West Virginia Department of Education



PUBLISHER:SUBJECT:6908 - Health/Wellness EducationSPECIFIC GRADE:Grade 8COURSE:TITLECOPYRIGHT:SE ISBN:TE ISBN:NON-NEGOTIABLE EVALUATION CRITERIA2020-2026Group II – Health/Wellness EducationCCR Grade 8Equity, Accessibility and FormatYesNoCRITERIANOTESINTER-ETHNICThe instructional materials meet the requirements of inter-ethnic: concepts, content and illustrations, as set by WV Board of Education Policy 2445.41.EQUAL OPPORTUNITYThe instructional material meets the requirements of equal opportunity: concepts, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures.FORMATThis resource includes an interactive electronic/digital component for students.BIASThe instructional material is free of political MON COREThe instructional materials do not reference Common Core academic standards. (WV Code §18-2E-1b-1)GENERAL EVALUATION CRITERIA2020-2026Group II – Wellness/Health EducationCCR Grade 8INSTRUCTIONAL MATERIALS ADOPTION: COLLEGE- AND CAREER-READINESS Learning EVALUATION CRITERIAThe general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general and eighty percent of the specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.(Vendor/Publisher)COMPLETE CORRELATION OF SPECIFIC LOCATION OFCONTENT WITHIN PRODUCT(IMR Committee) ResponsesI=In-depthA=AdequateM=MinimalN=NonexistentIAMNIn addition to alignment with the College- and Career-Readiness Standards (CCRSs), materials must also clearly connect to the Student Success Standards which include opportunities for students to develop:Developing personal and educational skillsThinking and Problem-Solving SkillsIs presented in a way that deepens student understanding through meaningful and challenging inquire-based learning that builds on prior knowledge and promotes wellness (i.e., physical emotional, social, mental/intellectual, spiritual, environmental, and occupational) through authentic experiences.engages in complex analysis that promotes the development of mental perspectives, thoughtful well-framed questions and thoughtful judgment applicable to students’ own lives and future rmation and Communication Skills/ For student proficiency in content standards, the instructional materials will include multiple strategies that provide students with the opportunity to:locate existing health content information, especially primary source documents when grade appropriate, to interpret meaning and then create original communication;make informed choices and interact with outside resources through opportunities for local and global collaboration in a variety of safe venuesPersonal and Workplace Productivity SkillsFor student proficiency in content standards, the instructional materials will provide students with the opportunity to:conduct research, validate sources and report ethically on findings;identify, evaluate and apply appropriate technology tools for a variety of purposes;engage in self-directed inquiry;work collaboratively; andpractice time-management and project management skills in problem-based learning situations.Developmentally Appropriate Instructional Resources and StrategiesFor student proficiency in content standards:content is structured to ensure all students meet grade‐specific expectations as they develop content knowledge and literacy skills aligned to college and career readiness expectations.instructional resource includes suggestions for appropriate scaffolding, emphasizes the importance of vocabulary acquisition, provides opportunities to engage in high interest, age‐appropriate activities that mirror real‐life situations, and make cross‐curricular, global connections.instructional material provides opportunities for students to link prior knowledge to new information being presented to deepen their understanding of the importance of health and wellness in their personal lives and community. students are provided with opportunities to use graphs, media, and technology sources to acquire and apply new information.instructional material offers opportunities for students to identify socioeconomic and cultural influences on health behaviors.instructional material provides opportunities for students to investigate issues that are interconnected (e.g., family history, nutrition, physical activity, obesity, lifestyle diseases, environment, safety, tobacco use, alcohol use, drug use, and other risk factors).instructional resources include guiding questions and essential questions to aid students to develop health awareness.resources for intervention and enrichment to allow for personalized learning are provided. materials provide an online resource that provides updates of current information, simulations, videos, and real-time events affecting health and wellness.Life SkillsFor student proficiency in content standards, the instructional materials will provide students with the opportunity to:develop a knowledge of health literacy to enable appropriate application to their lives. practice health behaviors to promote personal health, prevent injury, and develop interpersonal relationships.develop decision making, problem solving, and social skills.Assessment To ensure a balanced assessment, the instructional material will