| Name |
Description |
| HE.912.B.3.2 (Archived Standard): | Compile data reflecting the accessibility of resources from home, school, and community that provide valid health information. |
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Related Access Points
| Name |
Description |
| HE.912.B.3.In.b: | Describe accessible resources in the home, school, and community that provide valid health information, such as Internet sites, family members, nurses, guidance counselors, physicians, clinics, hotlines, and support groups. | | HE.912.B.3.Su.b: | Identify accessible resources in the home, school, and community that provide valid health information, such as Internet sites, family members, nurses, guidance counselors, physicians, clinics, hotlines, and support groups. | | HE.912.B.3.Pa.b: | Recognize the accessibility of selected products and services that enhance health, such as location, expense, services available, eligibility, and appointment scheduling. |
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| HE.912.B.3.3 (Archived Standard): | Justify the validity of a variety of technologies to gather health information. |
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Related Access Points
| Name |
Description |
| HE.912.B.3.In.c: | Describe common technologies that provide valid health information, such as the Internet, telephone, 911 access, and medical technology including X-rays, ultrasounds, mammograms, and MRIs. | | HE.912.B.3.Su.c: | Identify selected technologies that provide valid health information, such as the Internet, telephone, 911 access, and medical technology including X-rays, ultrasounds, mammograms, and MRIs. | | HE.912.B.3.Pa.c: | Recognize selected technologies that provide valid health information, such as the Internet, telephone, 911 access, and medical technology, including X-rays. |
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| HE.912.B.3.4 (Archived Standard): | Justify when professional health services or providers may be required. |
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Related Access Points
| Name |
Description |
| HE.912.B.3.In.d: | Explain when professional health services or providers may be required, such as for injury, depression, suicide, drug abuse, a medical emergency, child abuse, or domestic violence. | | HE.912.B.3.Su.d: | Describe when professional health services may be required, such as for injury, depression, suicide, drug abuse, a medical emergency, child abuse, or domestic violence. | | HE.912.B.3.Pa.d: | Identify a selected situation when a professional health service or provider may be required, such as for injury, depression, suicide, drug abuse, a medical emergency, child abuse, or domestic violence. |
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| HE.912.B.4.1 (Archived Standard): | Explain skills needed to communicate effectively with family, peers, and others to enhance health. |
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Related Access Points
| Name |
Description |
| HE.912.B.4.In.a: | Describe strategies to communicate effectively with family, peers, and others to enhance health, such as having appropriate voice pitch and volume, maintaining eye contact, journaling, letter writing, and speaking persuasively. | | HE.912.B.4.Su.a: | Identify strategies to communicate effectively with family, peers, and others to enhance health, such as having appropriate voice pitch and volume, maintaining eye contact, journaling, letter writing, and speaking persuasively. | | HE.912.B.4.Pa.a: | Use selected communication strategies to enhance personal health, such as having appropriate volume, maintaining eye contact, and using words and gestures to clarify meaning. |
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| HE.912.B.4.2 (Archived Standard): | Assess refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks. |
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Related Access Points
| Name |
Description |
| HE.912.B.4.In.b: | Determine effective refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks, such as validating other’s opinions, making direct and active statements, and offering alternatives. | | HE.912.B.4.Su.b: | Demonstrate selected effective refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks, such as validating other’s opinions, making direct and active statements, and offering alternatives. | | HE.912.B.4.Pa.b: | Use a refusal, a negotiation, or a collaboration skill to avoid or reduce personal health risks or resolve conflicts, such as stating desires clearly, offering alternatives, using “I” messages, expressing emotions, or making direct statements. |
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| HE.912.B.4.3 (Archived Standard): | Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others. |
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Related Access Points
| Name |
Description |
