Against Women

• Age-appropriate health education materials from American Cancer Society, American Heart Association,

American Lung Association, Dairy Council of California, etc.

• District-approved instructional teaching props, videos and print materials available from OMS and SMRC

Related Career Resources

There are many web sites that will help with career selection such as Eguidance.com, BRIDGES.com, and icouldbe.org. Call the Career/Tech Ed Office (562-989-7872 x 291) for more information on careers.

EVALUATION: Student achievement in this course will be measured using multiple assessment tools including but not limited to:

Required Assessments:

Exam

Additional Assessments

Teacher-Based evaluation will include

• Lesson quizzes and chapter tests to determine acquisition of health content

Health Education 7 SDAIE/PLS

Page 24

• Performance-based assessment events and tasks (written and or oral reports, posters, cartoons, skits, songs, charts, displays, etc.) to allow students to demonstrate getting the information (define, describe, identify, etc.), processing it (compare, contrast, analyze, etc.), and using it (inform, persuade, motivate)

• Performance-based assessments assess health concepts and skills in the context of scenarios that can closely approximate real world situations (these assessments can only infer whether students "know how to" engage in healthy behaviors and "know why" they are healthy; they will not be able to tell whether they are actually using their knowledge to engage in health-enhancing behaviors outside the classroom)

Student-Based evaluation will include:

• Personal health inventories and plans

• Assessment of performance events and tasks

• Selection of work samples for health portfolios