Course Standards
General Course Information and Notes
General Notes
The purpose of this course is to provide students with the opportunity to gain the knowledge and skills necessary to become health literate and practice responsible behaviors to promote healthy lifestyle and healthy living. This course focuses on the comprehensive health issues core to the optimal development of adolescents.†The content should include, but is not limited to, the following:†
- Mental and emotional health (personal health care, screenings, counseling, negotiation skills, bullying, grief, loss and depression) †
- Prevention and control of disease (non-communicable, sexually transmitted diseases, STDs, and HIV/AIDS) †
- Consumer health (risk reduction behaviors, policies/laws, medical resources, and conflict resolution)†
- Family life (risk reduction behaviors, cultures, daily routines and rules)
- Personal health (adolescence, communication skills, wellness, coping skills, social relationships and reproductive health) †
- Nutrition (weight management, fitness plan, eating disorders, and BMI) †
- Internet safety (security, threats, media, cyber-bullying parental controls, and monitoring)
- Injury prevention and safety (rules, bullying, water safety, weapons safety, and first aid/CPR/AED) †
- Substance use and abuse (harmful effects of alcohol, tobacco, other drugs, and over-the-counter drugs)†
- Community health (local health organizations, technology, resources, and services) †
- Environmental health (adverse health effects, chemicals toxins and pollutants) †
- Consumer health (advertising, media influence, products and services)†
- Teen dating violence (dating, abuse and violence)
Instructional Practices
Teaching from a well-written, grade-level textbook enhances studentsí 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 student learning:
- Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
- Making close reading and rereading of texts central to lessons.
- Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
- Requiring students to support answers with evidence from the text.
- Providing extensive text-based research and writing opportunities (claims and evidence).
General Information
Educator Certifications
Student Resources
Original Student Tutorials
Learn how math models can show why social distancing during a epidemic or pandemic is important in this interactive tutorial.
Type: Original Student Tutorial
Learn how to interpret histograms to analyze data, and help an inventor predict the range of a catapult in part 2 of this interactive tutorial series. More specifically, you'll learn to describe the shape and spread of data distributions.
Click HERE to open part 1.
Type: Original Student Tutorial
Learn how writers and speakers create arguments by stating a claim and backing it up with reasons and evidence. In this interactive tutorial, you'll hear speeches from candidates for Student Council President and complete practice exercises.
Type: Original Student Tutorial
Learn to evaluate argumentative claims based on evidence with this interactive tutorial. You'll also learn about statistics, facts, expert quotations, and anecdotes, and how each kind of evidence can strengthen an argument.
Type: Original Student Tutorial
In this interactive tutorial, you'll study written arguments and look at four kinds of evidence that can be used to support an argumentative claim: facts, statistics, anecdotes, and expert quotations.
Type: Original Student Tutorial
Learn how to identify explicit evidence and understand implicit meaning in a text…
This tutorial is about stating a claim in an argumentative essay. The tutorial includes information about grabbers, central ideas, and previewing reasons in a claim.
Type: Original Student Tutorial
Problem-Solving Tasks
Students are given a context and a dotplot and are asked a number of questions regarding shape, center, and spread of the data.
Type: Problem-Solving Task
Students are given a context and a series of questions and are asked to identify whether each question is statistical and to provide their reasoning. Students are asked to compose an original statistical question for the given context.
Type: Problem-Solving Task
Using the information provided, create an appropriate graphical display and answer the questions regarding shape, center and variability.
Type: Problem-Solving Task
Tutorials
In this video, you will practice describing the shape of distributions as skewed left, skewed right, or symmetrical.
Type: Tutorial
In this tutorial you will practice using supporting details. Each practice gives you a main idea and three possible details. Your job is to choose the detail that best supports the main idea. Each question gives you feedback on why your answer is correct or incorrect.
Type: Tutorial
Virtual Manipulatives
This virtual manipulative histogram tool can aid in analyzing the distribution of a dataset. It has 6 preset datasets and a function to add your own data for analysis.
Type: Virtual Manipulative
Using an interactive applet, students can compare and contrast properties of measures of central tendency, specifically the influence of changes in data values on the mean and median. As students change the data values by dragging the red points to the left or right, the interactive figure dynamically adjusts the mean and median of the new data set.
(NCTM's Illuminations)
Type: Virtual Manipulative