HTL-MS.1  Standard 1:
Growth and Development
Students understand the fundamental concepts of growth and development.
|
Narrative for the Skills and Resources
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.1.01
Middle School (HTL) Health Targeted Benchmarks
Standard 1: Growth and Development
Topic: Human Growth and Development
HTL-MS.1.01 Describe physical, intellectual, social, and emotional changes that occur throughout the life cycle (e.g., body maturation, brain development, social awareness).
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student 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). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student 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). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
Websites
Vocabulary |
|
HTL-MS.1.02
Middle School (HTL) Health Targeted Benchmarks
Standard 1: Growth and Development
Topic: Human Growth and Development
HTL-MS.1.02 Describe the interrelationship of intellectual, emotional, social, and physical health during adolescence (e.g., the effect of stress on mental performance, the effect of self-image on relationships).
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student can make in-depth inferences between all the sections of the triangle and how it applies to human life. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
The student can
- describe the effects of the health triangle during adolescence in complete detail (mental, social and physical).
- explain why and how he/she needs to maintain proper hygiene.
The student exhibits no major errors or omissions.
|
- Brainstorm physical changes related to puberty
- Recognize the development of personal values and beliefs.
- Label each side of the health triangle and list a characteristic related to changes during adolescence
|
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student can
- list at least three physical changes in puberty.
- recognize or recalls specific terminology, such as:
- hormones, puberty, relationships, abstinence.
- recognize physical changes during puberty.
- understand changes in relationships.
- describe some effects of the health triangle during adolescence.
- explain how to maintain proper hygiene.
There are no major errors or omissions regarding the simpler details and processes as the student; however, the student exhibits major errors or omissions regarding the more complex ideas and processes.
|
- Define abstinence
- Define hormones
- Assemble a list of what is important to you.
|
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student 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). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
Vocabulary
- hormones
- puberty
- relationships
- abstinence
|
|
HTL-MS.1.03
Middle School (HTL) Health Targeted Benchmarks
Standard 1: Growth and Development
Topic: Human Growth and Development
HTL-MS.1.03 Explain the processes of conception, prenatal development, and birth.
Student Learning Targets:
Knowledge Targets
- I can recognize or recall specific terminology: vagina, penis, fallopian tube, uterus, egg, sperm, birth canal, fertilization, ovaries, stages of pregnancy, umbilical cord, placenta.
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student can make in-depth inferences between all the sections of the triangle and how it applies to human life. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
The student can
- explain the process of conception.
- explain the process of prenatal development.
- explain the process of birth.
|
- Flashcard sequencing
- Group discussion
|
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
There are no major errors or omissions regarding the simpler details and processes as the student
- recognizes or recalls specific terminology: (vagina, penis, fallopian tube, uterus, egg, sperm, birth canal, fertilization, ovaries, stages of pregnancy, umbilical cord, placenta).
|
- Vocab flashcards
- Definitions
- Anatomy labeling
|
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student 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). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
|
|
HTL-MS.1.04
Middle School (HTL) Health Targeted Benchmarks
Standard 1: Growth and Development
Topic: Body Systems
HTL-MS.1.04 Identify the anatomical structures of the reproductive system.
Student Learning Targets:
Knowledge Targets
- I can identify the functions of all anatomical structures of the reproductive system.
- I can recognize or recall specific terminology, such as: penis, vagina, uterus, ovaries, testicles, cervix.
Reasoning Targets
- I can explain the functions of all anatomical structures of the reproductive system.
Skills (Performance) Targets
Product Targets
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student can make in-depth inferences between all the sections of the triangle and how it applies to human life. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
The student can
- identify and explain the functions of all anatomical structures of the reproductive system.
|
Label
and explain function of male and female anatomy |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes as the student
- recognizes or recalls specidic terminology, such as: (penis, vagnia, uterus, ovaries, testicles, cervix).
|
Matching
terms and function of anatomical structure assessment |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student 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). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
|
|
HTL-MS.2
Standard 2:
Personal Health
Students understand concepts related to the promotion of health and the prevention of disease.
|
Narrative for the Skills and Resources
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.2.01
Middle School (HTL) Health Targeted Benchmarks
Standard 2: Personal Health
Topic: Personal Health
HTL-MS.2.01 Develop strategies for managing stress in their own lives (e.g., breathing and relaxation techniques, avoiding personal stressors, time management, physical activity.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
- I can investigate five positive ways to relieve my stress.