| HE.912.B.4.In.c: | Use basic strategies to prevent or resolve interpersonal conflicts without harming self or others, such as using effective verbal and nonverbal communication, compromising, and using conflict-resolution skills. | | HE.912.B.4.Su.c: | Use a basic strategy to prevent or resolve interpersonal conflicts without harming self or others, such as using effective verbal and nonverbal communication, compromising, or using conflict-resolution skills. | | HE.912.B.4.Pa.c: | Use a refusal, a negotiation, or a collaboration skill to avoid or reduce personal health risks or resolve conflicts, such as stating desires clearly, offering alternatives, using “I” messages, expressing emotions, or making direct statements. |
|
| HE.912.B.4.4 (Archived Standard): | Analyze the validity of ways to ask for and offer assistance to enhance the health of self and others. |
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Related Access Points
| Name |
Description |
| HE.912.B.4.In.d: | Explain the effectiveness of various ways of asking for and offering assistance to enhance the health of self and others, such as verbalizing, writing, listening actively, and seeking help for a friend. | | HE.912.B.4.Su.d: | Describe effective ways to ask for and offer assistance to enhance the health of self and others, such as verbalizing, writing, listening actively, and seeking help for a friend. | | HE.912.B.4.Pa.d: | Identify an effective way to ask for and offer assistance to enhance the health of self and others, such as verbalizing, listening actively, and seeking help for a friend. |
|
| HE.912.B.5.1 (Archived Standard): | Determine the value of applying a thoughtful decision-making process in health-related situations. |
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Related Access Points
| Name |
Description |
| HE.912.B.5.In.0: | Describe the value of applying a thoughtful decision-making process in health-related situations, such as decisions regarding sexual activity, alcohol consumption, and organ donation. | | HE.912.B.5.Su.0: | Identify the value of applying a thoughtful decision-making process in health-related situations, such as decisions regarding sexual activity, alcohol consumption, and organ donation. | | HE.912.B.5.Pa.0: | Recognize a health-related situation that requires the application of a thoughtful decision-making process, such as decisions regarding sexual activity, alcohol consumption, and organ donation. |
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| HE.912.B.5.2 (Archived Standard): | Generate alternatives to health-related issues or problems. |
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Related Access Points
| Name |
Description |
| HE.912.B.5.In.1: | Explain alternatives to health-related issues or problems, such as the health benefits of menu options, getting enough physical activity, and practicing refusal skills. | | HE.912.B.5.Su.1: | Describe alternatives to health-related issues or problems, such as the health benefits of menu options, getting enough physical activity, and practicing refusal skills. | | HE.912.B.5.Pa.1: | Recognize healthy and unhealthy alternatives to selected health-related issues or problems, such as the health benefits of menu options, getting enough physical activity, and practicing refusal skills. |
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| HE.912.B.5.3 (Archived Standard): | Appraise the potential short-term and long-term outcomes of each alternative on self and others. |
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Related Access Points
| Name |
Description |
| HE.912.B.5.In.2: | Describe the potential short-term and long-term outcomes of each alternative on self or others when making a health-related decision, such as a nutrition plan based on personal needs and preferences, the impact of chronic health conditions on the individual and family, and weapons on campus. | | HE.912.B.5.Su.2: | Identify the potential short-term and long-term outcomes of each alternative on self or others when making a health-related decision, such as a nutrition plan based on personal needs and preferences, the impact of chronic health conditions on the individual and family, and weapons on campus. | | HE.912.B.5.Pa.2: | Recognize a potential outcome of each option on self when making a health-related decision, such as a nutrition plan based on personal needs and preferences, the impact of chronic health conditions on the individual, or weapons on campus. |
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| HE.912.B.5.4 (Archived Standard): | Assess whether individual or collaborative decision making is needed to make a healthy decision. |
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Related Access Points
| Name |
Description |
| HE.912.B.5.In.3: | Determine whether individual or collaborative decision making is needed to make a healthy decision, such as planning a post-high-school career or education, purchasing the family’s groceries, planning a weekly menu, and planning activities for siblings. | | HE.912.B.5.Su.3: | Determine whether individual or collaborative decision making is needed to make a healthy decision in selected situations, such as planning a post-high-school career or education, purchasing the family’s groceries, planning a weekly menu, and planning activities for siblings. | | HE.912.B.5.Pa.3: | Identify the need for individual or collaborative decision making in selected health-related situations, such as planning a post-high-school career/education, purchasing the family’s groceries, planning a weekly menu, and planning activities for siblings. |
