TITLE 126
TITLE 126
LEGISLATIVE RULE
BOARD OF EDUCATION
SERIES 44E
21ST CENTURY HEALTH EDUCATION 5-12 CONTENT STANDARDS AND OBJECTIVES
FOR WEST VIRGINIA SCHOOLS (2520.5)
§126-44E-1. General.
1.1. Scope. W. Va. 126CSR42, West Virginia Board of Education Policy 2510, Assuring the Quality of Education: Regulations for Education Programs (Policy 2510), provides a definition of a delivery system for, and an assessment and accountability system for, a thorough and efficient education for West Virginia public school students. Policy 2520.5 defines the content standards (or instructional goals) and objectives for health education 5-12 as required by Policy 2510.
1.2. Authority. W. Va. Constitution, Article XII, §2, W. Va. Code §18-2-5, §18-2-9 and §18-9A-22.
1.3. Filing Date. - March 19, 2007.
1.4. Effective Date. - July 1, 2008
1.5. Repeal of a Former Rule. This legislative rule repeals and replaces W. Va. 126CSR44E, West Virginia Board of Education Policy 2520.5, “Health Education Content Standards and Objectives for West Virginia Schools” filed May 8, 2003 and effective July 1, 2003.
§126-44E-2. Purpose.
2.1. This policy defines the content standards (or instructional goals) and objectives for the program of study required by Policy 2510 in health.
§126-44E-3. Incorporation by Reference.
3.1. A copy of the 21st Century Health Education 5-12 Content Standards and Objectives for West Virginia Schools is attached and incorporated by reference into this policy. Copies may be obtained in the Office of the Secretary of State and in the West Virginia Department of Education, Office of Healthy Schools.
§126-44E-4. Summary of the Content Standards and Objectives.
4.1. The West Virginia Board of Education has the responsibility for establishing high quality standards pertaining to all educational standards pertaining to all education programs (W. Va. Code §18-9A-22). The content standards and objectives provide a focus for teachers to teach and students to learn those skills and competencies essential for future success in the workplace and further education. The document includes content standards for health education 5-12, an explanation of terms; objectives that reflect a rigorous and challenging curriculum; and performance descriptors.
West Virginia Department of Education
West Virginia Board of Education Policy 2520.5
21st Century Health Education 5-12
Content Standards and Objectives for West Virginia Schools
Steven L. Paine
State Superintendent
Foreword
A 21st century health education curriculum is an increasingly important aspect of developing learners prepared for success in the 21st century. Thus, the West Virginia Board of Education and the West Virginia Department of Education are pleased to present Policy 2520.5, 21st Century Health Education 5-12 Content Standards and Objectives for West Virginia Schools. The West Virginia Health Education Standards for 21st Century Learning includes 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. This broadened scope of health education curriculum is built on the firm belief that quality engaging instruction must be built on a curriculum that triangulates rigorous 21st century content, 21st century learning skills and the use of 21st century technology tools.
Committees of educators from across the state convened to revise the content standards and objectives. The overarching goal was to build a rigorous, relevant and challenging education curriculum that would prepare students for the 21st century. West Virginia educators, including regular classroom teachers, special education teachers, and teachers representing higher education institutions played a key role in shaping the content standards to align with national standards, rigorous national assessments and research and best practice in the field of health education. The contribution of these professionals was critical in creating a policy that is meaningful to classroom teachers and appears in a format that can easily be used and understood.
Policy 2520.5 is organized around the three major components of a standards-based curriculum: learning standards, instructional objectives and performance descriptors. The learning standards are the broad descriptions of what all students must know and be able to do at the conclusion of the instructional sequence. The accompanying grade-level objectives are specific descriptors of knowledge, skills and attitudes that when mastered will enable the student to attain the standard. The instructional objectives guide instructional planning and provide a basis for determining appropriate assessments, instructional strategies and resources. The performance descriptors provide the basis for assessing overall student competence of grade level standards. The performance descriptors define the five student performance levels ranging from novice to distinguished. With the ultimate goal of “learning for all,” these descriptors allow the teacher, students and parents to judge the level of student proficiency in each 21st century learning standard.
In combination, the use of learning standards, instructional objectives and performance descriptors become a comprehensive guide for delivering a rigorous and relevant health education curriculum to all West Virginia students. These elements, when used to guide the instructional process and when delivered with the creativity and instructional expertise of West Virginia teachers, will become a powerful resource for preparing students to meet the challenges of the 21st century.
Steven L. Paine
State Superintendent of Schools
Explanation of Terms
Content Standards are broad descriptions of what students should know and be able to do in a content area. Content standards describe what students’ knowledge and skills should be at the end of a K-12 sequence of study.
Objectives are incremental steps toward accomplishment of content standards. Objectives are listed by grade level and are organized around the content standards. Objectives build across grade levels as students advance in their knowledge and skills.
Performance Descriptors describe in narrative format how students demonstrate achievement of the content standards. Five performance levels have been proposed for West Virginia: distinguished, above mastery, mastery, partial mastery and novice. Performance Descriptors serve two functions. Instructionally, they give teachers more information about the level of knowledge and skills they are building in their students. Performance levels and descriptors are also used to categorize and explain student performance on statewide assessment instruments.
Numbering of Standards
The number for each content standard is composed of three parts, each part separated by a period:
• The content area code (e.g., HE for Health);
• The letter S, for Standard; and
• The standard number.
Illustration: HE.S.1 refers to health content standard #1.
Numbering of Objectives
The number of each objective is composed of four parts, each part separated by a period:
• The content area code;
• The grade level (an exception is high school health, which uses HS for the grade designation);
• The number of the content standard addressed; and
• The objective number.
Illustration: HE.6.2.03 refers to a health sixth grade objective that addresses standard #2 in health and that is the third objective listed under that standard.
Numbering of Performance Descriptors
The number for each group of five performance descriptors is composed of four parts, each part separated by a period:
• The content area or course code;
• The letters PD, for Performance Descriptors;
• The grade level (See exceptions noted above for grade level under numbering of objectives); and
• The standard number.
Illustration: HE.PD.8.02 refers to Health performance descriptors for eighth grade, content standard 2.
Unique Electronic Numbers (UENs)
Unique Electronic Numbers (or UENs) are numbers that help to electronically identify, categorize and link specific bits of information. Once Policy 2520.5 is available on the Web, each standard, each objective, and each group of five performance descriptors will have a Unique Electronic Number (UEN) that will always remain the same.
The codes printed in Policy 2520.5 form the basis of the UENs. The only additional set of numbers that will be added to each code to formulate its UEN will be a prefix that indicates the year and month that a particular version of Policy 2520.5 is approved by the State Board of Education.
The prefix for the UENs for each content area in Policy 2520.5 is noted at the top of each page containing standards, objectives and performance descriptors. As sections of 2520.5 are revised, UENs will be changed to reflect the new approval date.
UENs (Unique Electronic Numbers) are unique numbers that facilitate implementation of WV Standards into Electronic formats such as Databases and XML Files. The WV Department of Education encourages everyone who is going to use the WV Content Standards in any kind of electronic distribution, alignment, or software development to use the UENs so that all efforts can be cross-referenced and there is consistency across initiatives.
Illustration: The UEN for performance descriptors for fifth grade health, standard #2 will be “200602.HE.5.02”.
Abbreviations
Content Area
HE Health
Other Abbreviations
PD Performance Descriptors
O Objective
S Standard (Content Standard)
HEALTH EDUCATION - Policy 2520.5
Health literacy for all students is the fundamental goal of a comprehensive school health education curriculum. The health literate student is a critical thinker and problem solver, a self-directed learner, an effective communicator, and a responsible, productive citizen. Students must have the capacity to obtain, interpret, and understand basic health information and services and the competence to use such information and services in ways that enhance a healthy lifestyle. A comprehensive school health education curriculum from grades five to twelve is essential to enable students to acquire and apply health promoting knowledge, skills and behaviors.
This document is an organized, sequential list of learning standards and objectives closely aligned with the National Standards for Health Education. A major focus has been given to what the Center for Disease Control recognizes as adolescent risk behaviors (tobacco use, dietary patterns contributing to disease, sedentary lifestyle, sexual behaviors that result in HIV infection/other STDs and unintended pregnancy, alcohol and other drug use, and behaviors that result in intentional and unintentional injury).
The intent of the health standards is to provide a consistent target for both educators and students in West Virginia. It is intended to show what students should know and be able to do at certain grade levels. Teachers and policy-makers can use the health standards to design curricula, to allocate instructional resources, and to provide a basis for assessing student achievement and progress.
Standard 1: Health Promotion and Disease Prevention (HE.S.1)
The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and risk reduction are included in the performance indicators.
Standard 2: Culture, Media, and Technology (HE.S.2)
Health is impacted by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and external factors that influence health practices and behaviors among youth including personal values, beliefs and perceived norms.
Standard 3: Health Information and Services (HE.S.3)
Accessing valid health information and health-promoting products and services is critical in the prevention, early detection, and treatment of health problems. This standard focuses on how to identify and access valid health resources and to reject unproven sources. Applying the skills of analysis, comparison and evaluation of health resources empowers students to achieve health literacy.
Standard 4: Communication (HE.S.4)
Effective communication enhances personal, family, and community health. This standard focuses on how responsible individuals use verbal and non-verbal skills to develop and maintain healthy personal relationships. The ability to organize and to convey information and feelings is the basis for strengthening interpersonal interactions and reducing or avoiding conflict.
Standard 5: Decision Making (HE.S.5)
Decision-making skills are needed in order to identify, implement and sustain health enhancing behaviors. This standard includes the essential steps needed to make healthy decisions as prescribed in the performance indicators. When applied to health issues, the decision-making process enables individuals to collaborate with others to improve quality of life.
Standard 6: Goal Setting (HE.S.6)
Goal-setting skills are essential to help students identify, adopt and maintain healthy behaviors. This standard includes the critical steps needed to achieve both short-term and long-term health goals. These skills make it possible for individuals to have aspirations and plans for the future.
Standard 7: Health Behaviors (HE.S.7)
Research confirms that practicing health enhancing behaviors can contribute to a positive quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and risk taking behaviors. This standard promotes accepting personal responsibility for health and encourages the practice of healthy behaviors.
Standard 8: Advocacy (HE.S.8)
Advocacy skills help students promote healthy norms and healthy behaviors. This standard helps students develop important skills to target their health enhancing messages and to encourage others to adopt healthy behaviors.
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The Role of Technology
West Virginia’s vision for education includes the integration of technology throughout the curriculum so that all West Virginia students have the opportunity to develop technology skills that support learning and provide the ability to adapt to change. Successful learning environments provide opportunities for students to use education technology interwoven with relevant curricular content. West Virginia teachers are responsible for integrating technology appropriately in the students’ learning environment.
Organization of the Health Education Program of Study
This document is an organized, sequential list of learning standards and objectives closely aligned with the National Standards for Health Education regarding quality health education for middle and high students. A major focus has been given to what the Center for Disease Control recognizes as risk behaviors (tobacco use, dietary patterns contributing to disease, sedentary lifestyle, alcohol and other drug use, and behaviors that result in intentional and unintentional injuries). Teachers and policy-makers can use the health education standards to design curricula, allocate instructional resources, provide a basis for assessing student achievement and progress, and promote a rigorous and challenging health education curriculum.
