Access Health Grade 4 (#7708040) 


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Course Standards

The following standards focus on yearly instruction to ensure that students gain adequate exposure to health information and practices.  Students advancing through the grades are expected to meet each year's grade specific benchmarks and retain or further develop skills and understandings mastered in preceding grades.


Name Description
HE.4.B.3.1 (Archived Standard): Describe characteristics of valid health information, products, and services.
Related Access Points
Name Description
HE.4.B.3.In.a: Identify characteristics of valid health information, products, and services, such as professional certification, complete directions for use, source, and date.
HE.4.B.3.Su.a: Recognize characteristics of valid health information, products, and services, such as complete directions for use, source, and date.
HE.4.B.3.Pa.a: Recognize trusted adults or health care providers at home, school, and in the community who can provide valid health information, products, and services, such as parents, therapists, nurses, and doctors.

HE.4.B.3.2 (Archived Standard): Construct criteria for selecting health resources, products, services, and reputable technologies.
Related Access Points
Name Description
HE.4.B.3.In.b: Identify criteria for selecting common health resources, products, and services, such as safety, affordability, and availability.
HE.4.B.3.Su.b: Recognize criteria for selecting common health resources, products, and services, such as safety, affordability, and availability.
HE.4.B.3.Pa.b: Associate selected health products and services with related health activities.

HE.4.B.3.3 (Archived Standard): Examine resources from home, school and community that provide valid health information.
Related Access Points
Name Description
HE.4.B.3.In.c: Identify selected resources of valid health information at home, school and in the community, such as Internet sites, television and radio shows, brochures, and books.
HE.4.B.3.Su.c: Recognize selected resources from home, school, and community that provide valid health information, such as Internet sites, television and radio shows, brochures, and books.
HE.4.B.3.Pa.c: Recognize trusted adults or healthcare providers at home, school, and in the community who can provide valid health information, products, and services, such as parents, therapists, nurses, and doctors.

HE.4.B.4.1 (Archived Standard): Explain effective verbal and nonverbal communication skills to enhance health.
Related Access Points
Name Description
HE.4.B.4.In.a: Identify effective verbal and nonverbal communication skills to enhance health, such as practicing assertive, aggressive, or passive responses and demonstrating empathy for others.
HE.4.B.4.Su.a: Recognize selected effective verbal and nonverbal communication skills to enhance health, such as practicing assertive, aggressive, or passive responses and demonstrating empathy for others.
HE.4.B.4.Pa.a: Recognize effective verbal and nonverbal communication to enhance health.

HE.4.B.4.2 (Archived Standard): Identify refusal skills and negotiation skills that avoid or reduce health risks.
Related Access Points
Name Description
HE.4.B.4.In.b: Recognize selected refusal skills and negotiation skills that avoid or reduce health risks, such as expressing feelings, offering alternatives, and reporting danger.
HE.4.B.4.Su.b: Recognize basic refusal skills that avoid or reduce health risks in the classroom, such as expressing feelings and reporting danger.
HE.4.B.4.Pa.b: Recognize refusal skills to reduce health risks in the classroom.

HE.4.B.4.3 (Archived Standard): Discuss nonviolent strategies to manage or resolve conflict.
Related Access Points
Name Description
HE.4.B.4.In.c: Recognize nonviolent strategies to manage or resolve conflict at school, such as telling a resource officer, having a “cool-off” period or quiet time, getting physical activity, and compromising.
HE.4.B.4.Su.c: Recognize a nonviolent strategy to manage or resolve conflict at school, such as telling a resource officer, having a “cool-off” period or quiet time, getting physical activity, or compromising.
HE.4.B.4.Pa.c: Recognize a selected nonviolent way to respond to a potentially threatening classroom situation, such as a disagreement with a peer.

HE.4.B.4.4 (Archived Standard): Demonstrate ways to ask for assistance to enhance personal health.
Related Access Points
Name Description
HE.4.B.4.In.d: Demonstrate basic ways to ask for assistance to enhance personal health, such as verbalizing, writing, and drawing.
HE.4.B.4.Su.d: Demonstrate a way to ask for assistance to enhance personal health, such as verbalizing, writing, or drawing.
HE.4.B.4.Pa.d: Communicate a request for assistance to enhance personal health.

HE.4.B.5.1 (Archived Standard): Identify circumstances that can help or hinder healthy decision making.
Related Access Points
Name Description
HE.4.B.5.In.a: Recognize circumstances that can help or hinder healthy decision making, such as family support or lack of knowledge and support.
HE.4.B.5.Su.a: Recognize selected circumstances that can help or hinder healthy decision making, such as family support or lack of knowledge and support.
HE.4.B.5.Pa.a: Recognize choices related to health, such as daily exercise, and eating healthy food.