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| HE.912.B.5.5 (Archived Standard): | Examine barriers that can hinder healthy decision making. |
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Related Access Points
| Name |
Description |
| HE.912.B.5.In.4: | Explain barriers that can hinder healthy decision making, such as interpersonal, financial, and environmental factors. | | HE.912.B.5.Su.4: | Describe barriers that can hinder healthy decision making, such as interpersonal, financial, and environmental factors. | | HE.912.B.5.Pa.4: | Identify selected barriers that can hinder healthy decision making, such as interpersonal, financial, and environmental factors. |
|
| HE.912.B.6.1 (Archived Standard): | Evaluate personal health practices and overall health status to include all dimensions of health. |
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Related Access Points
| Name |
Description |
| HE.912.B.6.In.0: | Assess personal health practices and identifies overall health status for multiple dimensions of health, such as personal strengths, physical fitness, peer relationships, environmental health, and personal hygiene. | | HE.912.B.6.Su.0: | Examine personal health practices and recognize overall health status for a selected dimension of health, such as personal strengths, physical fitness, peer relationships, environmental health, and personal hygiene. | | HE.912.B.6.Pa.0: | Recognize personal health practices and overall health status, such as personal strengths, physical fitness, peer relationships, environmental health, and good personal hygiene. |
|
| HE.912.B.6.2 (Archived Standard): | Formulate a plan to attain a personal health goal that addresses strengths, needs, and risks. |
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Related Access Points
| Name |
Description |
| HE.912.B.6.In.1: | Use selected strategies to develop a plan to attain a personal health goal that addresses strengths, needs, and risks, such as weight management, comprehensive physical fitness, stress management, dating relationships, or risky behaviors. | | HE.912.B.6.Su.1: | Follow a selected procedure to develop a plan to attain a personal health goal that addresses strengths, needs, and risks, such as weight management, comprehensive physical fitness, stress management, dating relationships, or risky behaviors. | | HE.912.B.6.Pa.1: | Follow guided steps to develop a selected plan for achieving a personal health goal that addresses strengths, needs, and risks, such as weight management, comprehensive physical fitness, stress management, dating relationships, or risky behaviors. |
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| HE.912.B.6.3 (Archived Standard): | Implement strategies and monitor progress in achieving a personal health goal. |
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Related Access Points
| Name |
Description |
| HE.912.B.6.In.2: | Use strategies and monitor progress toward achieving a personal health goal, such as stress management, time out, use a squeeze ball when frustrated, talk with a friend or professional, pace oneself, set realistic expectations, use rewards, and get support. | | HE.912.B.6.Su.2: | Use selected strategies and monitor progress toward achieving a personal health goal, such as stress management, time out, use a squeeze ball when frustrated, talk with a friend or professional, pace oneself, set realistic expectations, use rewards, and get support. | | HE.912.B.6.Pa.2: | Use a selected strategy and track progress toward achieving a personal health goal, such as time out, using a squeeze ball when frustrated, talking with a friend or professional, or using rewards and supports. |
|
| HE.912.B.6.4 (Archived Standard): | Formulate an effective long-term personal health plan. |
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Related Access Points
| Name |
Description |
| HE.912.B.6.In.3: | Develop an effective long-term personal health plan, such as stress reduction, weight management, healthier eating habits, or improved physical fitness. | | HE.912.B.6.Su.3: | Identify an effective personal health plan for a period of time, such as stress reduction, weight management, healthier eating habits, or improved physical fitness. | | HE.912.B.6.Pa.3: | Follow guided steps to develop an effective personal health plan for a period of time, such as stress reduction, weight management, healthier eating habits, or improved physical fitness. |
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| HE.912.C.1.1 (Archived Standard): | Predict how healthy behaviors can affect health status. |
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Related Access Points
| Name |
Description |
