Access Health Grade 5 (#7708050) 


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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.5.B.3.1 (Archived Standard): Discuss characteristics of valid health information, products, and services.
Related Access Points
Name Description
HE.5.B.3.In.a: Describe characteristics of valid health information, products, and services, such as being a reliable source, having current information, and being medically accurate.
HE.5.B.3.Su.a: Identify selected characteristics of valid health information, such as being a reliable source, having current information, and being medically accurate.
HE.5.B.3.Pa.a: Recognize healthcare providers in the home, school, or community who provide valid health information, such as a therapist, nurse, and doctor.
HE.5.B.3.2 (Archived Standard): Evaluate criteria for selecting health resources, products, and services.
Related Access Points
Name Description
HE.5.B.3.In.b: Describe criteria for selecting common health resources, products, and services, such as function, directions for use, and provider competence.
HE.5.B.3.Su.b: Identify criteria for selecting common health resources, products, and services, such as function, directions for use, and provider competence.
HE.5.B.3.Pa.b: Recognize intended use of selected health products.
HE.5.B.3.3 (Archived Standard): Compile resources from home, school, and community, technologies that provide valid health information.
Related Access Points
Name Description
HE.5.B.3.In.c: Identify resources for valid health information in the home, school, and community, such as the library, brochures, and books.
HE.5.B.3.Su.c: Recognize resources for valid health information in the home, school, and community, such as the library, brochures, and books.
HE.5.B.3.Pa.c: Recognize healthcare providers in the home, school, or community who provide valid health information, such as therapists, nurses, and doctors.
HE.5.B.4.1 (Archived Standard): Illustrate techniques of effective verbal and nonverbal communication skills to enhance health.
Related Access Points
Name Description
HE.5.B.4.In.a: Describe common techniques of effective verbal and nonverbal communication skills to enhance health, such as verbal or written communication and conflict- resolution skills.
HE.5.B.4.Su.a: Identify common techniques of effective verbal and nonverbal communication skills to enhance health, such as verbal communication and conflict-resolution skills.
HE.5.B.4.Pa.a: Recognize effective verbal and nonverbal communication skills to enhance health.
HE.5.B.4.2 (Archived Standard): Discuss refusal skills and negotiation skills that avoid or reduce health risks.
Related Access Points
Name Description
HE.5.B.4.In.b: Identify selected refusal skills and negotiation skills that avoid or reduce health risks, such as stating desires clearly, offering alternatives, and using “I” messages.
HE.5.B.4.Su.b: Recognize selected refusal or negotiation skills that avoid or reduce health risks, such as stating desires clearly, offering alternatives, and using “I” messages.
HE.5.B.4.Pa.b: Recognize selected refusal skills to reduce health risks in the classroom, such as saying “no” or turning away.
HE.5.B.4.3 (Archived Standard): Illustrate effective conflict resolution strategies.
Related Access Points
Name Description
HE.5.B.4.In.c: Identify selected effective conflict or resolution strategies, such as expressing emotions, listening, and using body language.
HE.5.B.4.Su.c: Recognize selected effective conflict or resolution strategies, such as expressing emotions, listening, and using body language.
HE.5.B.4.Pa.c: Recognize a selected way to resolve a conflict with a peer, such as turning away.
HE.5.B.4.4 (Archived Standard): Determine ways to ask for assistance to enhance the health of self and others.
Related Access Points
Name Description
HE.5.B.4.In.d: Demonstrate ways to ask for assistance to enhance the health of self and others, such as verbalizing, writing, or drawing.
HE.5.B.4.Su.d: Recognize ways to ask for assistance to enhance the health of self and others, such as verbalizing, writing, and drawing.
HE.5.B.4.Pa.d: Initiate a request for assistance to enhance health of self and others.
HE.5.B.5.1 (Archived Standard): Describe circumstances that can help or hinder healthy decision making.
Related Access Points
Name Description
HE.5.B.5.In.a: Identify selected circumstances that can help or hinder healthy decision making, such as peer pressure, bullying, substance abuse, and stress.
HE.5.B.5.Su.a: Recognize circumstances that can help or hinder healthy decision making in the classroom, such as peer pressure, bullying, substance abuse, and stress.
HE.5.B.5.Pa.a: Recognize a circumstance that can help healthy decision making, such as having assistance available.
HE.5.B.5.2 (Archived Standard): Summarize healthy options to health-related issues or problems.
Related Access Points
Name Description
HE.5.B.5.In.b: Explain healthy options to health-related issues or problems, such as concerns about bullying, body image and changes, and anger management.
HE.5.B.5.Su.b: Describe healthy options to health-related issues or concerns, such as concerns about bullying, body image and changes, and anger management.
HE.5.B.5.Pa.b: Associate a healthy or unhealthy option with its related impact on health.
