MS Health


Prioritized Benchmarks

Page:  1  2  (Next)
  ALL

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

HTL-MS.s6

BPSS-HTL logoMiddle School Health  Standard 6:

Goal Setting

Demonstrate the ability to use goal setting skills to enhance health and avoid or reduce 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.s6.02

Health LogoMiddle School (HLT) Health Standards
Standard 6: Goal Setting

HTL-MS.s6.02: Develop a goal to adopt, maintain, or improve a personal health practice.

Student Learning Targets:

Knowledge Targets

  • I can identify a SMART goal and its components

Reasoning Targets

  • I can determine a time frame to complete my goal

Skills (Performance) Targets

  • I can write a SMART goal 
  • I can take action steps towards my SMART Goal

Product Targets

  • I can log improved health practices relevant to SMART Goal

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 clear goal identified. No goal setting plan is stated, or the plan is vague or unrealistic.
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).
  • Goal is identified, but there is no reference to the long-term health benefit. The goal may be unrealistic.
  •  Many of the steps have insufficient information to assess progress towards reaching the goal. Students may give up when problems arise.
  • Student is missing two or more components. 
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Goal is identified and it references long-term health benefits.
  • The goal is in the SMART format. Specific, measurable, attainable, realistic, time-bound. 
  • The goal is achievable in the time given. The steps are logical, but may be somewhat incomplete. There is also a process for assessing progress towards the goal. 
  • Student may attempt to solve problems that arise when working on the goal.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Goal is identified and explicitly states a long-term health benefit. The goal is achievable in the time given. The steps are logical, sequential, and very complete. There is a process for assessing progress towards the goal. Student adequately solves problems and makes logical modifications to their goal so that success is attainable.

Resources

Vocabulary

  • words
  • list

Websites

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

HTL-MS.s7

BPSS-HTL logoMiddle School Health  Standard 7:

Health Practices

Demonstrate the ability to practice health-enhancing behaviors 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.s7.02

Health LogoMiddle School (HLT) Health Standards
Standard 7: Health Practices

HTL-MS.s7.02: Analyze health behaviors that will maintain or improve the health of self and others.

Student Learning Targets:

Knowledge Targets

  • Identify which health behaviors to analyze 

Reasoning Targets

  • I can listen to feedback and use it to analyze health behaviors 

Skills (Performance) Targets

  • I can monitor, self assess, and take responsibility for my health behaviors

Product Targets

  • I can create a document of my health behaviors 

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 monitor actions.
  • Fails to accept feedback and does not make adjustments.
  • Does not self-assess, reflect on, or take responsibility for one’s actions.
... 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).
  • Rarely monitors actions and makes needed adjustments.
  • Rarely accepts feedback and makes needed adjustments.
  • Rarely self-assesses, reflects on, or takes responsibility for one’s actions.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. 
  • Monitors actions and makes adjustments as needed
  • Is open to feedback and willing to make adjustments as needed
  • Self-assesses, reflects on, or takes responsibility for one’s actions.
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.s8

BPSS-HTL logoMiddle School Health  Standard 8:

Health Advocacy

Demonstrate the ability to advocate for personal, family, and community health.

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.s8.01

Health LogoMiddle School (HLT) Health Standards
Standard 8: Health Advocacy

HTL-MS.s8.01: Construct a health enhancing position on a topic and support it with accurate information.

Student Learning Targets:

Knowledge Targets

  • I can identify a health enhancing position on a topic
  • I can find accurate information to support a topic

Reasoning Targets

  • I can evaluate the validity of a source for support of topic

Skills (Performance) Targets

  • I can construct a health enhancing position
  • I can support my position on a topic with valid evidence 

Product Targets

  • I can present my position in product form. e.g. socratic seminar, paper, debate. 

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 position stated, OR position is not health-enhancing
  • No accurate or relevant support for position is provided
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).
  • Unclear or conflicting positions
  • Inadequately supports position. Facts, concepts, examples, or evidence used contain significant inaccuracies and/or have little relevance
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Constructs a clear, health-enhancing position
  • Supports position using facts, concepts, examples, and evidence; support may be incomplete and/or contain minor inaccuracies
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


Page:  1  2  (Next)
  ALL