6th Health


Standard 6: Goal Setting

HTL-06.s6

BPSS-HTL logo6th Grades 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-06.s6.01

Health Logo6th Grade (HLT) Health Standards
Standard 6: Goal Setting

HTL-06.s6.01: Assess personal health practices. (Assessed and reported under PED-06.S3.SM.01)

Student Learning Targets:

Knowledge Targets

  • I can define activity log, intensity and duration.

Reasoning Targets

  • I can reflect on activities that help achieve self-set fitness goals.

Skills (Performance) Targets

  • I can

Product Targets

  • I can properly complete an activity log.
    • Reflects on activity levels.
    • Completes log for 2 full weeks.
    • Tracks intensity of exercise.
    • Tracks duration and type.

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).
  • Properly completes one of four activity log components.
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).
  • Properly completes two of four activity log components.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • I can properly complete an activity log.
      • Reflects on activity levels.
      • Completes log for 2 full weeks.
      • Tracks intensity of exercise.
      • Tracks duration and type.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Analyzes and reflects on activity levels.
  • Can draw conclusions between different activity levels and physical fitness.
  • Properly completes a two week activity log.

Resources

Vocabulary

  • words
  • list

Websites

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

HTL-06.s6.02

Health Logo6th Grade (HLT) Health Standards
Standard 6: Goal Setting

HTL-06.s6.02: Develop a goal to adopt, maintain, or improve a personal health practice.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

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-06.s6.03

Health Logo6th Grade (HLT) Health Standards
Standard 6: Goal Setting

HTL-06.s6.03: Identify strategies and skills needed to attain a personal health goal.

Student Learning Targets:

Knowledge Targets

  • I can define action step.

Reasoning Targets

  • I can list 2 action steps that help achieve each self-set fitness goal.

Skills (Performance) Targets

  • I can

Product Targets

  • I can write two action steps for the SMART goal setting process.
    • Action steps should be reasonable.
    • Action steps should be specific to each component of fitness.

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).
  • Writes one action step that is not specific to each fitness component.
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).
  • Writes two action steps that are not specific to each fitness component.
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • Properly writes 2 action steps for the SMART goal setting process:
  • Writes 2 action steps
  • Action step should be reasonable.
  • Action steps should be specific to each component of fitness.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • Each action step is specific and unique for each SMART goal.
  • Properly writes 2 action steps for the SMART goal setting process:
  • Writes 2 action steps
  • Action step should be reasonable.
  • Action steps should be specific to each component of fitness.Resources.

Vocabulary

  • words
  • list

Websites

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