| HE.912.C.1.In.a: | Explain how healthy behaviors can affect health status, such as healthy fast-food selections, regular medical screenings, and regular physical activity. | | HE.912.C.1.Su.a: | Identify how healthy behaviors can affect health status, such as healthy fast-food selections, regular medical screenings, and regular physical activity. | | HE.912.C.1.Pa.a: | Recognize ways personal health can be affected by healthy behaviors, such as healthy fast-food selections, regular medical checkups, and physical activity. |
|
| HE.912.C.1.2 (Archived Standard): | Interpret the significance of interrelationships in mental/emotional, physical, and social health. |
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Related Access Points
| Name |
Description |
| HE.912.C.1.In.b: | Explain the interrelationships of mental/emotional, intellectual, physical, and social health, such as how drinking alcohol or sexual activity impacts physical, social, and mental/emotional dimensions of health. | | HE.912.C.1.Su.b: | Identify the interrelationship between healthy behaviors and the dimensions of health (physical, mental/emotional, social, and intellectual), such as how drinking alcohol or sexual activity impacts physical and social dimensions of health. | | HE.912.C.1.Pa.b: | Distinguish between healthy and unhealthy physical, mental/emotional, social, and intellectual behaviors, such as drinking alcohol or avoiding alcohol, and appropriate or inappropriate sexual behaviors. |
|
| HE.912.C.1.3 (Archived Standard): | Evaluate how environment and personal health are interrelated. |
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Related Access Points
| Name |
Description |
| HE.912.C.1.In.c: | Explain how environment and personal health are interrelated, such as food options within a community and availability of recreational facilities. | | HE.912.C.1.Su.c: | Identify ways selected environmental factors can affect personal health, such as food options within a community and availability of recreational facilities. | | HE.912.C.1.Pa.c: | Recognize environmental factors and related personal health behaviors, such as having recreational facilities available and increased physical activity. |
|
| HE.912.C.1.4 (Archived Standard): | Propose strategies to reduce or prevent injuries and health problems. |
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Related Access Points
| Name |
Description |
| HE.912.C.1.In.d: | Describe strategies to reduce or prevent injuries and health problems, such as mandatory passenger- restraint and helmet laws, mandatory immunizations, and proper handling of food. | | HE.912.C.1.Su.d: | Identify strategies to reduce or prevent injuries and other adolescent health problems, such as mandatory passenger-restraint and helmet laws, mandatory immunizations, and proper handling of food. | | HE.912.C.1.Pa.d: | Recognize a strategy to prevent injury and adolescent health problems, such as mandatory passenger- restraint/helmet laws, or proper handling of food. |
|
| HE.912.C.1.5 (Archived Standard): | Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. |
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Related Access Points
| Name |
Description |
| HE.912.C.1.In.e: | Describe strategies for prevention, detection, and treatment of common communicable and chronic diseases, such as preventing and treating obesity, early detection of cancer, and getting adequate physical exercise to help prevent diabetes and heart disease. | | HE.912.C.1.Su.e: | Identify common strategies for prevention, detection, and treatment of common communicable and chronic diseases, such as preventing and treating obesity, early detection of cancer, and getting adequate physical exercise to help prevent diabetes and heart disease. | | HE.912.C.1.Pa.e: | Recognize selected strategies for prevention of common communicable diseases, such as sanitization, avoiding direct contact with infection, and proper disposal of hygiene products. |
|
| HE.912.C.1.6 (Archived Standard): | Evaluate the relationship between access to health care and health status. |
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Related Access Points
| Name |
Description |
| HE.912.C.1.In.f: | Identify the relationship between access to health care and health status, such as availability of sources of checkups for early detection and treatment of cancer, HIV, diabetes, bipolar disorder, or schizophrenia. | | HE.912.C.1.Su.f: | Recognize the relationship between access to health care and health status, such as availability of sources of checkups for early detection and treatment of cancer, HIV, diabetes, bipolar disorder, or schizophrenia. | | HE.912.C.1.Pa.f: | Associate access to health care with good health, such as obtaining screenings, having checkups, or receiving treatment. |
|
| HE.912.C.1.7 (Archived Standard): | Analyze how heredity and family history can impact personal health. |
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Related Access Points
| Name |
Description |
