West Virginia Department of Education



PUBLISHER:SUBJECT:6907 – Health/Wellness EducationSPECIFIC GRADE:Grade 7COURSE:TITLECOPYRIGHT:SE ISBN:TE ISBN:NON-NEGOTIABLE EVALUATION CRITERIA2020-2026Group II – Health/Wellness EducationCCR Grade 7Equity, 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 7INSTRUCTIONAL 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 Skills 1. Is 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.2. 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:3. locate existing health content information, especially primary source documents when grade appropriate, to interpret meaning and then create original communication;4. 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:5. conduct research, validate sources and report ethically on findings;6. identify, evaluate and apply appropriate technology tools for a variety of purposes;7. engage in self-directed inquiry;8. work collaboratively; and9. practice time-management and project management skills in problem-based learning situations.Developmentally Appropriate Instructional Resources and StrategiesFor student proficiency in content standards:10. 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.11. 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.12 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. 13. students are provided with opportunities to use graphs, media, and technology sources to acquire and apply new information.14. instructional material offers opportunities for students to identify socioeconomic and cultural influences on health behaviors.15. 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).16. instructional resources include guiding questions and essential questions to aid students to develop health awareness.17. resources for intervention and enrichment to allow for personalized learning are provided. 18. materials provide an online resource that provides updates of current information, simulations, videos, and real-time events affecting health and wellness.Career Development/Life Planning/Global CitizenshipFor student proficiency in content standards, the instructional materials will provide students with the opportunity to:19. develop a knowledge of health literacy to enable appropriate application to their lives. 20. practice health behaviors to promote personal health, prevent injury, and develop interpersonal relationships.21. develop decision making, problem solving, and social skills.Assessment 22. 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 Format23. Information 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.24. The use of media enhances instruction and learning.25. 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 7All 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 seventh grade health education program of study is to address many important social, emotional, and physical changes adolescents face. Topics of discussion provide opportunities for students to practice decision making, communication skills, and goal setting. Students develop strategies to reduce risks and enhance personal health and wellness. The goal of the physical education program of study at the seventh grade level is to continue to develop specialized skills, offer new opportunities to explore recreational activities and lifetime fitness activities, and build on lifetime wellness and social skills previously introduced. During this critical time period, changes due to maturation and growth affect the students’ skill level as they adjust to physical changes. Social development is an important part of the physical education curriculum.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.(Vendor/Publisher)COMPLETE CORRELATION OF SPECIFIC LOCATION OFCONTENT WITHIN PRODUCTIMR Committee ResponsesI=In-depthA=AdequateM=MinimalN=NonexistentIAMNA. Health Promotion and Disease PreventionList the six essential nutrients; determine their sources and functions.Analyze the effects of risky lifestyle behaviors on body systems and general wellness. Describe the anatomy and functions of the reproductive system.Identify general symptoms and potentially long-term health consequences of STDs/STIs.Explain short-term and long-term effects of alcohol, drug, and tobacco use. Research the dangers of opioid use, the addictive characteristics of opioids, and safer alternatives to treat pain.B. Culture, Media, and TechnologyCompare and contrast the influence of peers, community, and cultural beliefs on health behaviors.Debate how messages from the media and advertising can influence health behaviors.Describe the impact of different types of bullying and identify necessary coping skills.Explain the importance of respecting individual differences (e.g., race, religion, size, age, sex, gender identity).Determine the intent of media messages about alcohol, tobacco, and other drugs (e.g., alcoholic beverage commercials, prescription, and OTC drugs).Analyze the food industry and how it affects the health of society. Examine the influence of the family on the health of adolescents (e.g., smoking, drinking, drug use, meal plans).C. Health Information and ServiceResearch the costs of health information, insurance, products, and services.Identify valid health information from a variety of sources (e.g., home, community, internet).Explain why a situation might require professional and community health services.Identify misinformation and stereotyping associated with food industries and/or health service.D. CommunicationAnalyze effective verbal and non-verbal communication skills (e.g., body language, restating, individual/group conversation).Analyze the effectiveness of a variety of positive coping mechanisms/conflict resolution skills (e.g., peer mediation, non-violent strategies to deal with upset feelings and difficult situations).Give examples of refusal and negotiation skills to avoid health risks.Discuss ways to develop and maintain healthy family relationships.E. Decision MakingApply established dietary guidelines in meal planning.Discuss the consequences of poor nutritional choices. Role-play situations and practice positive decision-making concerning alcohol, tobacco and other drugs.Apply the steps of a decision-making process to solve a problem.F. Goal SettingDevelop a personal health plan to address strengths and weaknesses (e.g., diet, exercise, sleep, relationships).Explain the importance of the goal setting process when planning future events.Discuss the impact of multiple factors on personal health goals (e.g., change of schools, getting older, new interests, family alteration).G. Health BehaviorsRecognize risky or harmful behaviors that may occur in relationships (e.g., abuse, date rape, sexual activity).Analyze the differences between safe and risky behaviors, including methods for preventing pregnancy and STDs/STIs, including Hepatitis B virus (HBV), HIV/AIDS, (e.g., abstinence, birth control, disease control).Role-play protective behaviors used to avoid and reduce threatening situations (e.g., anger, bullying, harassment).Identify strategies to reduce stress, anxiety, and depression.Demonstrate CPR, hands only CPR, AED and basic first aid procedures.H. AdvocacyAdvocate to work cooperatively with family for healthy lifestyles (e.g., exercise together, diet plans, food preparation, spend time together).Explain why making positive health choices will influence others.Analyze results of national or state youth risk behavior survey information. ................
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