Fifth Grade Health Content Standards and Objectives
Grade five represents the beginning of an important time in the social, emotional and physical growth of students. Students are assessing future prospects and making important decisions that will shape who they become as adults. Because of these factors, the health education curriculum will focus on promoting positive behaviors as societal norms, critically examining the influence of media, peers and society on individual decisions and actions and improving proficiency and confidence with skills that will enhance health and safety. Students will understand the physical changes occurring during puberty, the relationship of varying growth and development patterns to health and self-acceptance and the role of relationship of varying growth and development patterns of health and self-acceptance and the role of physical activity and nutrition to personal health, growth and self-concept. Attitudes toward tobacco, alcohol and other drug non-use are important and students should recognize the benefits of being drug-free. Respect for individuality and independence are incorporated in the delivery of the fifth grade curriculum. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology and objectives.
|Grade 5 |Health Education |
|Standard:1 |Health Promotion and Disease Prevention Objectives (HE.S.1) |
|(HE.S.1) |Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
|Performance Descriptors HE.S.1 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Fifth grade students at the |Fifth grade students at the above |Fifth grade students at the mastery |Fifth grade students performing at the |Fifth grade students performing at the |
|distinguished level will identify, |mastery level will identify and explain:|level will identify: five dimensions of |partial mastery level will with practice|novice level will with guidance and |
|explain and analyze: five dimensions of |five dimensions of total wellness and |total wellness and the changes that |identify: five dimensions of total |assistance identify: five dimensions of |
|total wellness and the changes that |the changes that occur during |occur during adolescence; the |wellness and the changes that occur |total wellness and the changes that |
|occur during adolescence; the |adolescence; the relationships between |relationships between nutrition and |during adolescence; the relationships |occur during adolescence; the |
|relationships between nutrition and |nutrition and health risk factors; |health risk factors; potentially |between nutrition and health risk |relationships between nutrition and |
|health risk factors; potentially |potentially dangerous situations and |dangerous situations and explain how to |factors; potentially dangerous |health risk factors; potentially |
|dangerous situations and explain how to |explain how to obtain help |obtain help appropriately; different |situations and explain how to obtain |dangerous situations and explain how to |
|obtain help appropriately; different |appropriately; different organisms that |organisms that cause disease; the major |help appropriately; different organisms |obtain help appropriately; different |
|organisms that cause disease; the major |cause disease; the major parts and |parts and functions of the body systems;|that cause disease; the major parts and |organisms that cause disease; the major |
|parts and functions of the body systems;|functions of the body systems; recognize|recognize environmental hazards and |functions of the body systems; recognize|parts and functions of the body systems;|
|recognize environmental hazards and |environmental hazards and describe |describe precautions and treatments for |environmental hazards and describe |recognize environmental hazards and |
|describe precautions and treatments for |precautions and treatments for exposure |exposure to the elements. |precautions and treatments for exposure |describe precautions and treatments for |
|exposure to the elements. |to the elements. | |to the elements. |exposure to the elements. |
|Objectives |Students will |
|HE.5.1.01 |identify the five dimensions of total wellness (i.e., physical, emotional, social, intellectual, spiritual) and typical changes that occur during adolescence. |
|HE.5.1.02 |describe the relationship between poor nutrition and health risk factors. |
|HE.5.1.03 |explain potentially dangerous situations (e.g., bullying) and know how to obtain help. |
|HE.5.1.04 |describe different organisms (e.g., viruses, bacteria, protozoa, worms, fungi) that cause diseases. |
|HE.5.1.05 |explain the basic anatomy and functions of the body systems. |
|HE.5.1.06 |identify environmental hazards (e.g., poisonous plants) and describe precautions and treatments for exposure to the elements (e.g., sun, cold, insects, animals). |
|Grade 5 |Health Education |
|Standard:2 |Culture, Media, and Technology (HE.S.2) |
| (HE.S.2) |Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
|Performance Descriptors HE.S.2 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |
|distinguished level will analyze and |above mastery level will give examples |mastery level will: discuss how risk |partial mastery level will with |novice level with guidance and |
|explain: how risk behaviors as seen on |of: how risk behaviors as seen on TV, |behaviors as seen on TV, movies and |practice: discuss how risk behaviors as |assistance will: discuss how risk |
|TV, movies and video games may influence|movies and video games may influence a |video games may influence a student’s |seen on TV, movies and video games may |behaviors as seen on TV, movies and |
|a student’s future behaviors: identify |student’s future behaviors: identify how|future behaviors: identify how peers and|influence a student’s future behaviors: |video games may influence a student’s |
|how peers and the media influence the |peers and the media influence the |the media influence the development of |identify how peers and the media |future behaviors: identify how peers and|
|development of eating disorders; health |development of eating disorders; health |eating disorders; describe how health |influence the development of eating |the media influence the development of |
|practices are impacted by cultural |practices are impacted by cultural |practices are impacted by cultural |disorders; describe how health practices|eating disorders; describe how health |
|differences; peers can influence healthy|differences; peers can influence healthy|differences; discuss how peers can |are impacted by cultural differences; |practices are impacted by cultural |
|and unhealthy behaviors; technology can |and unhealthy behaviors; technology can |influence healthy and unhealthy |discuss how peers can influence healthy |differences; discuss how peers can |
|influence personal health; describe how |influence personal health; describe how |behaviors; describe ways technology can |and unhealthy behaviors; describe ways |influence healthy and unhealthy |
|families, schools, and communities can |families, schools, and communities can |influence personal health; describe how |technology can influence personal |behaviors; describe ways technology can |
|support personal health practices and |support personal health practices and |families, schools, and communities can |health; describe how families, schools, |influence personal health; describe how |
|behaviors. |behaviors. |support personal health practices and |and communities can support personal |families, schools, and communities can |
| | |behaviors. |health practices and behaviors. |support personal health practices and |
| | | | |behaviors. |
|Objectives |Students will |
|HE.5.2.01 |discuss how risk behaviors as seen on TV, movies and video games may influence a student’s future behaviors (e.g., tobacco, alcohol, sex, violence). |
|HE.5.2.02 |identify how peers and the media influence the development of eating disorders. |
|HE.5.2.03 |describe how health practices are impacted by cultural differences. |
|HE.5.2.04 |discuss how peers can influence healthy and unhealthy behaviors. |
|HE.5.2.05 |describe ways technology can influence personal health. |
|HE.5.2.06 |describe how families, schools, and communities can support personal health practices and behaviors. |
|Grade 5 |Health Education |
|Standard: 3 |Health Information and Services (HE.S.3) |
| (HE.S.3) |Students will demonstrate the ability to access valid information and products and services to enhance health. |
|Performance Descriptors HE.S.3 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |
|distinguished level will research and |above mastery level will explain and |mastery level will: investigate |partial mastery level will with |novice level will with guidance and |
|analyze: safety-promoting activities of |give examples of: safety-promoting |safety-promoting activities of community|practice: investigate safety-promoting |assistance: investigate safety-promoting|
|community agencies; legal and illegal |activities of community agencies; legal |agencies; identify legal and illegal |activities of community agencies; |activities of community agencies; |
|drugs; characteristics of valid health |and illegal drugs characteristics of |drugs identify characteristics of valid |identify legal and illegal drugs |identify legal and illegal drugs |
|information products and services; legal|valid health information products and |health information products and |identify characteristics of valid health|identify characteristics of valid health|
|and illegal drugs, and valid health |services; legal and illegal drugs, and |services; identify legal and illegal |information products and services; |information products and services; |
|information. |valid health information. |drugs, and valid health information. |identify legal and illegal drugs, and |identify legal and illegal drugs, and |
| | | |valid health information. |valid health information. |
|Objectives |Students will |
|HE.5.3.01 |investigate activities that community agencies do to promote safety. |
|HE.5.3.02 |identify legal and illegal drugs (e.g., consider access purpose, cost, effects on the body). |
|HE.5.3.03 |identify characteristics of valid health information products and services. |
|HE.5.3.04 |locate resources from home, school and community that provide valid health information. |
|Grade 5 |Health Education |
|Standard:4 |Communication (HE.S.4) |
| (HE.S.4) |Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risk. |
|Performance Descriptors HE.S.4 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |
|distinguished level will research and |above mastery level will explain and |mastery level will: identify |partial mastery level will with |novice level will with guidance and |
|analyze : nterpersonal communication |give examples of: interpersonal |interpersonal communication skills; use |practice: identify interpersonal |assistance: identify interpersonal |
|skills; positive coping and conflict |communication skills; positive coping |positive coping and conflict resolution |communication skills; use positive |communication skills; use positive |
|resolution skills to help manage upset |and conflict resolution skills to help |skills to help manage upset feelings |coping and conflict resolution skills to|coping and conflict resolution skills to|
|feelings and/or difficult situations; |manage upset feelings and/or difficult |and/or difficult situations; apply |help manage upset feelings and/or |help manage upset feelings and/or |
|refusal skills to avoid risky behaviors;|situations; refusal skills to avoid |refusal skills to avoid risky behaviors;|difficult situations; apply refusal |difficult situations; apply refusal |
|assertive strategy methods when asking |risky behaviors; assertive strategy |incorporate assertive strategy methods |skills to avoid risky behaviors; |skills to avoid risky behaviors; |
|for help in an emergency. |methods when asking for help in an |when asking for help in an emergency. |incorporate assertive strategy methods |incorporate assertive strategy methods |
| |emergency. | |when asking for help in an emergency. |when asking for help in an emergency. |
|Objectives |Students will |
|HE.5.4.01 |identify effective verbal and non-verbal communication skills (e.g., body language, restating, listening). |
|HE.5.4.02 |use positive coping and conflict resolution skills to help manage upset feelings and/or difficult situations. |
|HE.5.4.03 |apply refusal skills to avoid risky behaviors. |
|HE.5.4.04 |incorporate assertive strategy methods when asking for help in an emergency. |
|Grade 5 |Health Education |
|Standard: 5 |Decision Making (HE.S.5) |
| (HE.S.5) |Students will demonstrate the ability to use decision-making skills to enhance health. |
|Performance Descriptors HE.S.5 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |
|distinguished level will analyze and |above mastery level will give examples |mastery level will: identify |partial mastery level will with |novice level will with guidance and |
|explain: health-related situations that |of: health-related situations that |health-related situations that require |practice: identify health-related |assistance: identify health-related |
|require thoughtful decisions; when to |require thoughtful decisions; when to |thoughtful decisions; know when to ask |situations that require thoughtful |situations that require thoughtful |
|ask for assistance; healthy options to |ask for assistance; healthy options to |for assistance; list healthy options to |decisions; know when to ask for |decisions; know when to ask for |
|solving health-related issues or |solving health-related issues or |solving health-related issues or |assistance; list healthy options to |assistance; list healthy options to |
|problems; the potential outcomes of |problems; the potential outcomes of |problems; predict the potential outcomes|solving health-related issues or |solving health-related issues or |
|healthy options to health-related issues|healthy options to health-related issues|of healthy options to health-related |problems; predict the potential outcomes|problems; predict the potential outcomes|
|in making health-related decisions. |in making health-related decisions. |issues in making health-related |of healthy options to health-related |of healthy options to health-related |
| | |decisions. |issues in making health-related |issues in making health-related |
| | | |decisions. |decisions. |
|Objectives |Students will |
|HE.5.5.01 |identify health-related situations that require thoughtful decisions (e.g., drinking, smoking, weight control). |
|HE.5.5.02 |know when to ask for assistance (e.g., illness, depression, legal problems). |
|HE.5.5.03 |list healthy options to solving health-related issues or problems. |
|HE.5.5.04 |predict the potential outcomes in making health-related decisions. |
|Grade 5 |Health Education |
|Standard:6 |Goal Setting (HE.S.6) |
|(HE.S.6) |Students will demonstrate the ability to use goal-setting skills to enhance health. |
|Performance Descriptors HE.S.6 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |
|distinguished level will research and |above mastery level will describe and |mastery level will: describe a disease |partial mastery level will with |novice level will with guidance and |
|develop: a disease prevention plan; |explain: a disease prevention plan; |prevention plan; identify strategies to |practice: describe a disease prevention |assistance: describe a disease |
|strategies to change an unhealthy |strategies to change an unhealthy |change an unhealthy behavior; set a |plan; identify strategies to change an |prevention plan; identify strategies to |
|behavior; a personal health goal and |behavior; a personal health goal and |personal health goal and track progress |unhealthy behavior; set a personal |change an unhealthy behavior; set a |
|track progress toward its achievement; |track progress toward its achievement; |toward its achievement; identify |health goal and track progress toward |personal health goal and track progress |
|resources to assist in achieving a |resources to assist in achieving a |resources to assist in achieving a |its achievement; identify resources to |toward its achievement; identify |
|personal health goal. |personal health goal. |personal health goal. |assist in achieving a personal health |resources to assist in achieving a |
| | | |goal. |personal health goal. |
|Objectives |Students will |
|HE.5.6.01 |describe disease prevention plans (e.g., diet, exercise, hygiene, habits). |
|HE.5.6.02 |identify strategies to change an unhealthy behavior (e.g., smoking, overeating, nail biting). |
|HE.5.6.03 |set a personal health goal and track progress toward its achievement. |
|HE.5.6.04 |identify resources to assist in achieving a personal health goal. |
|Grade 5 |Health Education |
|Standard:7 |Health Behaviors (HE.S.7) |
|(HE.S.7) |Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
|Performance Descriptors HE.S.7 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |
|distinguished level will research and |above mastery level will describe and |mastery level will: distinguish between |partial mastery level will with |novice level will with guidance and |
|analyze: between safe and risky or |explore: safe and risky or harmful |safe and risky or harmful behaviors in |practice: distinguish between safe and |assistance: distinguish between safe and|
|harmful behaviors in relationships and |behaviors in relationships and list |relationships and list strategies; |risky or harmful behaviors in |risky or harmful behaviors in |
|list strategies; hygiene practices |strategies; hygiene practices related to|identify hygiene practices related to |relationships and list strategies; |relationships and list strategies; |
|related to puberty and diet practices |puberty and diet practices for improved |puberty and diet practices for improved |identify hygiene practices related to |identify hygiene practices related to |
|for improved personal/family health; |personal/family health; techniques for |personal/family health; apply techniques|puberty and diet practices for improved |puberty and diet practices for improved |
|techniques for managing stress; the |managing stress; the nutritional value |for managing stress; compare and |personal/family health; apply techniques|personal/family health; apply techniques|
|nutritional value of foods when making |of foods when making personal food |contrast the nutritional value of foods |for managing stress; compare and |for managing stress; compare and |
|personal food choices; the nutritional |choices; the nutritional value of foods |when making personal food choices; |contrast the nutritional value of foods |contrast the nutritional value of foods |
|value of foods when making personal food|when making personal food choices; a |compare and contrast the nutritional |when making personal food choices; |when making personal food choices; |
|choices; a variety of behaviors that |variety of behaviors that help to avoid |value of foods when making personal food|compare and contrast the nutritional |compare and contrast the nutritional |
|help to avoid or reduce health risks. |or reduce health risks. |choices; demonstrate a variety of |value of foods when making personal food|value of foods when making personal food|
| | |behaviors that help to avoid or reduce |choices; demonstrate a variety of |choices; demonstrate a variety of |
| | |health risks. |behaviors that help to avoid or reduce |behaviors that help to avoid or reduce |
| | | |health risks. |health risks. |
|Objectives |Students will |
|HE.5.7.01 |distinguish between safe and risky or harmful behaviors in relationships and list strategies (e.g., anger management, peer pressure reversal, self-protective strategies) to |
| |reduce threatening situations. |
|HE.5.7.02 |identify hygiene practices related to puberty and diet practices for improved personal/family health. |
|HE.5.7.03 |apply techniques for managing stress. |
|HE.5.7.04 |compare and contrast the nutritional value of foods when making personal food choices (e.g., food labels). |
|HE.5.7.05 |demonstrate a variety of behaviors that help to avoid or reduce health risks. |
|Grade 5 |Health Education |
|Standard:8 |Advocacy (HE.S.8) |
|(HE.S.8) |Students will demonstrate the ability to advocate for personal, family, and community health. |
|Performance Descriptors HE.S.8 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |Fifth grade students performing at the |
|distinguished level will research and |above mastery level will describe and |mastery level will: compile a list of |partial mastery level will with |novice level will with guidance and |
|explain: personal vaccination and |analyze: personal vaccination and |personal vaccination and disease |practice: compile a list of personal |assistance: compile a list of personal |
|disease records; family menus that meet |disease records; family menus that meet |records; propose family menus that meet |vaccination and disease records; propose|vaccination and disease records; propose|
|dietary guidelines and encourage family |dietary guidelines and encourage family |dietary guidelines and encourage family |family menus that meet dietary |family menus that meet dietary |
|members to make positive health choices;|members to make positive health choices;|members to make positive health choices;|guidelines and encourage family members |guidelines and encourage family members |
|a convincing argument that nutritional |a convincing argument that nutritional |generate a convincing argument that |to make positive health choices; |to make positive health choices; |
|value of foods should be a factor when |value of foods should be a factor when |nutritional value of foods should be a |generate a convincing argument that |generate a convincing argument that |
|making personal food choices; roles in |making personal food choices; roles in |factor when making personal food |nutritional value of foods should be a |nutritional value of foods should be a |
|helping community efforts to prevent and|helping community efforts to prevent and|choices; discuss roles in helping |factor when making personal food |factor when making personal food |
|control disease, protect natural |control disease, protect natural |community efforts to prevent and control|choices; discuss roles in helping |choices; discuss roles in helping |
|resources, reduce injuries and prevent |resources, reduce injuries and prevent |disease, protect natural resources, |community efforts to prevent and control|community efforts to prevent and control|
|pollution through service agencies, |pollution through service agencies, |reduce injuries and prevent pollution |disease, protect natural resources, |disease, protect natural resources, |
|regulations and laws. |regulations and laws. |through service agencies, regulations |reduce injuries and prevent pollution |reduce injuries and prevent pollution |
| | |and laws. |through service agencies, regulations |through service agencies, regulations |
| | | |and laws. |and laws. |
|Objectives |Students will |
|HE.5.8.01 |compile a list of personal vaccination and disease records. |
|HE.5.8.02 |propose family menus that meet dietary guidelines and encourage family members to make positive health choices. |
|HE.5.8.03 |generate a convincing argument that nutritional value of foods should be a factor when making personal food choices (e.g., nutritional labels, ). |
|HE.5.8.04 |discuss roles in helping community efforts to prevent and control disease, protect natural resources, reduce injuries and prevent pollution through service agencies, regulations |
| |and laws. |
Sixth Grade Health Content Standards and Objectives
The sixth grade health objectives address important social, emotional and physical changes young adolescents experience. Decision making steps and application are integrated into all topics of discussion as students examine potential long and short term consequences of decisions and their impact on all aspects of health (e.g., mental, emotional, physical). Students critically examine concepts related to personal health and wellness, injury prevention and tobacco use and recognize the impact of positive health decisions on personal goal attainment. Students improve social skills, discuss the impact of peer pressure and distinguish between positive and negative influences in relationships. Students demonstrate ability to plan physical activity and nutrition that promotes good health and recognizes their relationship to body image and weight maintenance. Teaching strategies should provide students with opportunities to work in small groups and express individual opinions. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology and objectives.
Note: In accordance with West Virginia Code §18-2-9, the West Virginia Department of Education shall provide a standardized health education assessment to be administered in sixth grade health education classes in order to measure student health knowledge and program effectiveness.
|Grade 6 |Health Education |
|Standard:1 |Health Promotion and Disease Prevention Objectives (HE.S.1) |
|(HE.S.1) |Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
|Performance Descriptors HE.S.1 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Sixth grade students at the |Sixth grade students at the above |Sixth grade students at the mastery |Sixth grade students performing at the |Sixth grade students performing at the |
|distinguished level will analyze and |mastery level will investigate and |level will: investigate the food pyramid|partial mastery level will with |novice level will with guidance and |
|evaluate the food pyramid using |explain: the food pyramid using |using ; list the negative |practice: investigate the food pyramid |assistance: investigate the food pyramid|
|; the negative effects of |; the negative effects of |effects of alcohol, drugs, and tobacco; |using ; list the negative |using ; list the negative |
|alcohol, drugs, and tobacco; strategies |alcohol, drugs, and tobacco; strategies |discuss and examine strategies for the |effects of alcohol, drugs, and tobacco; |effects of alcohol, drugs, and tobacco; |
|for the prevention of injuries, |for the prevention of injuries, |prevention of injuries, communicable |discuss and examine strategies for the |discuss and examine strategies for the |
|communicable diseases, and other health |communicable diseases, and other health |diseases, and other health problems; |prevention of injuries, communicable |prevention of injuries, communicable |
|problems; the functions of the major |problems; the functions of the major |identify and describe the functions of |diseases, and other health problems; |diseases, and other health problems; |
|parts of the nervous system; how family |parts of the nervous system; how family |the major parts of the nervous system; |identify and describe the functions of |identify and describe the functions of |
|history and hereditary factors impact |history and hereditary factors impact |describe how family history and |the major parts of the nervous system; |the major parts of the nervous system; |
|personal health; the steps for breathing|personal health; the steps for breathing|hereditary factors impact personal |describe how family history and |describe how family history and |
|emergencies and basic first aid; the |emergencies and basic first aid; the |health; list the steps for breathing |hereditary factors impact personal |hereditary factors impact personal |
|inter-relationship of emotional, |inter-relationship of emotional, |emergencies and basic first aid; discuss|health; list the steps for breathing |health; list the steps for breathing |
|intellectual, physical, social, and |intellectual, physical, social, and |the inter-relationship of emotional, |emergencies and basic first aid; discuss|emergencies and basic first aid; discuss|
|spiritual health in adolescence. |spiritual health in adolescence. |intellectual, physical, social, and |the inter-relationship of emotional, |the inter-relationship of emotional, |
| | |spiritual health in adolescence. |intellectual, physical, social, and |intellectual, physical, social, and |
| | | |spiritual health in adolescence. |spiritual health in adolescence. |
|Objectives |Students will |
|HE.6.1.01 |investigate the food pyramid (i.e., include number and size of servings, basic daily nutrients needed for an adolescent) using . |
|HE.6.1.02 |list the negative effects of alcohol, drugs, and tobacco. |
|HE.6.1.03 |discuss and examine strategies for the prevention of injuries (e.g., fractures, laceration, head trauma), communicable diseases (STD’s, HIV, and AIDS), and other health problems.|
|HE.6.1.04 |identify and describe the functions of the major parts of the nervous system. |
|HE.6.1.05 |describe how family history and hereditary factors impact personal health. |
|HE.6.1.06 |list the steps for breathing emergencies and basic first aid. |
|HE.6.1.07 |discuss the inter-relationship of emotional, intellectual, physical, social, and spiritual health in adolescence. |
|Grade 6 |Health Education |
|Standard: 2 |Culture, Media, and Tehnology (HE.S.2) |
| (HE.S.2) |Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
|Performance Descriptors HE.S.2 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |
|distinguished level will analyze and |above mastery level will analyze and |mastery level will: analyze how messages|below mastery level will, with |novice level will, with teacher |
|illustrate: how messages from the media |give examples of: how messages from the |from the media influence health |assistance: analyze how messages from |guidance: analyze how messages from the |
|influence health behaviors; the |media influence health behaviors; the |behaviors; analyze the influence that |the media influence health behaviors; |media influence health behaviors; |
|influence that advertisers have on |influence that advertisers have on |advertisers have on consumer choices; |analyze the influence that advertisers |analyze the influence that advertisers |
|consumer choices; how families influence|consumer choices; how families influence|examine how families influence the |have on consumer choices; examine how |have on consumer choices; examine how |
|the health of adolescents; the influence|the health of adolescents; the influence|health of adolescents; describe the |families influence the health of |families influence the health of |
|of personal values, beliefs and culture |of personal values, beliefs and culture |influence of personal values, beliefs |adolescents; describe the influence of |adolescents; describe the influence of |
|on health practices and behaviors; how |on health practices and behaviors; how |and culture on health practices and |personal values, beliefs and culture on |personal values, beliefs and culture on |
|peers, school, and community can impact |peers, school, and community can impact |behaviors; describe how peers, school, |health practices and behaviors; describe|health practices and behaviors; describe|
|personal health practices and behaviors;|personal health practices and behaviors;|and community can impact personal health|how peers, school, and community can |how peers, school, and community can |
|how technology has advanced health |how technology has advanced health |practices and behaviors; explain how |impact personal health practices and |impact personal health practices and |
|promotion and disease prevention. |promotion and disease prevention. |technology has advanced health promotion|behaviors; explain how technology has |behaviors; explain how technology has |
| | |and disease prevention. |advanced health promotion and disease |advanced health promotion and disease |
| | | |prevention. |prevention. |
|Objectives |Students will |
|HE.6.2.01 |analyze how messages from the media influence health behaviors (e.g., appearance, fads, habits). |
|HE.6.2.02 |analyze the influence that advertisers have on consumer choices (e.g., brand names, fads). |
|HE.6.2.03 |examine how families influence the health of adolescents (e.g., family time, meal preparation, religious practices, weight control). |
|HE.6.2.04 |describe the influence of personal values, beliefs and culture on health practices and behaviors. |
|HE.6.2.05 |describe how peers, school, and community can impact personal health practices and behaviors. |
|HE.6.2.06 |explain how technology has advanced health promotion and disease prevention (Genome Project, medicine production, surgical techniques). |
|Grade 6 |Health Education |
|Standard: 3 |Health Information and Services (HE.S.3) |
| (HE.S.3) |Students will demonstrate the ability to access valid information and products and services to enhance health. |
|Performance Descriptors HE.S.3 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |
|distinguished level will analyze and |above mastery level will compare and |mastery level will: analyze the |partial mastery level will with |novice level will with guidance and |
|evaluate: the validity of health |analyze: the validity of health |validity of health information, products|encouragement: analyze the validity of |assistance: analyze the validity of |
|information, products and services; how |information, products and services; how |and services; demonstrate how to access |health information, products and |health information, products and |
|to access valid health information from |to access valid health information from |valid health information from home, |services; demonstrate how to access |services; demonstrate how to access |
|home, school, and community; how to |home, school, and community; how to |school, and community; list and locate |valid health information from home, |valid health information from home, |
|locate products that enhance and improve|locate products that enhance and improve|products that enhance and improve |school, and community; list and locate |school, and community; list and locate |
|health; situations that may require |health; situations that may require |health; describe situations that may |products that enhance and improve |products that enhance and improve |