HE.4.B.5.2 (Archived Standard): Itemize healthy options to health-related issues or problems.
Related Access Points
Name Description
HE.4.B.5.In.b: Describe healthy options to health-related issues or problems, such as responding immediately to an injury, resolving conflict and anger, and participating in physical activity.
HE.4.B.5.Su.b: Identify healthy options to personal health-related issues or concerns, such as responding immediately to an injury, resolving conflict and anger, and participating in physical activity.
HE.4.B.5.Pa.b: Recognize selected healthy options to health-related issues or problems.

HE.4.B.5.3 (Archived Standard): Predict the potential short-term impact of each option on self and others when making a health-related decision.
Related Access Points
Name Description
HE.4.B.5.In.c: Identify the potential short-term impact of options on yourself and others, when making a health-related decision, such as getting first aid, participating in physical activity, or using tobacco.
HE.4.B.5.Su.c: Recognize a potential short-term personal impact of each option when making a health-related decision, such as getting first aid, participating in physical activity, or using tobacco.
HE.4.B.5.Pa.c: Recognize selected healthy options to health-related issues or problems.

HE.4.B.5.4 (Archived Standard): Choose a healthy option when making decisions for yourself and/or others.
Related Access Points
Name Description
HE.4.B.5.In.d: Identify a healthy option when making a decision for yourself, such as using safety equipment, choosing healthy foods, washing hands, and maintaining personal hygiene.
HE.4.B.5.Su.d: Recognize a healthy option when making a decision for yourself, such as choosing healthy foods, washing hands, and maintaining personal hygiene.
HE.4.B.5.Pa.d: Recognize selected healthy options to health-related issues or problems.

HE.4.B.5.5 (Archived Standard): Examine when assistance is needed to make a health-related decision.
Related Access Points
Name Description
HE.4.B.5.In.e: Describe situations when assistance is needed when making a health-related decision, such as administering first aid and participating in physical activity.
HE.4.B.5.Su.e: Recognize situations in which assistance is needed in making a health-related decision, such as administering first aid and participating in physical activity.
HE.4.B.5.Pa.e: Recognize a selected classroom situation when assistance is needed for making a choice related to health.

HE.4.B.6.1 (Archived Standard): Create a personal health goal and track progress toward achievement.
Related Access Points
Name Description
HE.4.B.6.In.0: Select a personal health goal and use selected strategies to record daily progress, such as improving eating, sleeping, safety, or hygiene habits, developing communication or coping skills, or becoming educated about drugs, tobacco, or an environmental issue.
HE.4.B.6.Su.0: Identify a short-term personal health goal and identify actions taken to achieve the goal, such as improving eating, sleeping, safety, or hygiene habits, or developing communication and coping skills.
HE.4.B.6.Pa.0: Recognize a short-term personal health goal and recognize behaviors to achieve that goal, such as eating healthy snacks or improving hygiene or communication skills.

HE.4.B.6.2 (Archived Standard): Categorize resources that could assist in achieving a small group personal health goal.
Related Access Points
Name Description
HE.4.B.6.In.1: Describe resources that could assist in achieving a small-group personal-health goal, such as family members, school personnel, community-service providers, and a nutrition resource guide.
HE.4.B.6.Su.1: Identify a resource that could assist in achieving a small-group personal-health goal, such as family members, school personnel, community-service providers, or a nutrition resource guide.
HE.4.B.6.Pa.1: Recognize a resource that could assist in achieving a personal-health behavior (goal), such as a family member or teacher.

HE.4.C.1.1 (Archived Standard): Identify the relationship between healthy behaviors and personal health.
Related Access Points
Name Description
HE.4.C.1.In.0: Recognize the relationship between healthy behaviors and personal health, such as choosing healthy foods for optimal growth and development, wearing a helmet to prevent injury, and washing hands for disease prevention.
HE.4.C.1.Su.0: Recognize the relationship between a healthy behavior and personal health, such as choosing healthy foods for growth, wearing a helmet to prevent injury, and washing hands for disease prevention.
HE.4.C.1.Pa.0: Recognize health behaviors that affect personal health, such as eating healthy foods.

HE.4.C.1.2 (Archived Standard): Identify examples of mental/emotional, physical, and social health.
Related Access Points
Name Description
HE.4.C.1.In.1: Identify one aspect for each dimension of health (mental/emotional, physical, and social), such as expressing feelings appropriately, getting daily physical exercise, and treating others with respect.
HE.4.C.1.Su.1: Recognize aspects of the dimensions of health (mental/emotional, physical, and social), such as expressing feelings appropriately, getting daily physical exercise, and treating others with respect.
HE.4.C.1.Pa.1: Recognize behaviors that represent the mental/emotional dimension of health, such as expressing feelings and managing emotions.