HE.5.B.5.3 (Archived Standard): Compare the potential short-term impact of each option on self and others when making a health-related decision.
Related Access Points
Name Description
HE.5.B.5.In.c: Describe the potential short-term impact of each option on yourself and others when making a health-related decision, such as intervening during bullying, practicing positive character traits, and avoiding substance abuse.
HE.5.B.5.Su.c: Identify a potential short-term personal impact of each option on yourself or others when making a health-related decision, such as intervening during a fight, practicing positive character traits, and avoiding substance abuse.
HE.5.B.5.Pa.c: Associate a healthy or unhealthy option with its related impact on health.
HE.5.B.5.4 (Archived Standard): Select a healthy option when making decisions for yourself and/or others.
Related Access Points
Name Description
HE.5.B.5.In.d: Identify healthy options when making decisions for yourself and others, such as reporting bullying, resolving conflicts, and using safety equipment.
HE.5.B.5.Su.d: Identify a healthy option when making a decision for yourself or others, such as reporting bullying, and resolving conflicts.
HE.5.B.5.Pa.d: Associate a healthy or unhealthy option with its related impact on health.
HE.5.B.5.5 (Archived Standard): Analyze when assistance is needed when making a health-related decision.
Related Access Points
Name Description
HE.5.B.5.In.e: Determine whether a health-related decision can be made individually or when assistance is needed, such as intervening during bullying, dealing with puberty issues, and accessing safety equipment.
HE.5.B.5.Su.e: Identify situations when a health-related decision can be made individually or when assistance is needed, such as intervening during bullying, dealing with puberty issues, and accessing safety equipment.
HE.5.B.5.Pa.e: Recognize situations when personal assistance is needed in making health-related decisions, such as dealing with an aggressive classmate or puberty issues, and accessing safety equipment.
HE.5.B.6.1 (Archived Standard): Specify a personal health goal and track progress toward achievement.
Related Access Points
Name Description
HE.5.B.6.In.0: Describe a personal health goal and track progress toward achievement, such as participating in physical activity, having good eating and safety habits, using computers safely, managing anger, and preventing disease.
HE.5.B.6.Su.0: Identify a short-term personal health goal and track progress toward achieving the goal, such as participating in physical activity, having good eating and safety habits, using computers safely, or managing anger.
HE.5.B.6.Pa.0: Recognize a short-term personal health goal and identify actions taken to achieve the goal, such as eating healthy foods or brushing teeth.
HE.5.B.6.2 (Archived Standard): Select reliable resources that would assist in achieving a small group personal health goal.
Related Access Points
Name Description
HE.5.B.6.In.1: Choose a reliable resource from recommended options in the home, school, or community— such as a reliable member of the family, school personnel, or a community-health provider—who could assist in achieving a small-group personal-health goal.
HE.5.B.6.Su.1: Choose a reliable resource from recommended options in the home or school—such as a parent, teacher, coach, counselor, or school nurse—who could assist in achieving a small-group personal-health goal.
HE.5.B.6.Pa.1: Recognize an appropriate person from the home or school who could assist in achieving a personal-health goal.
HE.5.C.1.1 (Archived Standard): Describe the relationship between healthy behaviors and personal health.
Related Access Points
Name Description
HE.5.C.1.In.0: Identify the relationship between healthy behaviors and personal health, such as not smoking, preventing diseases, expressing feelings to maintain relationships, and using sunscreen for cancer prevention.
HE.5.C.1.Su.0: Recognize relationships between healthy behaviors and personal health, such as not smoking and preventing diseases, expressing feelings to maintain relationships, and using sunscreen for cancer prevention.
HE.5.C.1.Pa.0: Recognize the relationship between a healthy behavior and one’s personal health, such as expressing feelings to maintain relationships or maintaining hygiene to prevent illness.
HE.5.C.1.2 (Archived Standard): Explain the physical, mental/emotional, social, and intellectual dimensions of health.
Related Access Points
Name Description
HE.5.C.1.In.1: Identify aspects of each dimension of health (physical, mental/emotional, social, and intellectual), such as getting immunizations, managing emotions, practicing teamwork, and solving problems.
HE.5.C.1.Su.1: Recognize aspects of the dimensions of health (mental/emotional, physical, social, and intellectual), such as getting immunizations, managing emotions, demonstrating teamwork, and solving problems.
HE.5.C.1.Pa.1: Recognize behaviors that represent the social dimension of health, such as working together or helping a friend.
HE.5.C.1.3 (Archived Standard): Explain ways a safe, healthy home and school environment promote personal health.
Related Access Points
Name Description
HE.5.C.1.In.2: Identify ways a safe, healthy home and school environment promote personal health, such as providing a smoke-free environment, having rules for behavior, and providing healthy foods.