| HE.912.C.1.In.g: | Explain how heredity and family history can impact personal health, such as drug use, family obesity, heart disease, and mental health. | | HE.912.C.1.Su.g: | Describe ways personal health can be affected by heredity and family history, such as drug use, family obesity, heart disease, and mental health. | | HE.912.C.1.Pa.g: | Recognize ways personal health can be affected by heredity or family history, such as drug use, family obesity, heart disease, and mental health. |
|
| HE.912.C.1.8 (Archived Standard): | Assess the degree of susceptibility to injury, illness, or death if engaging in unhealthy/risky behaviors. |
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Related Access Points
| Name |
Description |
| HE.912.C.1.In.h: | Predict the likelihood of injury, illness, or death from engaging in unhealthy behaviors, such as death from alcohol poisoning, cancer and chronic lung disease related to tobacco use, overdose from illegal drug use, or engaging in risky games. | | HE.912.C.1.Su.h: | Describe the likelihood of injury, illness, or death from engaging in unhealthy behaviors, such as death from alcohol poisoning, cancer and chronic lung disease related to tobacco use, overdose from illegal drug use, or engaging in risky games. | | HE.912.C.1.Pa.h: | Recognize likely injuries or illnesses resulting from engaging in unhealthy behaviors, such as death or injury from drinking and driving, injuries resulting from fighting and bullying, and infections from poor hygiene. |
|
| HE.912.C.2.1 (Archived Standard): | Analyze how the family influences the health of individuals. |
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Related Access Points
| Name |
Description |
| HE.912.C.2.In.a: | Explain how the family influences the health of individuals, such as nutritional management of meals, the composition of the family, and health-insurance status. | | HE.912.C.2.Su.a: | Describe how the family influences the health of individuals, such as providing nutritious meals, the composition of the family, and health-insurance status. | | HE.912.C.2.Pa.a: | Recognize selected ways the family influences the health of family members, such as providing nutritious meals and the composition of the family. |
|
| HE.912.C.2.2 (Archived Standard): | Compare how peers influence healthy and unhealthy behaviors. |
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Related Access Points
| Name |
Description |
| HE.912.C.2.In.b: | Examine how peers influence healthy and unhealthy behaviors, such as binge drinking and social groups, pressuring a girlfriend or boyfriend to be sexually active, and student recommendations for school vending machines. | | HE.912.C.2.Su.b: | Describe how peers influence healthy and unhealthy behaviors, such as drinking alcohol in social groups, pressuring a girlfriend or boyfriend to be sexually active, and making recommendations for school vending machines. | | HE.912.C.2.Pa.b: | Recognize ways peers influence healthy or unhealthy behaviors, such as drinking alcohol in social groups, pressuring a girlfriend or boyfriend to be sexually active, and making recommendations for school vending machines. |
|
| HE.912.C.2.3 (Archived Standard): | Assess how the school and community can affect personal health practice and behaviors. |
|
Related Access Points
| Name |
Description |
| HE.912.C.2.In.c: | Describe how the school and community can influence personal health practice and behavior, such as healthy foods in vending machines, required health education, and health screenings. | | HE.912.C.2.Su.c: | Identify how the school and community can influence personal health practice and behavior, such as having healthy food in vending machines, required health education, and health screenings. | | HE.912.C.2.Pa.c: | Recognize ways the school and community can influence personal health, such as having healthy food in vending machines, required health education, and health screenings. |
|
| HE.912.C.2.4 (Archived Standard): | Evaluate how public health policies and government regulations can influence health promotion and disease prevention. |
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Related Access Points
| Name |
Description |
| HE.912.C.2.In.d: | Describe how public-health policies and government regulations can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and reporting communicable diseases. | | HE.912.C.2.Su.d: | Identify ways school and public-health policies can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and reporting communicable diseases. | | HE.912.C.2.Pa.d: | Recognize ways selected school and public-health policies can influence health promotion and disease prevention, such as enforcing seat-belt laws, preventing underage alcohol sales, and assessing health status. |
|
| HE.912.C.2.5 (Archived Standard): | Evaluate the effect of media on personal and family health. |
|
Related Access Points
| Name |
Description |
| HE.912.C.2.In.e: | Examine the effect of media on personal and family health, such as comparing name- and store-brand items in the home, analyzing television-viewing habits, and identifying effective public-service announcements (PSAs). | | HE.912.C.2.Su.e: | Describe the effect of media on personal and family health, such as comparing name- and store-brand items in the home, analyzing television-viewing habits, and identifying effective public-service announcements (PSAs). | | HE.912.C.2.Pa.e: | Recognize the effect of media on personal and family health, such as television-viewing habits and sedentary lifestyle and identifying effective public-service announcements (PSAs). |