HE.4.C.1.3 (Archived Standard): Describe ways a safe, healthy school environment can promote personal health.
Related Access Points
Name Description
HE.4.C.1.In.2: Identify ways a safe, healthy school environment can promote personal health, such as having hall monitors and school crossing guards, and providing hand- washing supplies in the restrooms.
HE.4.C.1.Su.2: Recognize ways a safe, healthy school environment can promote personal health, such as having hall monitors and school- crossing guards, and providing hand- washing supplies in the restrooms.
HE.4.C.1.Pa.2: Recognize a way a safe, healthy school promotes personal health, such as by having adult supervision.

HE.4.C.1.4 (Archived Standard): Describe ways to prevent common childhood injuries and health problems.
Related Access Points
Name Description
HE.4.C.1.In.3: Identify ways to prevent common childhood injuries and health problems, such as not sharing hats and head gear, following pedestrian/vehicle/bicycle safety rules, and brushing/flossing teeth.
HE.4.C.1.Su.3: Recognize ways to prevent common childhood injuries and health problems, such as not sharing hats and head gear, following pedestrian/vehicle/bicycle safety rules, and brushing/flossing teeth.
HE.4.C.1.Pa.3: Recognize a way to prevent an injury or health problem, such as following safety rules or brushing/flossing teeth.

HE.4.C.1.5 (Archived Standard): Identify the human body parts and organs that work together to form healthy body systems.
Related Access Points
Name Description
HE.4.C.1.In.4: Recognize major external and internal body parts that work together, such as the nose and lungs for breathing, and the mouth and stomach for digesting food.
HE.4.C.1.Su.4: Recognize selected body parts that work together, such as the nose and lungs for breathing or the mouth and stomach for digesting food.
HE.4.C.1.Pa.4: Associate selected external body parts with their functions.

HE.4.C.1.6 (Archived Standard): Distinguish differences among various healthcare providers, products, and services.
Related Access Points
Name Description
HE.4.C.1.In.5: Identify healthcare providers, products, and services, such as doctors, dentists, medicines, and therapies.
HE.4.C.1.Su.5: Recognize healthcare providers, products, and services, such as doctors, dentists, medicines, and therapies.
HE.4.C.1.Pa.5: Recognize common healthcare providers, such as doctors, dentists, and therapists.

HE.4.C.2.1 (Archived Standard): Explain the importance of family on health practices and behaviors.
Related Access Points
Name Description
HE.4.C.2.In.a: Identify important ways the family influences health behaviors and practices of children, such as diet, hygiene practices, physical activity, and home remedies.
HE.4.C.2.Su.a: Recognize important ways the family influences health behaviors and practices of children, such as diet, hygiene practices, and physical activity.
HE.4.C.2.Pa.a: Recognize that families help children learn healthy behaviors and practices.

HE.4.C.2.2 (Archived Standard): Explain the important role that friends/peers may play in health practices and behaviors.
Related Access Points
Name Description
HE.4.C.2.In.b: Identify positive or negative roles that friends/peers may play in health practices and behaviors, such as bullying, smoking, or inhalant use.
HE.4.C.2.Su.b: Recognize a role friends/peers may have in health behaviors, such as bullying or smoking.
HE.4.C.2.Pa.b: Recognize healthy behaviors of friends/peers.

HE.4.C.2.3 (Archived Standard): Explain the important roles that school and community play in health practices and behaviors.
Related Access Points
Name Description
HE.4.C.2.In.c: Identify the important roles that the school and community play in promoting health practices and behaviors, such as providing disaster- preparedness programs, school breakfast programs, youth organizations, and recycling.
HE.4.C.2.Su.c: Recognize an important role that the school and community play in promoting health practices and behaviors, such as providing disaster- preparedness programs, school breakfast programs, youth organizations, and recycling.
HE.4.C.2.Pa.c: Recognize a way the school promotes health behaviors, such as providing disaster- preparedness programs, school breakfast programs, youth organizations, and school safety rules.

HE.4.C.2.4 (Archived Standard): Recognize types of school rules and community laws that promote health and disease prevention.
Related Access Points
Name Description
HE.4.C.2.In.d: Recognize selected community laws that promote health and disease prevention, such as helmet laws and speed limits.
HE.4.C.2.Su.d: Recognize school rules that promote health and disease prevention, such as proper disposal of trash, obeying crossing guards, and bicycle safety.
HE.4.C.2.Pa.d: Recognize a way the school promotes health behaviors, such as providing disaster-preparedness programs, school breakfast programs, youth organizations, and school-safety rules.