|professional health services; personal |professional health services; personal |require professional health services; |health; describe situations that may |health; describe situations that may |
|and hereditary information needed to |and hereditary information needed to |research personal and hereditary |require professional health services; |require professional health services; |
|determine preventive medical care. |determine preventive medical care. |information needed to determine |research personal and hereditary |research personal and hereditary |
| | |preventive medical care. |information needed to determine |information needed to determine |
| | | |preventive medical care. |preventive medical care. |
|Objectives |Students will |
|HE.6.3.01 |analyze the validity of health information, products and services (e.g., choosing doctors, quackery). |
|HE.6.3.02 |demonstrate how to access valid health information from home, school, and community (e.g., parent, 911, teacher, school nurse). |
|HE.6.3.03 |list and locate products that enhance and improve health (e.g., food, vitamins, humidifiers). |
|HE.6.3.04 |describe situations that may require professional health services (e.g., sudden illness, accidents). |
|HE.6.3.05 |research personal and hereditary information needed to determine preventive medical care. (e.g., family health tree, health screenings, nutritional guidelines). |
|Grade 6 |Health Education |
|Standard:4 |Communication (HE.S.4) |
| (HE.S.4) |Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risk. |
|Performance Descriptors HE.S.4 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |
|distinguished level will: demonstrate |above mastery level will demonstrate and|mastery level will: perform effective |partial mastery level will with |novice level will with guidance and |
|and assess: effective communication |explain: effective communication skills |communication skills to enhance health; |encouragement: perform effective |assistance: perform effective |
|skills to enhance health; a variety of |to enhance health; a variety of positive|demonstrate a variety of positive coping|communication skills to enhance health; |communication skills to enhance health; |
|positive coping mechanisms/conflict |coping mechanisms/conflict resolution |mechanisms/conflict resolution skills to|demonstrate a variety of positive coping|demonstrate a variety of positive coping|
|resolution skills to deal with upset |skills to deal with upset feelings and |deal with upset feelings and difficult |mechanisms/conflict resolution skills to|mechanisms/conflict resolution skills to|
|feelings and difficult situations; |difficult situations; refusal and |situations; demonstrate refusal and |deal with upset feelings and difficult |deal with upset feelings and difficult |
|refusal and negotiation skills to avoid |negotiation skills to avoid or reduce |negotiation skills to avoid or reduce |situations; demonstrate refusal and |situations; demonstrate refusal and |
|or reduce risks; the value of assertive |risks; the value of assertive strategies|risks; demonstrate the value of |negotiation skills to avoid or reduce |negotiation skills to avoid or reduce |
|strategies when asking for help in an |when asking for help in an emergency; |assertive strategies when asking for |risks; demonstrate the value of |risks; demonstrate the value of |
|emergency; communication skills to build|communication skills to build and |help in an emergency; exhibit |assertive strategies when asking for |assertive strategies when asking for |
|and maintain healthy relationships. |maintain healthy relationships. |communication skills to build and |help in an emergency; exhibit |help in an emergency; exhibit |
| | |maintain healthy relationships. |communication skills to build and |communication skills to build and |
| | | |maintain healthy relationships. |maintain healthy relationships. |
|Objectives |Students will |
|HE.6.4.01 |perform effective communication skills to enhance health. (e.g., body language, restating, individual and group conversation) |
|HE.6.4.02 |demonstrate a variety of positive coping mechanisms/conflict resolution skills (e.g., peer mediation and non-violent strategies) to deal with upset feelings and difficult |
| |situations. |
|HE.6.4.03 |demonstrate refusal and negotiation skills to avoid or reduce risks (e.g., refusal skill steps, peer mediation, communication skills). |
|HE.6.4.04 |demonstrate the value of assertive strategies when asking for help in an emergency (e.g. 911, police, fire, teacher). |
|HE.6.4.05 |exhibit communication skills to build and maintain healthy relationships (e.g., friendships, parents, teachers, classmates). |
|Grade 6 |Health Education |
|Standard: 5 |Decision Making (HE.S.5) |
| (HE.S.5) |Students will demonstrate the ability to use decision-making skills to enhance health. |
|Performance Descriptors HE.S.6 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |
|distinguished level will analyze and |above mastery level will identify and |mastery level will: identify |partial mastery level will with |novice level will with guidance and |
|evaluate: health-related situations that|explain: health-related situations that |health-related situations that require |encouragement: identify health-related |assistance: identify health-related |
|require carefully thought out decisions;|require carefully thought out decisions;|carefully thought out decisions; select |situations that require carefully |situations that require carefully |
|healthy options to health-related issues|healthy options to health-related issues|healthy options to health-related issues|thought out decisions; select healthy |thought out decisions; select healthy |
|or problems; the potential outcomes when|or problems; the potential outcomes when|or problems; describe the potential |options to health-related issues or |options to health-related issues or |
|making health-related decisions; |making health-related decisions; |outcomes when making health-related |problems; describe the potential |problems; describe the potential |
|decision-making skills that protect |decision-making skills that protect |decisions; select decision-making skills|outcomes when making health-related |outcomes when making health-related |
|against communicable and |against communicable and |that protect against communicable and |decisions; select decision-making skills|decisions; select decision-making skills|
|non-communicable diseases; healthy to |non-communicable diseases; healthy to |non-communicable diseases; compare |that protect against communicable and |that protect against communicable and |
|unhealthy alternatives when making |unhealthy alternatives when making |healthy to unhealthy alternatives when |non-communicable diseases; compare |non-communicable diseases; compare |
|decisions; the steps of the |decisions; the steps of the |making decisions; list the steps of the |healthy to unhealthy alternatives when |healthy to unhealthy alternatives when |
|decision-making process to solve |decision-making process to solve |decision-making process to solve |making decisions; list the steps of the |making decisions; list the steps of the |
|problems. |problems. |problems. |decision-making process to solve |decision-making process to solve |
| | | |problems. |problems. |
|Objectives |Students will |
|HE.6.5.01 |identify health-related situations that require carefully thought out decisions (i.e., weight control, nutrition, tobacco use). |
|HE.6.5.02 |select healthy options to health-related issues or problems (i.e. exercise, disease prevention) |
|HE.6.5.03 |describe the potential outcomes when making health-related decisions (obesity, alcoholism, drug dependence). |
|HE.6.5.04 |select decision-making skills that protect against communicable and non-communicable diseases (e.g., hand washing, covering coughs, safety, diet, exercise). |
|HE.6.5.05 |compare healthy to unhealthy alternatives when making decisions (e.g., apple: brownie; exercise: loaf; smoke; don’t smoke). |
|HE.6.5.06 |list the steps of the decision-making process to solve problems. |
|Grade 6 |Health Education |
|Standard:6 |Goal Setting (HE.S.6) |
|(HE.S.6) |Students will demonstrate the ability to use goal-setting skills to enhance health. |
|Performance Descriptors HE.S.6 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |
|distinguished level will analyze and |above mastery level will explain: |mastery level will: list personal health|partial mastery level will with |novice level will with guidance and |
|evaluate: personal health practices; how|personal health practices; how the goal |practices; explain how the goal setting |encouragement: list personal health |assistance: list personal health |
|the goal setting process is important in|setting process is important in |process is important in designing |practices; explain how the goal setting |practices; explain how the goal setting |
|designing strategies to quit risky |designing strategies to quit risky |strategies to quit risky behaviors; |process is important in designing |process is important in designing |
|behaviors; how to create a personal |behaviors; how to create a personal |select a personal health goal and track |strategies to quit risky behaviors; |strategies to quit risky behaviors; |
|health goal and track it’s progress |health goal and track it’s progress |it’s progress toward achievement; |select a personal health goal and track |select a personal health goal and track |
|toward achievement; how personal health |toward achievement; how personal health |describe how personal health goals and |it’s progress toward achievement; |it’s progress toward achievement; |
|goals and practices can change. |goals and practices can change. |practices can change. |describe how personal health goals and |describe how personal health goals and |
| | | |practices can change |practices can change |
|Objectives |Students will |
|HE.6.6.01 |list personal health practices (e.g., exercise, proper rest, diet, doctor/dental appointments). |
|HE.6.6.02 |explain how the goal setting process is important in designing strategies to avoid risky behaviors (e.g. tobacco use, alcohol consumption, drug use). |
|HE.6.6.03 |select a personal health goal and track it’s progress toward achievement (e.g., nutritional goals, fitness goals). |
|HE.6.6.04 |describe how personal health goals and practices can change (i.e., maturity, peer influences, environment). |
|Grade 6 |Health Education |
|Standard:7 |Health Behaviors (HE.S.7) |
|(HE.S.7) |Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
|Performance Descriptors HE.S.7 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |
|distinguished level will analyze and |above mastery level will analyze and |mastery level will: differentiate |partial mastery level will with |novice level will with guidance and |
|evaluate: safe and risky behaviors in |give examples of: safe and risky |between safe and risky behaviors in |encouragement: differentiate between |assistance: differentiate between safe |
|relationships; differences between safe |behaviors in relationships; differences |relationships; contrast the differences |safe and risky behaviors in |and risky behaviors in relationships; |
|and risky behaviors for preventing |between safe and risky behaviors for |between safe and risky behaviors for |relationships; contrast the differences |contrast the differences between safe |
|pregnancy and STDs; protective behaviors|preventing pregnancy and STDs; |preventing pregnancy and STDs; list |between safe and risky behaviors for |and risky behaviors for preventing |
|used to avoid and reduce threatening |protective behaviors used to avoid and |protective behaviors used to avoid and |preventing pregnancy and STDs; list |pregnancy and STDs; list protective |
|situations; signs and strategies that |reduce threatening situations; signs and|reduce threatening situations; exhibit |protective behaviors used to avoid and |behaviors used to avoid and reduce |
|can be used to reduce stress, anxiety |strategies that can be used to reduce |signs and strategies that can be used to|reduce threatening situations; exhibit |threatening situations; exhibit signs |
|and depression; discuss good health |stress, anxiety and depression; discuss |reduce stress, anxiety and depression; |signs and strategies that can be used to|and strategies that can be used to |
|practices to improve personal and family|good health practices to improve |discuss good health practices to improve|reduce stress, anxiety and depression; |reduce stress, anxiety and depression; |
|health. |personal and family health. |personal and family health. |discuss good health practices to improve|discuss good health practices to improve|
| | | |personal and family health. |personal and family health. |
|Objectives |Students will |
|HE.6.7.01 |differentiate between safe and risky behaviors in relationships (e.g., abuse, date rape, peer pressure, sexual activity). |
|HE.6.7.02 |contrast the differences between safe and risky behaviors for preventing pregnancy and STDs (e.g., abstinence, birth control, drug use). |
|HE.6.7.03 |list protective behaviors used to avoid and reduce threatening situations (e.g., be with a group, confide in parents or teachers). |
|HE.6.7.04 |exhibit signs and strategies that can be used to reduce stress, anxiety and depression. |
|HE.6.7.05 |discuss good health practices to improve personal and family health (e.g., hygiene, nutrition, food preparation). |
|Grade 6 |Health Education |
|Standard:8 |Advocacy (HE.S.7) |
|(HE.S.7) |Students will demonstrate the ability to advocate for personal, family, and community health. |
|Performance Descriptors HE.S.7 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |Sixth grade students performing at the |
|distinguished level will analyze and |above mastery level will demonstrate and|mastery level will: work cooperatively |partial mastery level will with |novice level will with guidance and |
|evaluate how to: work cooperatively to |explain how to: work cooperatively to |to advocate for healthy individuals, |encouragement: work cooperatively to |assistance: work cooperatively to |
|advocate for healthy individuals, |advocate for healthy individuals, |families, and schools; discuss ways that|advocate for healthy individuals, |advocate for healthy individuals, |
|families, and schools; discuss ways that|families, and schools; discuss ways that|health messages and communication |families, and schools; discuss ways that|families, and schools; discuss ways that|
|health messages and communication |health messages and communication |techniques can be altered depending on |health messages and communication |health messages and communication |
|techniques can be altered depending on |techniques can be altered depending on |their audiences; explain how to |techniques can be altered depending on |techniques can be altered depending on |
|their audiences; influence others to |their audiences; influence others to |influence others to make positive health|their audiences; explain how to |their audiences; explain how to |
|make positive health choices. |make positive health choices. |choices. |influence others to make positive health|influence others to make positive health|
| | | |choices. |choices. |
|Objectives |Students will |
|HE.6.8.01 |work cooperatively to advocate for healthy individuals, families, and schools (i.e., blog, portfolio, school newspaper) |
|HE.6.8.02 |discuss ways that health messages and communication techniques can be altered depending on their audiences (i.e., tots, pre-teens, teens, adults, senior citizens,). |
|HE.6.8.03 |explain how to influence others to make positive health choices (e.g., by example, encouragement, positive messages). |
Seventh Grade Health Content Standards and Objectives
Skills practice, improvement and application in stress management, positive communication skills, conflict resolution, decision making and refusal skills provide the potential for guiding seventh graders through one of the most difficult developmental periods and for helping students distinguish between normal transitional behaviors that are developmentally enhancing and those behaviors that can be risky or lead to unforeseen consequences. Drug, alcohol and pregnancy prevention should focus on correcting erroneous perceptions of the prevalence and acceptability of behaviors, establishing conservative group norms and establishing or reinforcing perceived personal susceptibility to the consequences of risk-taking behavior. Students demonstrate responsible personal health choices and competence with skills for developing positive relationships. Students investigate the relationship of personal diet and physical activity to good health and disease prevention. Multiple teaching strategies and activities enhance the student’s experience and perceived relevance of health education. Students learn to access and use available information and services to enhance and advocate for health. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology and objectives.