Product Targets
- I can develop strategies for managing stress in my own life.
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student can make in-depth inferences between all the sections of the triangle and how it applies to human life.
|
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3 |
The student can
- develop at least five positive strategies for managing and reducing stress in his/her own life.
The student exhibits no major errors or omissions.
|
- Assemble a list of personal stressors.
- Create a plan on how the student deals with stressors in a constructive manner.
|
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
There are no major errors or omissions regarding the simpler details and processes.
The student can
- list three health issues that arise from excess stress.
- recognize or recall specific terminology, such as:
- stress
- stressors
- emotions
- coping strategies
- grief
- adrenaline
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
|
- Define vocabulary words
- Know how to use vocabulary words in sentences and in dialogue
|
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student 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). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
Vocabulary
- stress
- stressors
- emotions
- coping
- strategies
- grief
- adrenaline
|
|
HTL-MS.2.02
Middle School (HTL) Health Targeted Benchmarks
Standard 2: Personal Health
Topic: Personal Health
HTL-MS.2.02 Describe ways (e.g., personal achievement, community involvement, physical activity) to improve self-esteem.
Student Learning Targets:
Knowledge Targets
- I can explain the importance of self-esteem.
Reasoning Targets
- I can explain how self-esteem plays a role in everyday wellness.
Skills (Performance) Targets
Product Targets
- I can develop three ways to improve my self-esteem.
Proficiency Scale
| Score |
|
7-8.2.2: Describe ways to improve self-esteem. |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student can make in-depth inferences between all the sections of the triangle and how it applies to human life. |
|
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
The student can
- develop strategies on how they can improve self-esteem.
- explain the importance of self-esteem.
- explain what factors cause low self-esteem.
- Describe how self-esteem plays a role in everyday wellness.
|
- Identify factors that influence self-esteem and self-concept
- Develop a plan on how they will improve their self-esteem and self-concept
- Describe the ability to make decisions that will impact self-esteem
|
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student 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).
The student can
- recognize or recall specific terminology, such as:
- self-esteem
- self-concept
- personality
- perform basic processes, such as:
- practice skills that will support self-esteem and self-concept
|
- Define vocabulary words
- Use vocabulary in dialogue and through writing
- Practice communication skills to improve overall health
|
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student 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). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
- Add resources with links, youtube or PDF
Vocabulary
|
|
HTL-MS.2.03
Middle School (HTL) Health Targeted Benchmarks
Standard 2: Personal Health
Topic: Personal Health
HTL-MS.2.03 Explain how personal values and beliefs influence individual health practices (e.g., nutrition, personal hygiene, abstinence) and behaviors.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
- I can analyze how my personal choices now can have a long term effect on my wellness.
- I can determine my most important values and beliefs.
Skills (Performance) Targets
Product Targets
- I can assemble a list of positive lifestyle factors.
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student 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). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student 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). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
Websites
Vocabulary |
|
HTL-MS.2.04
Middle School (HTL) Health Targeted Benchmarks
Standard 2: Personal Health
Topic: Personal Health
HTL-MS.2.04 Describe ways in which family history can have an impact on personal health (e.g., hereditary diseases).
Student Learning Targets:
Knowledge Targets
- I can identify ways in which my family history impacts my personal health.
Reasoning Targets
Skills (Performance) Targets
- I can investigate the relationship between my family history and my risk of hereditary diseases.
Product Targets
- I can construct a family tree describing my families health history.
Proficiency Scale
| Score |
|
Description |
Sample Activity
|
| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
The student 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). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student 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). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
| 0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
Websites
Vocabulary |
|
