|HE.7.B.3.1:|| Analyze the validity of health information, products, and services.|
Advertisements, health-claim articles, personal-care product claims, and tobacco-use information, internet searches, store visits, newspaper use, phonebook search, and personal call to sources for information.
|HE.7.B.3.3:|| Compare a variety of technologies to gather health information.|
WebMD vs. Wikipedia, home blood pressure/thermometer vs. physician’s office equipment, and mobile diagnostic imaging vs. hospital MRI.
|HE.7.B.3.4:|| Differentiate among professional health services that may be required.|
Dentist vs. orthodontist, family physician vs. specialist, and school guidance counselor vs. psychologist.
|HE.7.B.4.1:|| Apply effective communication skills when interacting with others to enhance health.|
Clear and concise words, nonverbal language, discussion, "I" messages, and assertive vs. passive or aggressive communication.
|HE.7.B.4.2:|| Demonstrate refusal, negotiation, and collaboration skills to enhance health and reduce health risks.|
Working together, compromise, direct statement, peer mediation, personal boundaries, and reflective listening.
|HE.7.B.4.3:|| Articulate the possible causes of conflict among youth in schools and communities.|
Ethnic prejudice and diversity, substance use, group dynamics, relationship issues/dating violence, gossip/rumors, and sexual identity.
|HE.7.B.4.4:|| Demonstrate how to ask for assistance to enhance the health of self and others.|
“I” messages, ask on behalf of a friend, written request, riding in a vehicle with someone who is intoxicated, and bullying.
|HE.7.B.5.2:|| Select healthy alternatives over unhealthy alternatives when making a decision.|
Proper prescription-drug use, using safety equipment, Internet safety, and managing stress.
|HE.7.B.5.4:|| Determine when individual or collaborative decision-making is appropriate.|
Over-the-counter drug use, harassment, gang involvement; and can the outcome result in harm or loss of life?
|HE.7.B.5.5:|| Predict the short and long-term consequences of engaging in health-risk behaviors.|
Driving under the influence, lack of exercise, and poor diet.
|HE.7.B.6.1:|| Analyze personal beliefs as they relate to health practices.|
Weight management through physical activity, disease prevention through hand washing, sharing personal information, and abstinence.
|HE.7.B.6.2:|| Devise an individual goal (short or long term) to adopt, maintain, or improve a personal health practice.|
Participation in organized activities/sports, eating breakfast, safety habits, computer use/safety, and conflict resolution.
|HE.7.B.6.3:|| Explain strategies and skills needed to assess progress and maintenance of a personal health goal.|
Journaling, daily checklists, calorie counting, use of pedometers, participation in support groups, and rewarding milestones.
|HE.7.C.1.1:|| Compare and contrast the effects of healthy and unhealthy behaviors on personal health, including reproductive health.|
Teen pregnancy, caloric balance, time management, and conflict resolution.
|HE.7.C.1.2:|| Explain how physical, mental/emotional, social, and intellectual dimensions of health are interrelated.|
Stress/exams, self-esteem/body weight, emotional stress/illness, and interpersonal relationships/peer refusal.
|HE.7.C.1.3:|| Analyze how environmental factors affect personal health.|
Food refrigeration, appropriate home heating and cooling, air/water quality, and garbage/trash collection.
|HE.7.C.1.4:|| Describe ways to reduce or prevent injuries and adolescent health problems.|
Helmet use, seat-belt use, pedestrian safety, unsupervised handling of firearms, and proper use of over-the-counter medications.
|HE.7.C.1.5:|| Classify infectious agents and their modes of transmission to the human body.|
HIV by sexual transmission and/or shared needles, Lyme disease by vectors, and staphylococcus by direct/indirect contact.
|HE.7.C.1.6:|| Explain how appropriate health care can promote personal health.|
Registered dietitian to plan healthy meals, asthma action plan, and immunization.
|HE.7.C.1.7:|| Describe how heredity can affect personal health.|
Sickle-cell anemia, diabetes, and acne.
|HE.7.C.1.8:|| Explain the likelihood of injury or illness if engaging in unhealthy/risky behaviors.|
Abuse of over-the-counter medications, sexually transmitted diseases and sexually transmitted infections from sexual relationships, injury, or death from unsupervised handling of firearms, and physical/emotional injury, or impact from abusive dating partner.
|HE.7.C.2.1:|| Examine how family health behaviors influence health of adolescents.|
Family meals together, smoking in home, alcohol consumption by family members, and mental illness in the family.
|HE.7.C.2.2:|| Examine how peers may influence the health behaviors of adolescents.|
Modeling self-confidence, trying new food, prejudices, modeling unhealthy/violent behavior, and pressure to smoke and drink.
|HE.7.C.2.3:|| Examine how the school and community may influence the health behaviors of adolescents.|
Gun-lock promotion, fire/tornado drills, school dress codes, banning gang items, and food choices in school.
|HE.7.C.2.5:|| Analyze how messages from media influence health behaviors.|
Sports figures promoting fast food, provocative images in film/print advertisements; coolness/appeal of smoking; and dangerous, life- threatening stunts.