|Grade 7 |Health Education |
|Standard:1 |Health Promotion and Disease Prevention Objectives (HE.S.1) |
|(HE.S.1) |Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
|Performance Descriptors HE.S.1 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Seventh grade students performing on the|Seventh grade students performing on the|Seventh grade students performing on the|Seventh grade students performing at the|Seventh grade students performing at the|
|distinguished level will analyze and |above mastery level will list and |mastery level will: list the six |partial mastery level will with |novice level will with guidance and |
|evaluate: the six essential nutrients; |explain: the six essential nutrients; |essential nutrients; determine their |encouragement: list the six essential |assistance: list the six essential |
|determine their sources and functions; |determine their sources and functions; |sources and functions; analyze the |nutrients; determine their sources and |nutrients; determine their sources and |
|the effects of various behaviors on body|the effects of various behaviors on body|effects of various behaviors on body |functions; analyze the effects of |functions; analyze the effects of |
|systems and wellness; the anatomy and |systems and wellness; the anatomy and |systems and wellness; describe the |various behaviors on body systems and |various behaviors on body systems and |
|functions of the reproductive system; |functions of the reproductive system; |anatomy and functions of the |wellness; describe the anatomy and |wellness; describe the anatomy and |
|general symptoms and potential long-term|general symptoms and potential long-term|reproductive system; identify general |functions of the reproductive system; |functions of the reproductive system; |
|health consequences of STDs; first aid |health consequences of STDs; first aid |symptoms and potential long-term health |identify general symptoms and potential |identify general symptoms and potential |
|procedures; ways to maintain and improve|procedures; ways to maintain and improve|consequences of STDs; demonstrate first |long-term health consequences of STDs; |long-term health consequences of STDs; |
|emotional, intellectual, physical, |emotional, intellectual, physical, |aid procedures; describe ways to |demonstrate first aid procedures; |demonstrate first aid procedures; |
|social, and spiritual health. |social, and spiritual health. |maintain and improve emotional, |describe ways to maintain and improve |describe ways to maintain and improve |
| | |intellectual, physical, social, and |emotional, intellectual, physical, |emotional, intellectual, physical, |
| | |spiritual health. |social, and spiritual health. |social, and spiritual health. |
|Objectives |Students will |
|HE.7.1.01 |list the six essential nutrients; determine their sources and functions. |
|HE.7.1.02 |analyze the effects of risky behaviors on body systems and general wellness (e.g., substance abuse, smoking). |
|HE.7.1.03 |describe the anatomy and functions of the reproductive system. |
|HE.7.1.04 |identify general symptoms and potentially long-term health consequences of STDs. |
|HE.7.1.05 |demonstrate first aid procedures (e.g., CPR, control bleeding, airway obstructions, fractures). |
|HE.7.1.06 |describe ways to maintain and improve emotional, intellectual, physical, social, and spiritual health (e.g., wellness, positive thinking). |
|Grade 7 |Health Education |
|Standard:2 |Culture, Media and Technology (HE.S.2) |
| (HE.S.2) |Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
|Performance Descriptors HE.S.2 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|
|distinguished level will analyze and |above mastery level will analyze and |mastery level will: compare and contrast|partial mastery level will with |novice level will with guidance and |
|evaluate: the influence of cultural |give examples of: the influence of |the influence of cultural beliefs on |encouragement: compare and contrast the |assistance: compare and contrast the |
|beliefs on health behaviors; how |cultural beliefs on health behaviors; |health behaviors; debate how messages |influence of cultural beliefs on health |influence of cultural beliefs on health |
|messages from the media can influence |how messages from the media can |from the media can influence health |behaviors; debate how messages from the |behaviors; debate how messages from the |
|health behaviors; the impact of bullying|influence health behaviors; the impact |behaviors; describe the impact of |media can influence health behaviors; |media can influence health behaviors; |
|and identify necessary coping skills; |of bullying and identify necessary |bullying and identify necessary coping |describe the impact of bullying and |describe the impact of bullying and |
|recognize the importance of respecting |coping skills; recognize the importance |skills; recognize the importance of |identify necessary coping skills; |identify necessary coping skills; |
|individual differences; media messages |of respecting individual differences; |respecting individual differences; |recognize the importance of respecting |recognize the importance of respecting |
|about alcohol, tobacco, and other drugs;|media messages about alcohol, tobacco, |analyze media messages about alcohol, |individual differences; analyze media |individual differences; analyze media |
|the influence that advertisers have on |and other drugs; the influence that |tobacco, and other drugs; analyze the |messages about alcohol, tobacco, and |messages about alcohol, tobacco, and |
|consumer choices; how peers, schools, |advertisers have on consumer choices; |influence that advertisers have on |other drugs; analyze the influence that |other drugs; analyze the influence that |
|and communities can impact personal |how peers, schools, and communities can |consumer choices; evaluate how peers, |advertisers have on consumer choices; |advertisers have on consumer choices; |
|health practices and behaviors; the |impact personal health practices and |schools, and communities can impact |evaluate how peers, schools, and |evaluate how peers, schools, and |
|influence of the family on the health of|behaviors; the influence of the family |personal health practices and behaviors;|communities can impact personal health |communities can impact personal health |
|adolescents. |on the health of adolescents. |examine the influence of the family on |practices and behaviors; examine the |practices and behaviors; examine the |
| | |the health of adolescents. |influence of the family on the health of|influence of the family on the health of|
| | | |adolescents. |adolescents. |
|Objectives |Students will |
|HE.7.2.01 |compare and contrast the influence of cultural beliefs on health behaviors (e.g., nutrition, hygiene, medical treatment, ATOD use). |
|HE.7.2.02 |debate how messages from the media can influence health behaviors (e.g., advertising techniques). |
|HE.7.2.03 |describe the impact of bullying and identify necessary coping skills. |
|HE.7.2.04 |recognize the importance of respecting individual differences (e.g., race, religion, size, age, sex). |
|HE.7.2.05 |analyze media messages about alcohol, tobacco, and other drugs (e.g., “beer” and other alcohol commercials, medication). |
|HE.7.2.06 |analyze the influence that advertisers have on consumer choices (e.g., tobacco and alcohol use, clothing styles, makeup). |
|HE.7.2.07 |evaluate how peers, schools, and communities can impact personal health practices and behaviors (e.g., PTA, scouting and other youth organizations). |
|HE.7.2.08 |examine the influence of the family on the health of adolescents (e.g., smoking, drinking, drug use, meal plans). |
|Grade 7 |Health Education |
|Standard:3 |Health Information and Services (HE.S.3) |
| (HE.S.3) |Students will demonstrate the ability to access valid health information and products and services to enhance health. |
|Performance Descriptors HE.S.3 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|
|distinguished level will analyze and |above mastery level will analyze and |mastery level will: evaluate the costs |partial mastery level will with |novice level will with guidance and |
|evaluate: the costs of health |give examples of: the costs of health |of health information, products and |encouragement: evaluate the costs of |assistance: evaluate the costs of health|
|information, products and services; |information, products and services; |services; recognize valid health |health information, products and |information, products and services; |
|valid health information found in the |valid health information found in the |information found in the home, school, |services; recognize valid health |recognize valid health information found|
|home, school, and community; the |home, school, and community; the |and community; appraise the |information found in the home, school, |in the home, school, and community; |
|accessibility of products that enhance |accessibility of products that enhance |accessibility of products that enhance |and community; appraise the |appraise the accessibility of products |
|health; situations that require |health; situations that require |health; list situations that require |accessibility of products that enhance |that enhance health; list situations |
|professional and community services; |professional and community services; |professional and community services; |health; list situations that require |that require professional and community |
|personal and hereditary data to |personal and hereditary data to |utilize personal and hereditary data to |professional and community services; |services; utilize personal and |
|determine medical care needs; the costs |determine medical care needs; the costs |determine medical care needs; evaluate |utilize personal and hereditary data to |hereditary data to determine medical |
|of health information, products and |of health information, products and |the costs of health information, |determine medical care needs; evaluate |care needs; evaluate the costs of health|
|services; myths, misinformation and |services; myths, misinformation and |products and services; identify myths, |the costs of health information, |information, products and services; |
|stereotyping associated with health |stereotyping associated with health |misinformation and stereotyping |products and services; identify myths, |identify myths, misinformation and |
|services. |services. |associated with health services. |misinformation and stereotyping |stereotyping associated with health |
| | | |associated with health services. |services. |
|Objectives |Students will |
|HE.7.3.01 |evaluate the costs of health information, products and services. (e.g., compare/contrast products, insurance, internet purchases) |
|HE.7.3.02 |recognize valid health information found in the home, school, and community (e.g. literature, hospital brochures). |
|HE.7.3.03 |appraise the accessibility of products that enhance health. (e.g., age requirements, internet, community access) |
|HE.7.3.04 |list situations that require professional and community health services. (e.g., accidents, illnesses, health maintenance). |
|HE.7.3.05 |utilize personal and hereditary data to determine medical care needs (e.g., health screenings, nutritional guidelines). |
|HE.7.3.06 |identify myths, misinformation and stereotyping associated with health services (e.g., quackery, false advertising). |
|Grade 7 |Health Education |
|Standard: 4 |Communication (HE.S.4) |
| (HE.S.4) |Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risk. |
|Performance Descriptors HE.S.4 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|
|distinguished level will analyze and |above mastery level will analyze and |mastery level will: analyze effective |partial mastery level will with |novice level will with guidance and |
|evaluate: effective verbal and |give examples of: effective verbal and |verbal and non-verbal communication |encouragement: analyze effective verbal |assistance: analyze effective verbal and|
|non-verbal communication skills to |non-verbal communication skills to |skills to enhance health; explain how |and non-verbal communication skills to |non-verbal communication skills to |
|enhance health; how character and |enhance health; how character and |character and personality affect the |enhance health; explain how character |enhance health; explain how character |
|personality affect the perception of |personality affect the perception of |perception of one’s ability to |and personality affect the perception of|and personality affect the perception of|
|one’s ability to communicate; a variety |one’s ability to communicate; a variety |communicate; demonstrate a variety of |one’s ability to communicate; |one’s ability to communicate; |
|of positive coping mechanisms/conflict |of positive coping mechanisms/conflict |positive coping mechanisms/conflict |demonstrate a variety of positive coping|demonstrate a variety of positive coping|
|resolution skills; refusal and |resolution skills; refusal and |resolution skills; give examples of |mechanisms/conflict resolution skills; |mechanisms/conflict resolution skills; |
|negotiation skills to avoid health |negotiation skills to avoid health |refusal and negotiation skills to avoid |give examples of refusal and negotiation|give examples of refusal and negotiation|
|risks; ways one can develop healthful |risks; ways one can develop healthful |health risks; discuss ways one can |skills to avoid health risks; discuss |skills to avoid health risks; discuss |
|family relationships; steps that can be |family relationships; steps that can be |develop healthful family relationships; |ways one can develop healthful family |ways one can develop healthful family |
|taken to improve dysfunctional family |taken to improve dysfunctional family |list steps that can be taken to improve |relationships; list steps that can be |relationships; list steps that can be |
|relationships; the value of assertive |relationships; the value of assertive |dysfunctional family relationships; |taken to improve dysfunctional family |taken to improve dysfunctional family |
|strategies when asking for help in an |strategies when asking for help in an |explain the value of assertive |relationships; explain the value of |relationships; explain the value of |
|emergency; communication skills to build|emergency; communication skills to build|strategies when asking for help in an |assertive strategies when asking for |assertive strategies when asking for |
|and maintain healthy relationships. |and maintain healthy relationships. |emergency; list communication skills to |help in an emergency; list communication|help in an emergency; list communication|
| | |build and maintain healthy |skills to build and maintain healthy |skills to build and maintain healthy |
| | |relationships. |relationships. |relationships. |
|Objectives |Students will |
|HE.7.4.01 |analyze effective verbal and non-verbal communication skills to enhance health (e.g., body language, restating, individual/group conversation). |
|HE.7.4.02 |explain how character and personality affect the perception of one’s ability to communicate (e.g., confident = aggressive; shy = passive). |
|HE.7.4.03 |demonstrate a variety of positive coping mechanisms/conflict resolution skills (e.g., peer mediation, on-violent strategies to deal with upset feelings and difficult situations).|
|HE.7.4.04 |give examples of refusal and negotiation skills to avoid health risks (e.g., say no, avoid risks, give excuses). |
|HE.7.4.05 |discuss ways one can develop healthful family relationships (e.g., share with siblings, chores, spend time together). |
|HE.7.4.06 |list steps that can be taken to improve dysfunctional family relationships (e.g., Alanon, counselor, trusted adults, try to get along). |
|HE.7.4.07 |demonstrate how to call for help in an emergency. (e.g., 911, teacher, neighbor). |
|HE.7.4.08 |list communication skills to build and maintain healthy relationships (e.g., listening, body language, patience) |
|Grade 7 |Health Education |
|Standard:5 |Decision Making (HE.S.5) |
|(HE.S.5) |Students will demonstrate the ability to use decision-making skills to enhance health. |
|Performance Descriptors HE.S.5 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|
|distinguished level will analyze and |above mastery level will analyze and |mastery level will: apply the USDA |partial mastery level will with |novice level will with guidance and |
|evaluate: the USDA Dietary Guidelines |give examples of: the USDA Dietary |Dietary Guidelines and Food Pyramid in |encouragement: apply the USDA Dietary |assistance: apply the USDA Dietary |
|and Food Pyramid in meal planning; the |Guidelines and Food Pyramid in meal |meal planning; discuss the consequences |Guidelines and Food Pyramid in meal |Guidelines and Food Pyramid in meal |
|consequences of poor nutritional choices|planning; the consequences of poor |of poor nutritional choices for self and|planning; discuss the consequences of |planning; discuss the consequences of |
|for self and others; situations and |nutritional choices for self and others;|others; illustrate situations and |poor nutritional choices for self and |poor nutritional choices for self and |
|practice skills requiring decisions with|situations and practice skills requiring|practice skills requiring decisions with|others; illustrate situations and |others; illustrate situations and |
|alcohol, tobacco and other drugs; the |decisions with alcohol, tobacco and |alcohol, tobacco and other drugs; apply |practice skills requiring decisions with|practice skills requiring decisions with|
|steps of a decision-making process to |other drugs; the steps of a |the steps of a decision-making process |alcohol, tobacco and other drugs; apply |alcohol, tobacco and other drugs; apply |
|solve a problem; healthy and unhealthy |decision-making process to solve a |to solve a problem; differentiate |the steps of a decision-making process |the steps of a decision-making process |
|alternatives when making decisions. |problem; healthy and unhealthy |between healthy and unhealthy |to solve a problem; differentiate |to solve a problem; differentiate |
| |alternatives when making decisions. |alternatives when making decisions. |between healthy and unhealthy |between healthy and unhealthy |
| | | |alternatives when making decisions. |alternatives when making decisions. |
|Objectives |Students will |
|HE.7.5.01 |apply the USDA Dietary Guidelines and Food Pyramid in meal planning. |
|HE.7.5.02 |discuss the consequences of poor nutritional choices (e.g., eating disorders) for self and others (e.g., families, babies). |
|HE.7.5.03 |illustrate situations and practice skills requiring decisions with alcohol, tobacco and other drugs. |
|HE.7.5.04 |apply the steps of a decision-making process to solve a problem. |
|HE.7.5.05 |differentiate between healthy and unhealthy alternatives when making decisions. |
|Grade 7 |Health Education |
|Standard:6 |Goal Setting (HE.S.6) |
|(HE.S.6) |Students will demonstrate the ability to use goal-setting skills to enhance health. |
|Performance Descriptors HE.S.5 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|
|distinguished level will analyze and |above mastery level will analyze and |mastery level will: develop personal |partial mastery level will with |novice level will with guidance and |
|evaluate: personal health practices; how|give examples of: personal health |health practices; explain how the goal |encouragement: develop personal health |assistance: develop personal health |
|the goal setting process is important |practices; how the goal setting process |setting process is important when |practices; explain how the goal setting |practices; explain how the goal setting |
|when planning future events; the develop|is important when planning future |planning future events; create and |process is important when planning |process is important when planning |
|a personal health goal; how time may |events; the develop a personal health |develop a personal health goal; discuss |future events; create and develop a |future events; create and develop a |
|change personal health goals. |goal; how time may change personal |how time may change personal health |personal health goal; discuss how time |personal health goal; discuss how time |
| |health goals. |goals. |may change personal health goals. |may change personal health goals. |
|Objectives |Students will |
|HE.7.6.01 |develop personal health practices (e.g., diet, exercise, sleep, relationships, drug-free). |
|HE.7.6.02 |explain how the goal setting process is important when planning future events (e.g., college, marriage, job). |
|HE.7.6.03 |create and develop a personal health goal. |
|HE.7.6.04 |discuss how time may change personal health goals. (e.g., change of schools, getting older, new interests, family alteration) |
|Grade 7 |Health Education |
|Standard: 7 |Health Behaviors (HE.S.7) |
| (HE.S.7) |Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
|Performance Descriptors HE.S.7 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|
|distinguished level will analyze and |above mastery level will analyze and |mastery level will: distinguish between |partial mastery level will with |novice level will with guidance and |
|evaluate: safe and risky or harmful |give examples of: safe and risky or |safe and risky or harmful behaviors in |encouragement: distinguish between safe |assistance: distinguish between safe and|
|behaviors in relationships; the |harmful behaviors in relationships; the |relationships; analyze the differences |and risky or harmful behaviors in |risky or harmful behaviors in |
|differences between safe and risky |differences between safe and risky |between safe and risky behaviors, |relationships; analyze the differences |relationships; analyze the differences |
|behaviors, including methods for |behaviors, including methods for |including methods for preventing |between safe and risky behaviors, |between safe and risky behaviors, |
|preventing pregnancy and STDs; |preventing pregnancy and STDs; |pregnancy and STDs; dramatize protective|including methods for preventing |including methods for preventing |
|protective behaviors used to avoid and |protective behaviors used to avoid and |behaviors used to avoid and reduce |pregnancy and STDs; dramatize protective|pregnancy and STDs; dramatize protective|
|reduce threatening situations; signs of |reduce threatening situations; signs of |threatening situations; identify signs |behaviors used to avoid and reduce |behaviors used to avoid and reduce |
|and strategies to reduce stress, anxiety|and strategies to reduce stress, anxiety|of and strategies to reduce stress, |threatening situations; identify signs |threatening situations; identify signs |
|and depression; good health practices to|and depression; good health practices to|anxiety and depression; establish good |of and strategies to reduce stress, |of and strategies to reduce stress, |
|improve personal and family health. |improve personal and family health. |health practices to improve personal and|anxiety and depression; establish good |anxiety and depression; establish good |
| | |family health. |health practices to improve personal and|health practices to improve personal and|
| | | |family health. |family health. |
|Objectives |Students will |
|HE.7.7.01 |Discuss risky or harmful behaviors that may occur in relationships (e.g., abuse, date rape, sexual activity). |
|HE.7.7.02 |analyze the differences between safe and risky behaviors, including methods for preventing pregnancy and STDs (e.g., abstinence , birth control, disease control). |
|HE.7.7.03 |dramatize protective behaviors used to avoid and reduce threatening situations (e.g., anger, bullying, harassment). |
|HE.7.7.04 |identify strategies to reduce stress, anxiety and depression. |
|HE.7.7.05 |establish good health practices to improve personal and family health (e.g., hygiene, nutrition, food preparation). |
|Grade 7 |Health Education |
|Standard:8 |Advocacy (HE.S.8) |
|(HE.S.8) |Students will demonstrate the ability to advocate for personal, family, and community health. |
|Performance Descriptors HE.S.8 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|Seventh grade students performing at the|
|distinguished level will analyze and |above mastery level will explain how to:|mastery level will: work cooperatively |partial mastery level will with |novice level will with guidance and |
|evaluate how to: work cooperatively with|work cooperatively with their family to |with their family to advocate for |encouragement: work cooperatively with |assistance: work cooperatively with |
|their family to advocate for healthy |advocate for healthy lifestyles; examine|healthy lifestyles; examine methods to |their family to advocate for healthy |their family to advocate for healthy |
|lifestyles; examine methods to alter |methods to alter health messages and |alter health messages and communication |lifestyles; examine methods to alter |lifestyles; examine methods to alter |
|health messages and communication |communication techniques for different |techniques for different audiences; |health messages and communication |health messages and communication |
|techniques for different audiences; |audiences; influence others to make |demonstrate how to influence others to |techniques for different audiences; |techniques for different audiences; |
|influence others to make positive health|positive health choices. |make positive health choices. |demonstrate how to influence others to |demonstrate how to influence others to |
|choices. | | |make positive health choices. |make positive health choices. |
|Objectives |Students will |
|HE.7.8.01 |advocate to their family to work cooperatively for healthy lifestyles (e.g., exercise together, diet plans, food preparation, spend time together). |
|HE.7.8.02 |examine methods how communication techniques are altered for different audiences. |
|HE.7.8.03 |explain why making positive health choices will influence others. |
Eighth Grade Health Content Standards and Objectives
The eighth grade health education objectives provide opportunities for students to practice using decision making, communication skills and goal setting in role-played or simulated situations that outline the importance of taking responsibility for individual actions. Consequences of poor decisions are examined closely in relationship to a variety of important risks and strategies to enhance personal health and wellness. Students examine violence prevention and develop strategies to promote safety among themselves and others. Discussion of the negative consequences of drug, alcohol, and tobacco use and sexual activity are important components of the eighth grade health education curriculum. Multiple teaching strategies and activities enhance the student’s experience and perceived relevance of health education. Students learn to access, use, critically evaluate and apply health information and services. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology and objectives.
Note: In accordance with West Virginia Code §18-2-9, the West Virginia Department of Education shall provide a standardized health education assessment to be administered in eighth grade health education classes in order to measure student health knowledge and program effectiveness.
|Grade 8 |Health Education |
|Standard:1 |Health Promotion and Disease Prevention Objectives (HE.S.1) |
|(HE.S.1) |Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
|Performance Descriptors HE.S.1 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |
|distinguished level will analyze and |above mastery level will analyze and |mastery level will: apply sound |partial mastery level will with |novice level will with guidance and |
|evaluate: sound nutritional principles |give examples of: sound nutritional |nutritional principles to healthy food |encouragement: apply sound nutritional |assistance: apply sound nutritional |
|to healthy food choices; the effects of |principles to healthy food choices; the |choices; analyze the effects of risky |principles to healthy food choices; |principles to healthy food choices; |
|risky behaviors on body systems and |effects of risky behaviors on body |behaviors on body systems and wellness; |analyze the effects of risky behaviors |analyze the effects of risky behaviors |
|wellness; the functions of the bodies |systems and wellness; the functions of |label and explain the functions of the |on body systems and wellness; label and |on body systems and wellness; label and |
|systems; the risk factors that lead to |the bodies systems; the risk factors |bodies systems; determine the risk |explain the functions of the bodies |explain the functions of the bodies |
|teen pregnancy, HIV/AIDS, and other |that lead to teen pregnancy, HIV/AIDS, |factors that lead to teen pregnancy, |systems; determine the risk factors that|systems; determine the risk factors that|
|sexually transmitted diseases; first aid|and other sexually transmitted diseases;|HIV/AIDS, and other sexually transmitted|lead to teen pregnancy, HIV/AIDS, and |lead to teen pregnancy, HIV/AIDS, and |
|procedures; the components of wellness. |first aid procedures; the components of |diseases; demonstrate first aid |other sexually transmitted diseases; |other sexually transmitted diseases; |
| |wellness. |procedures; list and explain the |demonstrate first aid procedures; list |demonstrate first aid procedures; list |
| | |components of wellness. |and explain the components of wellness. |and explain the components of wellness. |
|Objectives |Students will |
|HE.8.1.01 |apply sound nutritional principles to healthy food choices (e.g., menu preparation, nutrition labels). |
|HE.8.1.02 |analyze the effects of risky behaviors on body systems and wellness (e.g., substance abuse, eating disorders). |
|HE.8.1.03 |label and explain the functions of the bodies systems (e.g., circulatory, skeletal, reproductive, digestive). |
|HE.8.1.04 |determine the risk factors that lead to teen pregnancy, HIV/AIDS, and other sexually transmitted diseases. |
|HE.8.1.05 |demonstrate first aid procedures (e.g., CPR, control bleeding, airway obstructions, fractures). |
|HE.8.1.06 |list and explain the components of total wellness (e.i., emotional, intellectual, physical, social, and spiritual). |
|Grade 8 |Health Education |
|Standard:2 |Culture, Media and Technology (HE.S.2) |
| (HE.S.2) |Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
|Performance Descriptors HE.S.2 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |
|distinguished level will analyze and |above mastery level will analyze and |mastery level will: distinguish how |partial mastery level will with |novice level will with guidance and |
|evaluate: how culture influences |give examples of: how culture influences|culture influences decision on health |encouragement: distinguish how culture |assistance: distinguish how culture |
|decision on health behaviors; how the |decision on health behaviors; how the |behaviors; debate how the use of |influences decision on health behaviors;|influences decision on health behaviors;|
|use of technology can help and hurt our |use of technology can help and hurt our |technology can help and hurt our health;|debate how the use of technology can |debate how the use of technology can |
|health; how bullying can negatively |health; how bullying can negatively |describe how bullying can negatively |help and hurt our health; describe how |help and hurt our health; describe how |
|affect one’s life; the importance of |affect one’s life; the importance of |affect one’s life; defend the importance|bullying can negatively affect one’s |bullying can negatively affect one’s |
|respecting individual differences; |respecting individual differences; |of respecting individual differences; |life; defend the importance of |life; defend the importance of |
|critique methods of advertising focused |critique methods of advertising focused |critique methods of advertising focused |respecting individual differences; |respecting individual differences; |
|on health information, products and |on health information, products and |on health information, products and |critique methods of advertising focused |critique methods of advertising focused |
|services: the influence advertisers have|services: the influence advertisers have|services: examine the influence |on health information, products and |on health information, products and |
|on consumer choices; why peers, schools,|on consumer choices; why peers, schools,|advertisers have on consumer choices; |services: examine the influence |services: examine the influence |
|and communities impact personal health |and communities impact personal health |explain why peers, schools, and |advertisers have on consumer choices; |advertisers have on consumer choices; |
|practices and behaviors. |practices and behaviors. |communities impact personal health |explain why peers, schools, and |explain why peers, schools, and |
| | |practices and behaviors. |communities impact personal health |communities impact personal health |
| | | |practices and behaviors. |practices and behaviors. |
|Objectives |Students will |
|HE.8.2.01 |distinguish how culture influences decision on health behaviors (e.g., nutrition, hygiene, relationships, medical, drug use). |
|HE.8.2.02 |debate how the use of technology can help and hurt our health (e.g., video games, medical advances) |
|HE.8.2.03 |describe how bullying can negatively affect one’s life (low esteem, antisocial behavior). |
|HE.8.2.04 |defend the importance of respecting individual differences. |
|HE.8.2.05 |critique methods of advertising focused on health information, products and services. |
|HE.8.2.06 |examine the influence advertisers have on consumer choices (e.g., brand names, medicines, alcohol use). |
|HE.8.2.07 |explain why peers, schools, and communities impact personal health practices and behaviors. |
|Grade 8 |Health Education |
|Standard: 3 |Health Information and Services (HE.S.3) |
| (HE.S.3) |Students will demonstrate the ability to access valid information and products and services to enhance health. |
|Performance Descriptors HE.S.2 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |
|distinguished level will analyze, |above mastery level will analyze and |mastery level will: investigate how |partial mastery level will with |novice level will with guidance and |
|evaluate, and report: how health |give examples of: how health |health information, products and |encouragement: investigate how health |assistance: investigate how health |
|information, products and services are |information, products and services are |services are financed; evaluate if |information, products and services are |information, products and services are |
|financed; health information from home, |financed; health information from home, |health information from home, school, |financed; evaluate if health information|financed; evaluate if health information|
|school, and community that is reliable; |school, and community that is reliable; |and community is reliable; list and |from home, school, and community is |from home, school, and community is |
|products that are advertised to enhance |products that are advertised to enhance |analyze products that are advertised to |reliable; list and analyze products that|reliable; list and analyze products that|
|health; occasions that require |health; occasions that require |enhance health; list occasions that |are advertised to enhance health; list |are advertised to enhance health; list |
|professional health agencies; medical |professional health agencies; medical |require professional health agencies; |occasions that require professional |occasions that require professional |
|care and cost; myths, misinformation and|care and cost; myths, misinformation and|evaluate medical care and cost; research|health agencies; evaluate medical care |health agencies; evaluate medical care |
|stereotyping associated with health |stereotyping associated with health |myths, misinformation and stereotyping |and cost; research myths, misinformation|and cost; research myths, misinformation|
|services. |services. |associated with health services. |and stereotyping associated with health |and stereotyping associated with health |
| | | |services. |services. |
|Objectives |Students will |
|HE.8.3.01 |investigate how health information, products and services are financed (e.g., government, consumers, trusts). |
|HE.8.3.02 |evaluate if health information from home, school, and community is reliable (e.g., source, purpose). |
|HE.8.3.03 |list and analyze products that are advertised to enhance health (e.g. vitamins, supplements). |
|HE.8.3.04 |list occasions that require professional health agencies (e.g., illness, accidents, education). |
|HE.8.3.05 |evaluate medical care and cost (e.g., doctor fees, hospital costs, medicine, Medicare/Medicaid). |
|HE.8.3.06 |research myths, misinformation and stereotyping associated with health services (e.g., quackery, medical fraud) |
|Grade 8 |Health Education |
|Standard: 4 |Communication (HE.S.4) |
| (HE.S.4) |Students will demonstrate the ability to use interpersonal communication skills to enhance health. |
|Performance Descriptors HE.S.4 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |
|distinguished level will rationalize, |above mastery level will explain and |mastery level will: demonstrate ways to |partial mastery level will with |novice level will with guidance and |
|explain and demonstrate: ways to |demonstrate: ways to exhibit care, |exhibit care, consideration and respect |encouragement: demonstrate ways to |assistance: demonstrate ways to exhibit |
|exhibit care, consideration and respect |consideration and respect for self and |for self and others; analyze how |exhibit care, consideration and respect |care, consideration and respect for self|
|for self and others; how personality |others; how personality affects one’s |personality affects one’s ability to |for self and others; analyze how |and others; analyze how personality |
|affects one’s ability to communicate; a |ability to communicate; a variety of |communicate; develop a variety of |personality affects one’s ability to |affects one’s ability to communicate; |
|variety of positive coping |positive coping mechanisms/conflict |positive coping mechanisms/conflict |communicate; develop a variety of |develop a variety of positive coping |
|mechanisms/conflict resolution skills; |resolution skills; various refusal and |resolution skills; compare and contrast |positive coping mechanisms/conflict |mechanisms/conflict resolution skills; |
|various refusal and negotiation skills |negotiation skills to avoid or reduce |various refusal and negotiation skills |resolution skills; compare and contrast |compare and contrast various refusal and|
|to avoid or reduce risky and harmful |risky and harmful health behaviors; ways|to avoid or reduce risky and harmful |various refusal and negotiation skills |negotiation skills to avoid or reduce |
|health behaviors; ways one can develop |one can develop healthful family |health behaviors; plan ways to develop |to avoid or reduce risky and harmful |risky and harmful health behaviors; plan|
|healthful family relationships; |relationships; adjustments that can be |healthful family relationships; discuss |health behaviors; plan ways to develop |ways to develop healthful family |
|adjustments that can be made if family |made if family changes occur; |adjustments that can be made if family |healthful family relationships; discuss |relationships; discuss adjustments that |
|changes occur; communication skills |communication skills necessary for |changes occur; practice communication |adjustments that can be made if family |can be made if family changes occur; |
|necessary for healthy relationships. |healthy relationships. |skills necessary for healthy |changes occur; practice communication |practice communication skills necessary |
| | |relationships. |skills necessary for healthy |for healthy relationships. |
| | | |relationships. | |
|Objectives |Students will |
|HE.8.4.01 |demonstrate ways to exhibit care, consideration and respect for self and others (e.g., peer mediation, conflict resolution). |
|HE.8.4.02 |analyze how personality affects one’s ability to communicate (e.g., confident = aggressive; shy = passive). |
|HE.8.4.03 |develop a variety of positive coping mechanisms/conflict resolution skills (e.g., negotiation, peer mediation, non-violent strategies). |
|HE.8.4.04 |compare and contrast various refusal and negotiation skills to avoid or reduce risky and harmful health behaviors (e.g., pregnancy, drunk driving, STDs, dating violence, |
| |harassment, ATOD). |
|HE.8.4.05 |plan ways one can develop healthful family relationships. |
|HE.8.4.06 |discuss adjustments (e.g., role change, finances) that can be made if family changes occur (e.g, divorce, death, job loss, fire, disease, natural disasters). |
|HE.8.4.07 |practice communication skills necessary for healthy relationships (e.g., courtesy, manners, respect). |
|Grade 8 |Health Education |
|Standard:5 |Goal Setting and Decision Making (HE.S.5) |
|(HE.S.5) |Students will demonstrate the ability to use decision-making skills to enhance health. |
|Performance Descriptors HE.S.5 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |
|distinguished level will analyze and |above mastery level will analyze and |mastery level will: evaluate |partial mastery level will, with |novice level will, with guidance and |
|evaluate: health-related situations that|give examples of: health-related |health-related situations that require |encouragement: evaluate health-related |assistance: evaluate health-related |
|require thoughtful decisions; healthy |situations that require thoughtful |thoughtful decisions; develop healthy |situations that require thoughtful |situations that require thoughtful |
|practices to health-related issues; the |decisions; healthy practices to |practices to health-related issues; |decisions; develop healthy practices to |decisions; develop healthy practices to |
|potential outcomes when making a |health-related issues; the potential |predict the potential outcomes when |health-related issues; predict the |health-related issues; predict the |
|health-related decision; decision-making|outcomes when making a health-related |making a health-related decision; |potential outcomes when making a |potential outcomes when making a |
|skills needed to protect against |decision; decision-making skills needed |develop decision-making skills needed to|health-related decision; develop |health-related decision; develop |
|communicable and non-communicable |to protect against communicable and |protect against communicable and |decision-making skills needed to protect|decision-making skills needed to protect|
|diseases; healthy to unhealthy options |non-communicable diseases; healthy to |non-communicable diseases; compare and |against communicable and |against communicable and |
|when making decisions; the steps of a |unhealthy options when making decisions;|contrast healthy to unhealthy options |non-communicable diseases; compare and |non-communicable diseases; compare and |
|decision-making process to solve |the steps of a decision-making process |when making decisions; apply the steps |contrast healthy to unhealthy options |contrast healthy to unhealthy options |
|problems. |to solve problems. |of a decision-making process to solve |when making decisions; apply the steps |when making decisions; apply the steps |
| | |problems. |of a decision-making process to solve |of a decision-making process to solve |
| | | |problems. |problems. |
|Objectives |Students will |
|HE.8.5.01 |evaluate health-related situations that require thoughtful decisions (e.g., when to call 911, unsafe behaviors). |
|HE.8.5.02 |develop healthy practices to health-related issues (e.g., nutrition, weight control, exercise). |