provide tools for a balanced approach to assessment including both formative and summative assessments in multiple formats (e.g., rubrics, text dependent questions, performance-based measures, open-ended questioning, portfolio evaluation, and multimedia simulations) that not only guide instruction but also identify student mastery of content. Organization, Presentation and FormatInformation is organized logically and presented clearly using multiple methods and modes for delivering instruction that motivate and increase literacy as students engage in high interest, authentic activities.The use of media enhances instruction and learning.The instructional resource includes an electronic edition accessible through an internet-enabled device that can open standard file formats.SPECIFIC EVALUATION CRITERIA2020-2026Group II – Wellness/Health EducationCCR Grade 8All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology. Students in grades sixth through eighth continue to develop wellness concepts which build upon the foundation for health literacy and an appreciation for lifelong physical fitness. It is critical that students continue to understand and practice healthy, active lifestyle behaviors before being faced with health concerns later in life. This is a life-long process of enhancing the components of health education (physical, intellectual, emotional, social, spiritual, and environmental), physical education (movement forms, motor skill development and fitness) and physical activity. The 6-8 wellness content standards identify what students should know, understand, and be able to do in practicing skills and behaviors that apply to healthy lifestyles. The goal of these wellness content standards is to promote self-responsibility, motivation, and excellence in learning as well as life-long commitment to wellness. The goal of the eighth grade health education program of study is to provide opportunities for students to practice decision making, communication skills, and goal setting in role-played or simulated situations that outline the importance of taking responsibility for individual actions. Students examine violence prevention and develop strategies to promote safety for themselves and others. Students learn to access, use, critically evaluate, and apply health information and services. The goal of the eighth grade physical education program of study is to allow students to further explore individual interests in lifetime physical activities and gain the knowledge and skills for future participation. A strong emphasis on lifetime wellness, physical activity, and social skills supports the goal of becoming a physically-active adults. The following chart represents the components of health education - based on the skill progressions from K-5 - that will be developed throughout grades 6-8:Health EducationHealth Promotion and Disease Preventionacquire basic health concepts and functional health knowledgeunderstand essential concepts of established health behavior theories and modelsapply strategies to promote health and reduce riskCulture, Media, and Technologyidentify and understand diverse internal and external factors that influence health practices and behaviorsHealth Information and Servicesidentify and access valid health resources and health-promoting products and servicesreject unproven sourcesapply analysis, comparison and evaluation of health resourcesDecision Makingidentify, implement and sustain health enhancing behaviorsapply decision-making process to make healthy decisionscollaborate with others to improve quality of lifeCommunicationcommunicate to enhance personal, family, and community healthuse verbal and non-verbal skills to develop and maintain healthy personal relationshipsorganize and convey information and feelings to strengthen interpersonal interactionsGoal Settingset goals to identify, adopt, and maintain healthy behaviorsimplement critical steps to achieve both short-term and long-term health goals.Health Behaviorsreduce harmful and risk-taking behaviors accept personal responsibility for healthAdvocacyadvocate for promote healthy norms and healthy behaviorstarget health enhancing messages encourage others to adopt healthy behaviors2957885502500West Virginia Code and Policy RequirementsIn accordance with W. Va. Code §18-2-9:The WVDE shall provide a standardized health education assessment to be administered in sixth and eighth grade health education classes in order to measure student health knowledge and program effectiveness. All public schools must include instruction in any of grades six through twelve in the prevention, transmission and spread of HIV/AIDS and other sexually transmitted diseases, and infections (STDs/STIs).An opportunity shall be afforded to the parent or guardian of a child subject to instruction in the prevention, transmission and spread of AIDS and other STD/STI to examine the course curriculum requirements and materials to be used in such instruction. The parent or guardian may exempt such child from participation in such instruction by giving notice to that effect in writing to the school principal.In the subject of health education in any of the grades six