HE.5.C.1.Su.2: Recognize ways a safe, healthy home and school environment promote personal health, such as providing a smoke-free environment, having rules for behavior, and providing healthy foods.
HE.5.C.1.Pa.2: Recognize a way a safe home and school environment promote health, such as providing a smoke-free environment, having rules for behavior, or providing healthy foods.
HE.5.C.1.4 (Archived Standard): Compare ways to prevent common childhood injuries and health problems.
Related Access Points
Name Description
HE.5.C.1.In.3: Describe ways to prevent common childhood injuries and health problems, such as wearing a seat belt, avoiding food with empty calories, and having health check-ups.
HE.5.C.1.Su.3: Identify ways to prevent common childhood injuries or health problems, such as wearing a seat belt, avoiding food with empty calories, and having health check-ups.
HE.5.C.1.Pa.3: Recognize a way to prevent injuries and health problems, such as wearing a seat belt, avoiding food with empty calories, or having health check-ups.
HE.5.C.1.5 (Archived Standard): Explain how human body parts and organs work together in healthy body systems, including the endocrine and reproductive systems.
Related Access Points
Name Description
HE.5.C.1.In.4: Identify ways that major external and internal body parts work together in systems, such as digestive, respiratory, and reproductive.
HE.5.C.1.Su.4: Recognize ways major internal and external body parts work together, such as digesting food, breathing, and reproducing.
HE.5.C.1.Pa.4: Associate major external and internal body parts with their functions.
HE.5.C.1.6 (Archived Standard): Recognize how appropriate health care can promote personal health.
Related Access Points
Name Description
HE.5.C.1.In.5: Recognize selected ways that regular health care can promote personal health, such as having immunizations, using medication appropriately, and getting grief and loss counseling.
HE.5.C.1.Su.5: Recognize a way that regular health care can promote personal health, such as having immunizations, using medication appropriately, or getting grief and loss counseling.
HE.5.C.1.Pa.5: Recognize a healthcare provider needed for a physical-health problem, such as the dentist for a toothache.
HE.5.C.2.1 (Archived Standard): Predict how families may influence various health practices of children.
Related Access Points
Name Description
HE.5.C.2.In.a: Describe how families may influence various health practices of children, such as facilitating involvement in youth sports, practicing good family hygiene, and having healthy eating habits.
HE.5.C.2.Su.a: Identify ways families influence health practices of children, such as facilitating involvement in youth sports, practicing good family hygiene, and having healthy eating habits.
HE.5.C.2.Pa.a: Recognize a way the family influences health behaviors of children, such as facilitating involvement in youth sports, practicing good family hygiene, or having healthy eating habits.
HE.5.C.2.2 (Archived Standard): Predict how friends/peers may influence various health practices of children.
Related Access Points
Name Description
HE.5.C.2.In.b: Describe how friends/peers may influence various health practices of children, such as applying peer pressure to smoke or to cheat, and standing up for someone being bullied.
HE.5.C.2.Su.b: Identify positive and negative examples of ways friends may influence health practices of children, such as applying peer pressure to smoke or to cheat, and standing up for someone being bullied.
HE.5.C.2.Pa.b: Recognize positive and negative examples of selected behaviors of friends, such as friendly or unfriendly behaviors.
HE.5.C.2.3 (Archived Standard): Predict how the school and community influence various health practices of children.
Related Access Points
Name Description
HE.5.C.2.In.c: Describe how the school and community influence various health practices of children, such as offering after-school activities, community-safety education programs, and a variety of nutritious foods at lunch.
HE.5.C.2.Su.c: Identify ways the school and community influence various health practices of children, such as offering after-school activities, community-safety education programs, and a variety of nutritious foods at lunch.
HE.5.C.2.Pa.c: Recognize ways the school influences health practices of children, such as offering after-school activities, community-safety education programs, a variety of nutritious foods at lunch, and bus-safety rules.
HE.5.C.2.4 (Archived Standard): Give examples of school and public health policies that influence health promotion and disease prevention.
Related Access Points
Name Description
HE.5.C.2.In.d: Identify selected school and public-health policies that influence health promotion and disease prevention, such as head-lice guidelines, seat-belt laws, fire drills, and school-bus rules.
HE.5.C.2.Su.d: Recognize school and public-health policies that influence health promotion and disease prevention, such as head-lice guidelines, seat-belt laws, fire drills, and school-bus rules.
HE.5.C.2.Pa.d: Recognize ways the school influences health practices of children, such as offering after-school activities, community safety-education programs, a variety of nutritious foods at lunch, and bus-safety rules.
HE.5.C.2.5 (Archived Standard): Determine how media influences family health behaviors and the selection of health information, products, and services.
