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PRIORITIZED BENCHMARKS

HTL-MS.3

BPSS-Health logo
Standard 3:

Exteranl Health Factors

Students understand the effect of external factors on the health of individuals, families, communities, and the environment.

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.3.01

Middle School (HTL) Health Targeted Benchmarks

Standard 3: External Health Factors
Topic: External Influences on Health

HTL-MS.3.01 Analyze how external factors (e.g., family, peers, culture, media, technology) affect physical, mental, and social health in positive and negative ways (e.g., the effect of advertising on food choices, peer influences on internet usage).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets/h3>

  • I can

Product Targets

  • I can

Proficiency Scale Body Management 7

Score   Description Sample Activity
4.0

The student can:

-apply the information from nutritional sources to plan a healthy diet plan.
-
     
3.0

-The student can:

-analyze a food menu for important nutritional information

-locate nutritional information on a food label

-create a menu plan that meets my daily nutritional needs


-
     
2.0

- The student can:

-recognize some of the important nutritional information on a food menu

-
     
1.0  -With help, a partial understanding of some of the simpler details and processes
-
     
0.0 Even with help, the student demonstrates no understanding or skill. -

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.4

BPSS-Health logo
Standard 4:

Communication Skills

Students demonstrate the ability to use communication skills to enhance health.

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.5

BPSS-Health logo
Standard 5:

Decision Making and Goal Setting

Students demonstrate the ability to use decision making and goal setting skills to enhance health.

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.6

BPSS-Health logo
Standard 6:

Consumer Health

Students demonstrate the ability to access, use, and evaluate health-related information, products, and services.

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.7

BPSS-Health logo
Standard 7:

Health Advocacy

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

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.


STANDARD 1: GROWTH AND DEVELOPMENT

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.1.01

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

  • 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 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

  • 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

 



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