through twelve as considered appropriate by the county board shall include at least sixty minutes of instruction for each student on the dangers of opioid use, the additive characteristics of opioids, and safer alternatives to treat pain.In accordance with Policy 2510 at least 50 percent of class time for physical education will be spent in moderate to vigorous-intensity physical activity.In accordance with WV Code §18-2-7a, the FitnessGram? shall be administered to all students in grades four through eight and the required high school course,(Vendor/Publisher)COMPLETE CORRELATION OF SPECIFIC LOCATION OFCONTENT WITHIN PRODUCTIMR Committee ResponsesI=In-depthA=AdequateM=MinimalN=NonexistentIAMNA. Health Promotion and Disease PreventionApply sound nutritional principles to healthy food choices (e.g., whole foods, menu preparation, nutrition labels).Analyze the effects of risky behaviors on body systems and wellness (e.g., substance abuse, processed and high sugar foods).Label and explain the functions of the body systems (e.g., circulatory, skeletal, reproductive, digestive).Determine the risk factors that lead to teen pregnancy, HIV/AIDS, HBV, and other STDs/STIs.Recognize behaviors that protect and keep the male and female reproductive systems healthy.B. Culture, Media, and TechnologyIdentify cultural influences on health behaviors (e.g., nutrition, hygiene, relationships, medical, drug use).Discuss the use of technology and its positive and negative impact on health (e.g., video games, computers, cell phones, medical information and advancements).Describe how bullying can have a negative impact on quality of life.Discuss the importance of respecting individual differences (e.g., race, religion, size, age, sex, gender identity).C. Health Information and ServiceResearch how health information, products, and services are financed (e.g., government, consumers, trusts).Research products advertised to enhance health and analyze the accuracy of information provided (e.g., vitamins, supplements, dietary aids).Evaluate the dangers of opioid use, the addictive characteristics of opioids, and safer alternatives to treat pain.D. CommunicationDemonstrate ways to exhibit care, consideration, and respect for self and others.Develop a variety of positive coping mechanisms/conflict resolution skills (e.g., negotiation, peer-mediation, non-violent strategies).Compare and contrast various refusal and negotiation skills to avoid or reduce risky and harmful health behaviors (e.g., pregnancy, drunk driving, STDs/STIs, dating violence, harassment, alcohol, tobacco, and other drugs).Practice communication skills necessary for healthy relationships (e.g., courtesy, manners, respect, conflict resolution).E. Decision MakingDevelop healthy practices regarding health-related issues (e.g., nutrition, weight control, exercise, prescription drugs).Predict potential outcomes of health-related decisions (e.g., alcohol, tobacco, and other drug use, nutrition, seatbelts and positioning in various modes of transportation).Develop decision-making skills needed to protect against communicable and non-communicable diseases.Distinguish between options that are healthy and unhealthy.Apply the steps to the decision-making process to solve problems. F. Goal SettingAssess personal health practices (e.g., safety, diet, exercise, sleep, alcohol, tobacco, and other drug use).Discuss the importance of the goal setting process in designing strategies to quit unhealthy and risky behaviors.Design a personal health goal and track progress toward its achievement (e.g., exercise, weight control, dental care).Determine how personal health goals and practices can vary as priorities change (e.g., family illness, death of close friend, personal tragedy, maturity).G. Health BehaviorsDistinguish between safe and risky or harmful behaviors in relationships (e.g., abuse, date rape, peer pressure, gang membership).Examine the differences between safe and risky behaviors, including methods for preventing pregnancy and STDs/STIs (e.g., abstinence, birth control).Explain protective behaviors used to avoid and reduce threatening situations (e.g., anger, bullying, harassment, gang membership, eating disorders).Design strategies to reduce stress, anxiety, and depression.Create good health practices to improve personal and family health (e.g., hygiene, nutrition, food preparation, family time).Demonstrate hands only CPR, AED, and first aid procedures.H. AdvocacyWork cooperatively to advocate for healthy individuals, families, communities, and schools (e.g., health organizations, local health fairs).Identify ways in which health messages and communication techniques can be altered for different audiences (e.g., age, gender, life experiences).Explain how to encourage others to make positive health choices Explain the need for legislation to protect and promote personal safety and health (e.g., traffic laws, health departments).Recognize and promote environmental practices that will preserve natural resources for personal and community health.Analyze results of national or state youth risk behavior survey information. ................
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