|
| HE.912.C.2.6 (Archived Standard): | Evaluate the impact of technology on personal, family, and community health. |
|
Related Access Points
| Name |
Description |
| HE.912.C.2.In.f: | Explain the impact of technology on personal, family, or community health, such as the availability of automated external defibrillators (AEDs) in the community, audible directions on pedestrian crosswalks, and hotlines such as 211 or related websites. | | HE.912.C.2.Su.f: | Describe the impact of technology on personal, family, and community health, such as the availability of automated external defibrillators (AEDs) in the community, audible directions on pedestrian crosswalks, and hotlines such as 211 or related websites. | | HE.912.C.2.Pa.f: | Recognize a way that technology impacts personal, family, or community health, such as the availability of audible directions on pedestrian crosswalks or hotlines such as 211 or related websites. |
|
| HE.912.C.2.7 (Archived Standard): | Analyze how culture supports and challenges health beliefs, practices, and behaviors. |
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Related Access Points
| Name |
Description |
| HE.912.C.2.In.g: | Describe ways that culture supports and challenges health beliefs, practices, and behaviors, such as dietary patterns, rites of passage, and courtship practices. | | HE.912.C.2.Su.g: | Identify ways culture influences health beliefs, practices, and behaviors, such as dietary patterns, rites of passage, and courtship practices. | | HE.912.C.2.Pa.g: | Recognize ways common social or cultural practices (norms) influence healthy and unhealthy behaviors, such as becoming a teen parent, binge drinking, dietary patterns, rites of passage, and courtship practices. |
|
| HE.912.C.2.8 (Archived Standard): | Analyze how the perceptions of norms influence healthy and unhealthy behaviors. |
|
Related Access Points
| Name |
Description |
| HE.912.C.2.In.h: | Describe how the perceptions of social norms influence healthy and unhealthy behaviors, such as driving over the speed limit, becoming a teen parent, and binge drinking. | | HE.912.C.2.Su.h: | Describe how the perceptions of selected social norms influence healthy and unhealthy behaviors, such as driving over the speed limit, becoming a teen parent, and binge drinking. | | HE.912.C.2.Pa.h: | Recognize ways common social or cultural practices (norms) influence healthy and unhealthy behaviors, such as becoming a teen parent, binge drinking, dietary patterns, rites of passage, and courtship practices. |
|
| HE.912.C.2.9 (Archived Standard): | Evaluate the influence of personal values, attitudes, and beliefs about individual health practices and behaviors. |
|
Related Access Points
| Name |
Description |
| HE.912.C.2.In.i: | Explain how personal values, attitudes, and beliefs influence individual health practices and behaviors. | | HE.912.C.2.Su.i: | Identify how personal values, attitudes, and beliefs influence individual health practices and behaviors. | | HE.912.C.2.Pa.i: | Identify how a personal value, attitudes, or belief influences an individual health practice or behavior. |
|
| HE.912.P.7.1 (Archived Standard): | Analyze the role of individual responsibility in enhancing health. |
|
Related Access Points
| Name |
Description |
| HE.912.P.7.In.0: | Examine the role of individual responsibility in enhancing health, such as making good fast-food choices, recognizing the influence of media messages, and recognizing the future impact of lifestyle choices. | | HE.912.P.7.Su.0: | Explain the role of individual responsibility in enhancing health, such as making good fast-food choices, recognizing the influence of media messages, and recognizing the future impact of lifestyle choices. | | HE.912.P.7.Pa.0: | Identify that it is important to take personal responsibility for enhancing health, such as making good fast- food choices, recognizing the influence of media messages, and recognizing the future impact of lifestyle choices. |
|
| HE.912.P.7.2 (Archived Standard): | Evaluate healthy practices and behaviors that will maintain or improve health and reduce health risks. |
|
Related Access Points
| Name |
Description |
| HE.912.P.7.In.1: | Examine healthy practices and behaviors that will maintain or improve health, and reduce health risks, such as avoiding drug use and abuse, abstaining from sexual activity, having a healthy diet, avoiding riding with impaired drivers, making good personal lifestyle choices, and seeking mental-health services when needed. | | HE.912.P.7.Su.1: | Explain healthy practices and behaviors that will maintain or improve health, and reduce health risks, such as avoiding drug use and abuse, abstaining from sexual activity, having a healthy diet, avoiding riding with impaired drivers, making good personal lifestyle choices, and seeking mental-health services when needed. | | HE.912.P.7.Pa.1: | Identify selected practices and behaviors that will maintain or improve health, and reduce health risks, such as avoiding drug use and abuse, abstaining from sexual activity, having a healthy diet, avoiding riding with impaired drivers, making good personal lifestyle choices, and seeking mental-health services when needed. |