|HE.7.C.2.6:|| Evaluate the influence of technology in locating valid health information.|
Specific health sites to acquire valid health information: CDC, NIH, NIDA, and local health organizations; and Internet and cell phone apps.
|HE.7.C.2.7:|| Determine how cultural changes related to health beliefs and behaviors impact personal health.|
Americanization of fast food across the globe; infant feeding, breast vs. bottle; prevalence of diabetes; cell- phone use; and timeliness of emergency response.
|HE.7.C.2.8:|| Evaluate how changes in social norms impact healthy and unhealthy behavior.|
Secondhand smoke, menu items at restaurants, anti-bullying behavior, and social norms that justify/promote violence.
|HE.7.C.2.9:|| Explain the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.|
Social conformity, social status/appearance, experimentation with drugs, food relationships, and spirituality.
|HE.7.P.7.1:|| Examine the importance of assuming responsibility for personal-health behaviors.|
Physical activity, eating habits, stress management, quality of life, sexual behaviors, and adequate sleep.
|HE.7.P.7.2:|| Experiment with behaviors that will maintain or improve personal health and reduce health risks.|
Peer-refusal skills, problem-solving skills, and engaging in respectful equality-based relationships.
|HE.7.P.8.1:|| Utilize the influence of others to promote positive health choices.|
Seeking help from school support staff, practicing conflict resolution, and making wise consumer purchases.
|HE.7.P.8.2:|| Articulate a position on a health-related issue and support it with accurate health information.|
Bullying prevention, Internet safety, and nutritional choices.
|HE.7.P.8.3:|| Work cooperatively to advocate for healthy individuals, peers, and families.|
Assist with or conduct needs assessments, write advocacy letters, and volunteer at information kiosks.
|HE.7.P.8.4:|| Analyze ways health messages can target different audiences.|
Print media, broadcast media, billboards, and Internet resources.
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
- Analyze the problem in a way that makes sense given the task.
- Ask questions that will help with solving the task.
- Build perseverance by modifying methods as needed while solving a challenging task.
- Stay engaged and maintain a positive mindset when working to solve tasks.
- Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and with others:
- Cultivate a community of growth mindset learners.
- Foster perseverance in students by choosing tasks that are challenging.
- Develop students’ ability to analyze and problem solve.
- Recognize students’ effort when solving challenging problems.
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
- Build understanding through modeling and using manipulatives.
- Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
- Progress from modeling problems with objects and drawings to using algorithms and equations.
- Express connections between concepts and representations.
- Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
- Help students make connections between concepts and representations.
- Provide opportunities for students to use manipulatives when investigating concepts.
- Guide students from concrete to pictorial to abstract representations as understanding progresses.
- Show students that various representations can have different purposes and can be useful in different situations.
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
- Select efficient and appropriate methods for solving problems within the given context.
- Maintain flexibility and accuracy while performing procedures and mental calculations.
- Complete tasks accurately and with confidence.
- Adapt procedures to apply them to a new context.
- Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
- Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
- Offer multiple opportunities for students to practice efficient and generalizable methods.
- Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used.
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
- Communicate mathematical ideas, vocabulary and methods effectively.
- Analyze the mathematical thinking of others.
- Compare the efficiency of a method to those expressed by others.
- Recognize errors and suggest how to correctly solve the task.
- Justify results by explaining methods and processes.
- Construct possible arguments based on evidence.
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
- Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
- Create opportunities for students to discuss their thinking with peers.
- Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
- Develop students’ ability to justify methods and compare their responses to the responses of their peers.
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
- Focus on relevant details within a problem.
- Create plans and procedures to logically order events, steps or ideas to solve problems.
- Decompose a complex problem into manageable parts.
- Relate previously learned concepts to new concepts.
- Look for similarities among problems.
- Connect solutions of problems to more complicated large-scale situations.
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
- Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
- Support students to develop generalizations based on the similarities found among problems.
- Provide opportunities for students to create plans and procedures to solve problems.
- Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
- Estimate to discover possible solutions.
- Use benchmark quantities to determine if a solution makes sense.
- Check calculations when solving problems.
- Verify possible solutions by explaining the methods used.
- Evaluate results based on the given context.
Teachers who encourage students to assess the reasonableness of solutions:
- Have students estimate or predict solutions prior to solving.
- Prompt students to continually ask, “Does this solution make sense? How do you know?”
- Reinforce that students check their work as they progress within and after a task.
- Strengthen students’ ability to verify solutions through justifications.
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
- Connect mathematical concepts to everyday experiences.
- Use models and methods to understand, represent and solve problems.
- Perform investigations to gather data or determine if a method is appropriate.
• Redesign models and methods to improve accuracy or efficiency.
Teachers who encourage students to apply mathematics to real-world contexts:
- Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
- Challenge students to question the accuracy of their models and methods.
- Support students as they validate conclusions by comparing them to the given situation.
- Indicate how various concepts can be applied to other disciplines.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |