Wednesday, December 1, 2021, 12:18 PM
Site: Learnbps
Course: BPSS (HTL) Health Standards (S-HTL)
Glossary: MS Health

HTL-MS.s1

BPSS-HTL logoMiddle School Health Standard 1:

Growth and Development

Understand concepts related to human growth and development, health promotion, disease prevention.

Narrative for the Standard

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

HTL-MS.s1.02

Health LogoMiddle School (HLT) Health Standards
Standard 1: Growth and Development

HTL-MS.s1.02: Describe the interrelationships of mental, emotional, physical, and social health in adolescence.

Student Learning Targets:

Knowledge Targets

  • I can describe the effects of the health triangle during adolescence (Mental/emotional, physical, social)

Product Targets

  • Label each side of the health triangle and list a characteristic related to changes during adolescence.

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • describes and lists components of mental/emotional health.
  • describes and lists components of physical health.
  • describes and lists components of emotional health.
  • does not explain the interrelationship between the components or has errors.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • describes and lists components of mental/emotional, physical and social health
  • describes how mental/emotional, physical and social health affects each of the other components.
  • describe how each component is dependant upon the other components.
Sample Activity
Example:
Label each side of the health triangle and list a characteristic related to changes during adolescence.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Resources

Vocabulary


Websites

  • Title of website with a URL to open in a new window

HTL-MS.s1.09

Health LogoMiddle School (HLT) Health Standards
Standard 1: Growth and Development

HTL-MS.s1.09: Identify the anatomical structures of the reproductive system.

Student Learning Targets:

Knowledge Targets

  • I can identify the functions of anatomical structures of the reproductive system.
  • I can recognize or recall specific terminology, such as: penis, vagina, uterus, ovaries, testicles, cervix, vas deferens, seminal vesicle, epididymis,foreskin,fallopian tube, prostate, urethra, scrotum


Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • identifies at least 9 specific terms, such as: penis, vagnia, uterus, ovaries, testicles, cervix, vas deferens, seminal vesicle, epididymis, foreskin, fallopian tube, prostate, urethra, scrotum.


3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • identifies the anatomical structures of the reproductive system.
Sample Activity
Label a diagram of the male and female reproductive systems

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

HTL-MS.s2

BPSS-HTL logoMiddle School Health  Standard 2:

Health Influences

Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Narrative for the Standard

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

HTL-MS.s2.03

Health LogoMiddle School (HLT) Health Standards
Standard 2: Health Influences

HTL-MS.s2.03: Describe how peers influence health behaviors.

Student Learning Targets:

Knowledge Targets

  • I can describe how peers influence each others health behaviors (e.g social media, nutrition, drugs, alcohol, relationships)

Reasoning Targets

  • I can analyze influences on health behaviors

Skills (Performance) Targets

  • I can analyze influences

Product Targets

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • does not identify relevant influences, OR offers no explanation, OR explanation reveals a flawed analysis of the influences' impact on health behavior.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • Identifies one or more relevant influence, but does not provide effective explanation of how the influence(s) impact health behaviors.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • identify positive and negative influences of peers.
  • explains how these influences impact health behaviors.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Resources

Vocabulary


  • list

Websites

  • Title of website with a URL to open in a new window

HTL-MS.s2.04

Health LogoMiddle School (HLT) Health Standards
Standard 2: Health Influences

HTL-MS.s2.04: Analyze how the school and community can affect personal health practices and behaviors.

Student Learning Targets:

Knowledge Targets

  • I can describe how school and community can influence each others health behaviors (e.g social media, nutrition, drugs, alcohol, relationships)

Reasoning Targets

  • I can analyze influences on health behaviors
  • i can consider an action plan based on analysis of peer influences

Skills (Performance) Targets

  • I can analyze influences

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

HTL-MS.s2.07

Health LogoMiddle School (HLT) Health Standards
Standard 2: Health Influences

HTL-MS.s2.07: Describe how some health risk behaviors can influence the likelihood of engaging in other unhealthy behaviors.

Student Learning Targets:

Knowledge Targets

  • I can describe how some risk behaviors can influences future engagement in unhealthy behaviors. 

