Printer-friendly version

Prioritized Benchmarks

Page:  1  2  (Next)
  ALL

HTL-MS.1

BPSS-Health logo
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.1.02

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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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

  • I can explain the process of conception.

  • I can explain the process of prenatal development.

  • I can explain the process of birth.

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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

  • List

 

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

  • I can

Product Targets

  • I can

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

  • List

 

HTL-MS.2

BPSS-Health logo
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

  • I can define stress.

Reasoning Targets

  • I can

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

  • I can

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

  • List

 

HTL-MS.2.05

Middle School (HTL) Health Targeted Benchmarks

Standard 2: Personal Health
Topic: Disease and Illness

HTL-MS.2.05 Explain the relationship between sexual behavior and personal health (e.g., STD/STI, pregnancy, HIV/AIDS).

Student Learning Targets:

Knowledge Targets

  • I can understand how the risks of sexual behavior effects my health triangle.

Reasoning Targets

  • I can classify STDs/STIs into curable and non-curable diseases.

Skills (Performance) Targets

  • I can

Product Targets

  • I can create a presentation with information and statistics about STDs/STIs in order to understand the risks of sexual behavior on my future.

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

stress stressors emotions coping strategies grief adrenaline

Proficiency Scale

Score   HTL-MS.2.05 Explain the relationship between sexual behavior and personal health (e.g., STD/STI, pregnancy, HIV/AIDS). 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:

    • understand the risks associated with sexual behaviors

    • classify bacterial and viral STDs

    • realize the health benefits of practicing abstinence

    • can identify how risky behaviors affect all sides of the health triangle

    • identify facts associated with reproduction and pregnancy

    • can label parts of the reproductive system and explain their function

    • uses the vocabulary in the right context

  • Create a presentation with information and statistics about STDs/STIs in order to understand the risks of sexual behaviors.

  • Identify the most common bacterial and viral STDs

  • Define abstinence and identify the benefits of practicing abstinence

  • Definitions of vocab and able to use in the right context

  • Understand how risky sexual behaviors affect the Health Triangle

  • Completes a chart labeling parts of the reproductive system
  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:

  • recognizes or recalls specific terminology, such as:

  • can define all vocab

    • communicable/non-communicable diseases
    • HIV
    • AIDS
    • STDs

  • labels and understands reproductive system

  • identifies STDs

 -

  • Create a chart with information and statistics about STDs/STIs in order to understand the risks of sexual behaviors.

  • Definitions of vocab and be able to use in the right context.

  • Define abstinence
  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

  • List

 

HTL-MS.2.08

Middle School (HTL) Health Targeted Benchmarks

Standard 2: Personal Health
Topic: Disease and Illness

HTL-MS.2.08 Explain the benefits of nutrition and physical activity as they relate to the overall well-being of individuals (e.g., obesity).

Student Learning Targets:

Knowledge Targets

  • I can identify the six food groups from the MyPlate food guidance system.
  • I can identify and explain causes of obesity related to nutrition and physical activity. (Body Management)
  • I can identify and explain the six types of nutrients. (Body Management)
  • I can explain how obesity effects society. (Body Management)

Reasoning Targets

  • I can distinguish the benefits of balancing physical activity and calories consumed.
  • I can evaluate my nutrition and physical activity in regard to my health triangle.

Product Targets

  • I can create a daily plan showing physical activity and food consumption.
  • I can write a paragraph explaining how obesity effects society. (Body Management)

Proficiency Scale

Score   7.2.8 Explain the benefits of nutrition and physical activity as they relate to the overall well-being of individuals. 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

  • evaluate and change individual weekly menu plan and exercise log.
  • identify all 5 food groups using the myplate and understands the balance.
  • list all 10 tips for healthy eating.
  • explain calories in/calories out (energy equation).
  • identify the six nutrients and the benefits within them.
  • understand how food affects the health triangle.
  • evaluate food labels to determine nutrient density.

  • -identify and explain causes of obesity related to nutrition and physical      activity. (body management)

The student exhibits no major errors or omissions.
  • Complete a weekly menu plan and exercise log
  • Study the myplate.gov and understand the food groups
  • List all 6 nutrients and how they affect our bodies
  • Create health triangle and list 5 ways nutrition affects each side
  • Activity on reading and understanding food labels
  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 5 food groups from myplate.gov
  • lists at least 7 tips for healthy eating.
  • distinguishes between appetite and hunger.
  • recognizes or recalls specific terminology, such as:
    • nutrition, hunger, appetite, calories, myplate, carbohydrates, fats, water, minerals, vitamins, proteins

  • -identify causes of obesity related to nutrition and physical activity. (body managment)

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
  • Creates a weekly menu plan and exercise log
  • Evaluates changes that can be on their individual log
  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

  • nutrition
  • hunger
  • appetite
  • calories
  • myplate
  • carbohydrates
  • fats
  • water
  • minerals
  • vitamins
  • proteins.

HTL-MS.2.10

Middle School (HTL) Health Targeted Benchmarks

Standard 2: Personal Health
Topic: Safety and Injury Prevention

HTL-MS.2.10 Describe personal risks associated with harmful chemicals and drugs (e.g., addiction, depression, withdrawal, loss of control, driving under the influence, overdose, death).

Student Learning Targets:

Knowledge Targets

  • I can define the term “drug.”
  • I can describe what happens to alcohol in the body.

Reasoning Targets

  • I can predict the personal risks associated with drug, alcohol and tobacco use.
  • I can identify drugs with their categories along with possible effects of use.

Skills (Performance) Targets

  • I can illustrate the difference between physical dependence and psychological dependence.

Product Targets

  • I can prepare a report using a form of technology (PowerPoint, Prezi, etc...) on a specific drug and its effects on the human body.
  • I can summarize the types of problems that can arise because of drug abuse or addiction.

Proficiency Scale

Score   7-8.2.10:  Describe personal risks associated with harmful chemicals and drugs. 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.

The student can

  • Classification various drugs.
  • explain the stages of addiction.
  • indicate the difference between tolerance and addiction.
  • prepare a report and presentation, using technology, that fully explains the way a specific drug affects the human body.*

 

  • Develop strategies for handling peer pressure
  • Outline the stages of addiction
  • Produce a report on a specific drug
  • Summative test

 
  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

  • list the negative effects of drug use.
  • list the differences between physical and psychological dependence.
  • prepare a report and presentation, using technology, that explains the way a specific drug affects the human body.
  • recognize or recall specific terminology, such as:
    • drug
    • alcohol
    • tobacco
    • tolerance
    • physical and psychological dependence
    • addiction
    • abstinence
  • Able to define vocabulary
  • List the negatives effects of using drugs
  • List the difference between physical and psychological dependence
  • Summative test
  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

  • List

 

Page:  1  2  (Next)
  ALL