|
| HE.912.P.8.1 (Archived Standard): | Demonstrate how to influence and support others in making positive health choices. |
|
Related Access Points
| Name |
Description |
| HE.912.P.8.In.0: | Demonstrate basic ways to influence and support others in making positive health choices, such as avoiding underage drinking, preventing someone from driving under the influence, preventing suicide, and promoting healthy dating, and personal relationships. | | HE.912.P.8.Su.0: | Demonstrate a basic way to influence and support others in making positive health choices, such as avoiding underage drinking, preventing someone from driving under the influence, preventing suicide, and promoting healthy dating, and personal relationships. | | HE.912.P.8.Pa.0: | Encourage others to make positive health choices. |
|
| HE.912.P.8.2 (Archived Standard): | Utilize current, accurate data/information to formulate a health-enhancing message. |
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Related Access Points
| Name |
Description |
| HE.912.P.8.In.1: | Use accurate information to create a health-enhancing message, such as validating perceptions of peers or societal norms regarding drug use, violence, and sexual activity. | | HE.912.P.8.Su.1: | Use selected accurate information to create a brief health-enhancing message, such as validating perceptions of peers or societal norms regarding drug use, violence, or sexual activity. | | HE.912.P.8.Pa.1: | Use accurate information to communicate a simple health-enhancing message to others, such as smoking is harmful, say no to drugs, or avoid violence. |
|
| HE.912.P.8.3 (Archived Standard): | Work cooperatively as an advocate for improving personal, family, and community health. |
|
Related Access Points
| Name |
Description |
| HE.912.P.8.In.2: | Work with others to advocate for improving personal, family, and community health, such as supporting local availability of healthy food options, and shopping at environmentally friendly vendors. | | HE.912.P.8.Su.2: | Work with others to promote health practices that improve personal, family, or community health, such as supporting local availability of healthy food options, and environmentally friendly shopping. | | HE.912.P.8.Pa.2: | Work with others to promote healthy practices for individuals, peers, families, or schools, such as healthy food options, or environmentally friendly shopping. |
|
| HE.912.P.8.4 (Archived Standard): | Adapt health messages and communication techniques to a specific target audience. |
|
Related Access Points
| Name |
Description |
| HE.912.P.8.In.3: | Create a health message that targets a specific audience using a common communication technique, such as promoting Internet safety, preventing disease, reducing poverty, and offering disaster relief. | | HE.912.P.8.Su.3: | Create a health message for a selected audience using a selected communication technique, such as promoting Internet safety, preventing disease, reducing poverty, and offering disaster relief. | | HE.912.P.8.Pa.3: | Use accurate information to communicate a simple health-enhancing message to others, such as smoking is harmful, say no to drugs, or avoid violence. |
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| 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.
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| 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.
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| 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.
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| 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.
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| 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.
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| 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.
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| 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.
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| 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.
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| 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. |
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| 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. |
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| 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.
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| 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. |
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| 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. |
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| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. |