HE.4.C.2.5 (Archived Standard): Explain how media influences personal thoughts, feelings, and health behaviors.
Related Access Points
Name Description
HE.4.C.2.In.e: Identify ways media and the use of technology influences personal thoughts, feelings, and health behaviors, such as product placement, promoting certain brands, anti-drug campaigns, video games, and seat-belt alarms.
HE.4.C.2.Su.e: Recognize ways media and the use of technology influence personal thoughts, feelings, and health behaviors, such as promoting brands, anti-drug campaigns, video games, and seat-belt alarms.
HE.4.C.2.Pa.e: Recognize a way media or the use of technology affects an emotion or a health behavior.

HE.4.C.2.6 (Archived Standard): Explain how technology influences personal thoughts, feelings, and health behaviors.
Related Access Points
Name Description
HE.4.C.2.In.f: Identify ways media and the use of technology influences personal thoughts, feelings, and health behaviors, such as product placement, promoting certain brands, anti-drug campaigns, video games, and seat-belt alarms.
HE.4.C.2.Su.f: Recognize ways media and the use of technology influence personal thoughts, feelings, and health behaviors, such as promoting brands, anti-drug campaigns, video games, and seat-belt alarms.
HE.4.C.2.Pa.f: Recognize a way media or the use of technology affects an emotion or a health behavior.

HE.4.P.7.1 (Archived Standard): Discuss a variety of healthy practices and behaviors to maintain or improve personal health and reduce health risks.
Related Access Points
Name Description
HE.4.P.7.In.b: Identify healthy practices and behaviors to maintain or improve personal health and reduce common health risks, such as avoiding tobacco products, brushing and flossing teeth, participating in regular physical activity, following playground rules, refusing tobacco and alcohol products, and reporting bullying.
HE.4.P.7.Su.b: Recognize healthy behaviors to maintain or improve personal health and reduce common health risks, such as avoiding tobacco products, brushing and flossing teeth, participating in regular physical activity, following playground rules, refusing tobacco and alcohol products, and reporting bullying.
HE.4.P.7.Pa.b: Recognize a healthy behavior that improves personal health and reduces common health risks, such as following playground rules, refusing tobacco and alcohol products, or reporting bullying.

HE.4.P.8.1 (Archived Standard): Assist others to make positive health choices.
Related Access Points
Name Description
HE.4.P.8.In.0: Help others to make positive health choices at school, such as following water safety rules, reporting bullying, and resolving conflicts with others.
HE.4.P.8.Su.0: Cooperate with others when making positive health choices, such as by following safety rules, and resolving conflicts with others.
HE.4.P.8.Pa.0: Work with a partner to make a positive health choice, such as following safety rules.

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.

 

Clarifications:
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.
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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.
Clarifications:
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.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
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.
Clarifications:
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.
Clarifications:
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.
Clarifications:
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.



General Course Information and Notes

VERSION DESCRIPTION

The purpose of this course is to provide students with the opportunity to gain knowledge and skills necessary to make healthy choices with the overall goal of improving quality of life, as well as describe the relationships between a healthy behavior, environment, and personal health.

The content should include, but not be limited to, the following:

  • Core Concepts (mental/emotional, physical, and social health promotion, disease and injury prevention)
  • Accessing Information (cultural influences, medical resources, emergency drills, school and community health)
  • Internal and External Influences (available resources, products, and services)
  • Interpersonal Communication (conflict resolution, verbal and non-verbal, active listening and refusal skills)
  • Decision Making (positive/negative healthy options and decisions)
  • Goal Setting (short and long term health targets, personal health and small group)
  • Self-Management (self-enhancing responsible choices and healthy practices)
  • Advocacy (positive promotion and modeling healthy choices)

Instructional Practices

Teaching from well-written, grade-level textbook enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason.  Using the following instructional practices also helps students learning:

  1.      Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
  2.      Making close reading and rereading of texts central to lessons.
  3.      Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4.      Requiring students to support answers with evidence from the text.
  5.      Providing extensive text-based research and writing opportunities (claims and evidence).

Any student whose parent makes written request to the school principal shall be exempted from the teaching of reproductive health or any disease, including HIV/AIDS, its symptoms, development, and treatment.  A student so exempted may not be penalized by reason of that exemption.

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities. 

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf.

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.


General Information

Course Number: 7708040 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS HEALTH GR 4
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Status: Draft - Course Pending Approval
Grade Level(s): 4



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Health (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Health (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Health (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Health (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Health (Elementary and Secondary Grades K-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Physical Education (Grades K-8)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Physical Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)


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