Reasoning Targets

  • I can analyze influences on health behaviors

Skills (Performance) Targets

  • I can analyze influences

Product Targets


Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • does not identify risk behaviors, OR offers no explanation, OR explanation reveals flawed analysis of the influences' impact on behavior.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • identify risk behaviors but does not provide an effective explanation of how the behavior can lead to future engagement in unhealthy behaviors. 
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Identify risk behaviors in self and/or others.
  • explain how risk behaviors can influence future engagement in unhealthy behaviors. 

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

HTL-MS.s3

BPSS-HTL logoMiddle School Health  Standard 3:

Access Health Information

Demonstrate the ability to access valid health information, products and services.

Narrative for the Standard

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

HTL-MS.s3.02

Health LogoMiddle School (HLT) Health Standards
Standard 3: Access Health Information

HTL-MS.s3.02: Access valid health information from home, school, and community.

Student Learning Targets:

Knowledge Targets

  • I can evaluate sources of information for validity and appropriateness.

Skills (Performance) Targets

  • I can locate sources of health information, products and services to enhance health.


Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • No sources located OR the information does not support health-enhancing behaviors in a given situation
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • Locates general sources that does not specifically support health-enhancing behaviors in a given situation
  • attempts to evaluate, but is incomplete or flawed.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Locates sources that may enhance health in a given situation
  • Evaluate and determine the validity of a specific source
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

HTL-MS.s4

BPSS-HTL logoMiddle School Health  Standard 4:

Communication Skills

Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Narrative for the Standard

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

HTL-MS.s4.05

Health LogoMiddle School (HLT) Health Standards
Standard 4: Communication Skills

HTL-MS.s4.05: Demonstrate effective conflict management or resolution strategies.

Student Learning Targets:

Knowledge Targets

  • I can identify strategies to communicate effectively. 

Reasoning Targets

  • I can identify a conflict that will need communication strategies to resolve a situation.  

Skills (Performance) Targets

  • I can use strategies to resolve conflicts
  • I can use the following skills: I messages, eye contact, body language, attentive listening, restating other points of view, suggesting an alternative. 

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • Uses inappropriate verbal/nonverbal communication strategies to the given situation and particular audience, the communication strategies are used inappropriately.
1 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • Uses verbal/nonverbal communication strategies effectively, but the strategies may be inappropriate for a given situation or a particular audience, 
  • OR the use of the selected strategy may be ineffective. In either case, the effect may not enhance health or avoid/reduce risk for the health of self and others.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Uses appropriate verbal/nonverbal communication strategies in a generally effective manner (in a given situation with a particular audience) to enhance health or avoid/reduce risk for the health of self and others.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. 
  • Thoroughly uses appropriate communication techniques and skills to effectively convey or exchange information to enhance the health of self and others.
  • The results are highly effective and the student demonstrates a high level of self-efficacy in using the skill.

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

HTL-MS.s5

BPSS-HTL logoMiddle School Health  Standard 5:

Decision Making

Demonstrate the ability to use decision making skills to enhance health and avoid or reduce health risks.

Narrative for the Standard

In the future this will contain narratives and other information about the Standard.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.

HTL-MS.s5.04

Health LogoMiddle School (HLT) Health Standards
Standard 5: Decision Making

HTL-MS.s5.04: Distinguish between healthy and unhealthy alternatives to health related issues or problems.

Student Learning Targets:

Knowledge Targets

  • I can recognize healthy and unhealthy alternatives 

Reasoning Targets

  • I can distinguish between healthy and unhealthy alternatives and explain why it is healthy or unhealthy

Skills (Performance) Targets

  • I can choose the healthy alternative

Product Targets

  • I can journal about healthy and unhealthy alternatives

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • does not reach a health enhancing decision due to an ineffective decision-making process. Steps of the decision-making process are ineffectively used or not evident.
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • decision-making process is incomplete or contains flaws.
  • May not identify a situation that poses a health risk.
  • Does not examine alternative courses of action.
  • Fails to fully or effectively evaluate the positive and negative health consequences of alternative courses of action
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Identifies a situation that poses a health risk.
  • Examines some alternative courses of action.
  • Evaluates some of the positive and negative health consequences of alternative courses of action
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Reaches a health enhancing decision using the decision making process. 
  • evaluates the positive and negative outcomes for each alternative. Student show appropriate reflection on the decision that was made.

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window