Related Access Points
Name Description
HE.5.C.2.In.e: Describe ways media and technology influence family- health behaviors and the selection of information, products, and services, such as providing severe-weather alerts, health-product commercials, carbon-monoxide detectors, and microwave ovens.
HE.5.C.2.Su.e: Recognize ways media and technology influence family-health behaviors and the selection of information, products, and services, such as providing severe-weather alerts, health-product commercials, carbon-monoxide detectors, and microwave ovens.
HE.5.C.2.Pa.e: Recognize ways media and technology affect family-health behaviors, such as healthy eating and using exercise equipment.
HE.5.C.2.6 (Archived Standard): Describe ways that technology can influence family health behaviors.
Related Access Points
Name Description
HE.5.C.2.In.f: Describe ways media and technology influence family-health behaviors and the selection of information, products, and services, such as providing severe-weather alerts, health-product commercials, carbon-monoxide detectors, and microwave ovens.
HE.5.C.2.Su.f: Recognize ways media and technology influence family-health behaviors and the selection of information, products, and services, such as providing severe-weather alerts, health-product commercials, carbon-monoxide detectors, and microwave ovens.
HE.5.C.2.Pa.f: Recognize ways media and technology affect family-health behaviors, such as healthy eating and using exercise equipment.
HE.5.C.2.7 (Archived Standard): Discuss how various cultures can influence personal health beliefs.
Related Access Points
Name Description
HE.5.C.2.In.g: Identify how various cultures can influence personal-health beliefs, such as food choices, health risks from tobacco use, and healthy skin care.
HE.5.C.2.Su.g: Recognize how culture can influence personal-health beliefs, such as food choices, health risks from tobacco use, and healthy skin care.
HE.5.C.2.Pa.g: Associate a cultural activity with healthy behaviors, such as eating special meals.
HE.5.C.2.8 (Archived Standard): Investigate influences that change health beliefs and behaviors.
Related Access Points
Name Description
HE.5.C.2.In.h: Identify influences that change health beliefs and behaviors, such as information about tobacco use, firearm safety, and the use of seat belts/child restraints.
HE.5.C.2.Su.h: Recognize influences that change health beliefs and behaviors, such as information about tobacco use, firearm safety, and use of seat belts/child restraints.
HE.5.C.2.Pa.h: Recognize ways the school influences health practices of children, such as offering after-school activities, community safety-education programs, a variety of nutritious foods at lunch, and bus-safety rules.
HE.5.P.7.1 (Archived Standard): Model responsible personal health behaviors.
Related Access Points
Name Description
HE.5.P.7.In.0: Model selected responsible personal-health behaviors, such as respecting others, choosing healthy foods, and picking up litter.
HE.5.P.7.Su.0: Demonstrate a responsible personal-health behavior, such as respecting others, choosing healthy foods, and picking up litter.
HE.5.P.7.Pa.0: Perform a guided responsible personal-health practice or behavior, such as respecting others, choosing healthy foods, and picking up litter.
HE.5.P.7.2 (Archived Standard): Illustrate a variety of healthy practices and behaviors to maintain or improve personal health and reduce health risks.
Related Access Points
Name Description
HE.5.P.7.In.1: Perform selected healthy practices and behaviors to maintain or improve personal health and reduce common health risks, such as eating healthy foods, bathing daily, using conflict-resolution skills, obeying bicycle safety laws, maintaining good hygiene, and creating healthy menus.
HE.5.P.7.Su.1: Perform a healthy practice or behavior to maintain or improve personal health and reduce common health risks, such as choosing and eating healthy foods, using conflict-resolution skills, or maintaining good hygiene.
HE.5.P.7.Pa.1: Perform a guided responsible personal-health practice or behavior and reduce common health risks, such as respecting others, choosing healthy foods, picking up litter, or maintaining good hygiene.
HE.5.P.8.1 (Archived Standard): Persuade others to make positive health choices.
Related Access Points
Name Description
HE.5.P.8.In.0: Encourage others to make positive health choices, such as practicing negotiation skills, advocating for a smoke-free environment, and encouraging the use of safety equipment.
HE.5.P.8.Su.0: Remind others to make a positive health choice at school, such as using safety equipment.
HE.5.P.8.Pa.0: Remind others to make a positive health choice in selected situations, such as using safety equipment.
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 to prevent injuries and health problems.

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

  • Accessing Information (family health, following rules, friends, trusted adults in school and community)
  • Internal and External Influences (warning labels and community helpers)
  • Interpersonal Communication (conflict resolution, verbal and non-verbal, reporting, 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 groups)
  • Self-Management (personal health choices)
  • 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: 7708050 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS HEALTH GR 5
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Status: Draft - Course Pending Approval
Grade Level(s): 5



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)


There are more than 1304 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22579