Standard 3: Demonstrate the ability to use decision-making skills to enhance health.Archived

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General Information
Number: HE.912.B.3
Title: Demonstrate the ability to use decision-making skills to enhance health.
Type: Standard
Subject: X-Health Education (former standards – 2008) - Archived
Grade: 912
Strand: Health Literacy: RESPONSIBLE BEHAVIOR

Related Benchmarks

This cluster includes the following benchmarks.

Related Access Points

This cluster includes the following access points.

Independent

HE.912.B.3.In.a
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.3.In.b
Explain barriers that can hinder healthy decision-making, such as interpersonal, financial, and environmental factors.
HE.912.B.3.In.c
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.3.In.d
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.3.In.e
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.3.In.f
Apply the healthiest choice when considering all factors in making a decision, such as choosing a spring break activity, riding home from a party, and refusing to drink with friends.

Supported

HE.912.B.3.Su.a
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.3.Su.b
Describe barriers that can hinder healthy decision-making, such as interpersonal, financial, and environmental factors.
HE.912.B.3.Su.c
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.3.Su.d
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.3.Su.e
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.3.Su.f
Select a healthy choice when considering all factors in making a decision, such as choosing a spring break activity, riding home from a party, and refusing to drink alcohol with friends.

Participatory

HE.912.B.3.Pa.a
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.
HE.912.B.3.Pa.b
Identify selected barriers that can hinder healthy decision-making, such as interpersonal, financial, and environmental factors.
HE.912.B.3.Pa.c
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.
HE.912.B.3.Pa.d
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.
HE.912.B.3.Pa.e
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.
HE.912.B.3.Pa.f
Choose a healthy alternative from given options when making a decision, such as choosing a spring break activity, riding home from a party, and refusing to drink alcohol with friends.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this topic.

Lesson Plans

Phalangelpodscribitis? - Analysis with Probability:

In this Model Eliciting Activity, MEA students will be presented with seven (7) medications that will help cure an individual of Phalangelpodscribitis (a fictitious ailment). Students will be given the effectiveness of each medication, the cost to patients with and without insurance, and the possible side effects of each. Each team will be tasked with ranking these medications for a client to help decide the pros and cons of the medications that should be used in treating Phalangelpodscribitis (PPS).

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Diabetic Dilemma:

Students will evaluate a variety of medications and their potential benefits for a diabetic patient.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

Sunburn Stamp Out:

In this Model-Eliciting Activity (MEA), students are given an everyday problem they are familiar with in which they must work as a team to develop a procedure to choose the best sunscreen product for children ages 8 to 10. Students will read an informational text and then create a ranking system for the sunscreens in order to decide which product meets the client's needs.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Student Resources

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Parent Resources

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