|HE.8.5.03 |predict the potential outcomes when making a health-related decision (e.g., seatbelts, ATOD use, nutrition). |
|HE.8.5.04 |develop decision-making skills needed to protect against communicable and non-communicable diseases. |
|HE.8.5.05 |compare and contrast healthy to unhealthy options when making decisions. |
|HE.8.5.06 |apply the steps of a decision-making process to solve problems (i.e., decision-making steps). |
|Grade 8 |Health Education |
|Standard:6 |Goal Setting and Decision Making (HE.S.6) |
|(HE.S.6) |Students will demonstrate the ability to use goal-setting skills to enhance health. |
|Performance Descriptors HE.S.6 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |
|distinguished level will analyze and |above mastery level will analyze and |mastery level will: assess personal |partial mastery level will with |novice level will with guidance and |
|evaluate: personal health practices; how|give examples of: personal health |health practices; compare and contrast |encouragement: assess personal health |assistance: assess personal health |
|the goal setting process is important in|practices; how the goal setting process |how the goal setting process is |practices; compare and contrast how the |practices; compare and contrast how the |
|designing strategies to quit using |is important in designing strategies to |important in designing strategies to |goal setting process is important in |goal setting process is important in |
|tobacco and other risking behaviors; a |quit using tobacco and other risking |quit using tobacco and other risking |designing strategies to quit using |designing strategies to quit using |
|personal health goal and also track |behaviors; a personal health goal and |behaviors; design a personal health goal|tobacco and other risking behaviors; |tobacco and other risking behaviors; |
|progress toward its achievement; how |also track progress toward its |and track progress toward its |design a personal health goal and track |design a personal health goal and track |
|personal health goals and practices can |achievement; how personal health goals |achievement; determine how personal |progress toward its achievement; |progress toward its achievement; |
|vary as priorities change. |and practices can vary as priorities |health goals and practices can vary as |determine how personal health goals and |determine how personal health goals and |
| |change. |priorities change. |practices can vary as priorities change.|practices can vary as priorities change.|
|Objectives |Students will |
|HE.8.6.01 |assess personal health practices (e.g., safety, diet, exercise, sleep, ATOD). |
|HE.8.6.02 |compare and contrast how the goal setting process is important in designing strategies to quit using tobacco and other risking behaviors. |
|HE.8.6.03 |design a personal health goal and track progress toward its achievement (e.g., exercise, weight control, dental care). |
|HE.8.6.04 |determine how personal health goals and practices can vary as priorities change. (e.g., family illness, death of close friend, personal tragedy, maturity) |
|Grade 8 |Health Education |
|Standard: 7 |Health Behaviors (HE.S.7) |
| (HE.S.7) |Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks. |
|Performance Descriptors HE.S.7 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Eighth grade students at the |Eighth grade students at the above |Eighth grade students at the mastery |Eighth grade students performing at the |Eighth grade students performing at the |
|distinguished level will: analyze and |mastery level will analyze and give |level will: distinguish between safe and|partial mastery level will with |novice level will with guidance and |
|evaluate: safe and risky or harmful |examples of: safe and risky or harmful |risky or harmful behaviors in |encouragement: distinguish between safe |assistance: distinguish between safe and|
|behaviors in relationships; the |behaviors in relationships; the |relationships; contrast the differences |and risky or harmful behaviors in |risky or harmful behaviors in |
|differences between safe and risky |differences between safe and risky |between safe and risky behaviors, |relationships; contrast the differences |relationships; contrast the differences |
|behaviors, including methods for |behaviors, including methods for |including methods for preventing |between safe and risky behaviors, |between safe and risky behaviors, |
|preventing pregnancy and STDs; |preventing pregnancy and STDs; |pregnancy and STDs; explain protective |including methods for preventing |including methods for preventing |
|protective behaviors used to avoid and |protective behaviors used to avoid and |behaviors used to avoid and reduce |pregnancy and STDs; explain protective |pregnancy and STDs; explain protective |
|reduce threatening situations; |reduce threatening situations; |threatening situations; design |behaviors used to avoid and reduce |behaviors used to avoid and reduce |
|strategies to reduce stress, anxiety and|strategies to reduce stress, anxiety and|strategies to reduce stress, anxiety and|threatening situations; design |threatening situations; design |
|depression; create good health practices|depression; create good health practices|depression; create good health practices|strategies to reduce stress, anxiety and|strategies to reduce stress, anxiety and|
|to improve personal and family health; |to improve personal and family health; |to improve personal and family health; |depression; create good health practices|depression; create good health practices|
|safety guidelines for preventing |safety guidelines for preventing |describe safety guidelines for |to improve personal and family health; |to improve personal and family health; |
|intentional and unintentional injuries. |intentional and unintentional injuries. |preventing intentional and unintentional|describe safety guidelines for |describe safety guidelines for |
| | |injuries. |preventing intentional and unintentional|preventing intentional and unintentional|
| | | |injuries. |injuries. |
|Objectives |Students will |
|HE.8.7.01 |distinguish between safe and risky or harmful behaviors in relationships (e.g., abuse, date rape, peer pressure, suicide, gang membership, anger, depression, anxiety). |
|HE.8.7.02 |contrast the differences between safe and risky behaviors, including methods for preventing pregnancy and STDs (e.g., abstinence, birth control). |
|HE.8.7.03 |explain protective behaviors used to avoid and reduce threatening situations (e.g., anger, bullying, harassment, gang membership eating disorders). |
|HE.8.7.04 |design strategies to reduce stress, anxiety and depression. |
|HE.8.7.05 |create good health practices to improve personal and family health (e.g., hygiene, nutrition, food preparation, family time). |
|HE.8.7.06 |describe safety guidelines for preventing intentional and unintentional injuries (e.g., pedestrian, motor vehicle, bicycle, ATV, safety). |
|Grade 8 |Health Education |
|Standard:8 |Advocacy (HE.S.8) |
|(HE.S.8) |Students will demonstrate the ability to advocate for personal, family, and community health. |
|Performance Descriptors HE.S.8 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |Eighth grade students performing at the |
|distinguished level will analyze and |above mastery level will give examples |mastery level will: work cooperatively |partial mastery level will with |novice level will with guidance and |
|evaluate: working cooperatively to |of: working cooperatively to advocate |to advocate for healthy individuals, |encouragement: work cooperatively to |assistance: work cooperatively to |
|advocate for healthy individuals, |for healthy individuals, families, |families, communities, and schools; |advocate for healthy individuals, |advocate for healthy individuals, |
|families, communities, and schools; |communities, and schools; generating |generate ways that health messages and |families, communities, and schools; |families, communities, and schools; |
|generating ways that health messages and|ways that health messages and |communication techniques can be altered |generate ways that health messages and |generate ways that health messages and |
|communication techniques can be altered |communication techniques can be altered |for different audiences; explain how to |communication techniques can be altered |communication techniques can be altered |
|for different audiences; explaining how |for different audiences; explaining how |influence to make positive health |for different audiences; explain how to |for different audiences; explain how to |
|to influence to make positive health |to influence to make positive health |choices; explain the need for |influence to make positive health |influence to make positive health |
|choices; explaining the need for |choices; explaining the need for |legislation to protect and promote |choices; explain the need for |choices; explain the need for |
|legislation to protect and promote |legislation to protect and promote |personal safety and health; explain the |legislation to protect and promote |legislation to protect and promote |
|personal safety and health; explaining |personal safety and health; explaining |need for legislation to protect and |personal safety and health; explain the |personal safety and health; explain the |
|the need for legislation to protect and |the need for legislation to protect and |promote personal safety and health; |need for legislation to protect and |need for legislation to protect and |
|promote personal safety and health; |promote personal safety and health; |recognize and promote environmental |promote personal safety and health; |promote personal safety and health; |
|recognizing and promoting environmental |recognizing and promoting environmental |practices that will preserve natural |recognize and promote environmental |recognize and promote environmental |
|practices that will preserve natural |practices that will preserve natural |resources for personal and community |practices that will preserve natural |practices that will preserve natural |
|resources for personal and community |resources for personal and community |health. |resources for personal and community |resources for personal and community |
|health. |health. | |health. |health. |
|Objectives |Students will |
|HE.8.8.01 |work cooperatively to advocate for healthy individuals, families, communities, and schools (e.g., health organizations, local health fairs). |
|HE.8.8.02 |generate ways that health messages and communication techniques can be altered for different audiences (e.g., age, gender, life experiences). |
|HE.8.8.03 |explain how to influence to make positive health choices (e.g., by example, making positive choices). |
|HE.8.8.04 |explain the need for legislation to protect and promote personal safety and health (traffic laws, health departments). |
|HE.8.8.05 |recognize and promote environmental practices that will preserve natural resources for personal and community health. |
High School Health Content Standards and Objectives
This program of study builds on the foundation established in the K-8 health education curriculum and prepares students to become wise health care consumers and responsible, productive citizens. The relationships among personal, community and world health and economic, cultural, sociological, biological, and environmental factors are examined in interdisciplinary discussions, debates, and class projects. Students examine personal health choices and the connection to the world of work and assumption of adult roles. In-depth analysis of current health issues and concepts coupled with school-wide opportunities that promote and reinforce the importance of good health and positive choices need to be coordinated to have the greatest impact on adolescent behavior. Instruction continues to focus on prevention of all risk behaviors, however, instruction must also emphasize limiting the negative consequences of high-risk behavior and promote values and norms that are age-appropriate and realistic. Students should have a personal perception of risk, the ability to recognize and resist social pressures and the skills to build positive social relationships. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology and objectives.
Note: In accordance with West Virginia Code §18-2-9, the West Virginia Department of Education shall provide a standardized health education assessment to be administered in high school health education classes in order to measure student health knowledge and program effectiveness.
|Grade HS |Health Education |
|Standard:1 |Health Promotion and Disease Prevention Objectives (HE.S.1) |
|(HE.S.1) |Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
|Performance Descriptors HE.S.1 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |
|distinguished level will: apply and |above mastery level will: compare and |mastery level will: list the components |partial mastery level will with |novice level will with guidance and |
|evaluate the components of total |contrast the components of total |of total wellness; identify positive and|encouragement: list the components of |assistance: list the components of total|
|wellness; explore positive and |wellness; identify and discriminate |potentially negative effects of |total wellness; identify positive and |wellness; identify positive and |
|potentially negative effects of |between positive and potentially |environmental health issues; recognize |potentially negative effects of |potentially negative effects of |
|environmental health issues; explain the|negative effects of environmental health|the causes of and the prevention skills |environmental health issues; recognize |environmental health issues; recognize |
|causes of and the prevention skills for |issues; differentiate between the causes|for communicable and non-communicable |the causes of and the prevention skills |the causes of and the prevention skills |
|communicable and non-communicable |of and the prevention skills for |diseases; recognize how family history |for communicable and non-communicable |for communicable and non-communicable |
|diseases; self-assess one’s family |communicable and non-communicable |impacts personal health; and list public|diseases; relate how family history |diseases; describe how family history |
|history impact on personal health; and |diseases; analyze how family history |health and social policies that |impacts personal health; and list public|impacts personal health; and list |
|illustrate how public health and social |impacts personal health; and explain |influence healthy lifestyles. |health and social policies that |public health and social policies that |
|policies, along with government |how public health and social policies, | |influence healthy lifestyles. |influence healthy lifestyles. |
|regulations, influence healthy |along with government regulations, | | | |
|lifestyles. |influence healthy lifestyles. | | | |
|Objectives |Students will |
|HE.HS.1.01 |compare and contrast the components of total wellness (i.e., social, physical, mental, emotional, spiritual). |
|HE.HS.1.02 |differentiate between the positive and potentially negative effects of local and global environmental health problems |
| |(e.g., pollution air, land, water, noise, exposure to sun, pesticides, food production). |
|HE.HS.1.03 |analyze and interpret how public health and social policies, along with government regulations (e.g., local, state, federal, world health organizations), influence health |
| |promotion and disease prevention. |
|HE.HS.1.04 |differentiate between the causes of communicable (e.g., STDs, HIV/AIDS, bacterial/viral infections) and noncommunicable (e.g., heredity, lifestyle, environment) diseases. |
|HE.HS.1.05 |identify and apply skills to prevent communicable (e.g., STDs, HIV/AIDS, bacterial/viral infections) and noncommunicable (e.g., heredity, lifestyle, environment) diseases. |
|HE.HS.1.06 |analyze how genetics and family history can impact personal health (e.g., DNA, genetic diseases, genetic counseling). |
|Grade HS |Health Education |
|Standard:2 |Culture, Media, and Technology (HE.S.2) |
| (HE.S.2) |Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. |
|Performance Descriptors HE.S.2 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |
|distinguished level will: compare and |above mastery level will: analyze the |mastery level will: identify the |partial mastery level will with |novice level will with guidance and |
|contrast the influences of culture on |influences of culture on health |influences of culture on health |encouragement: identify the influences |assistance: identify the influences of |
|health behaviors; evaluate the |behaviors; identify the motives/causes |behaviors; identify motives of media |of culture on health behaviors; identify|culture on health behaviors; identify |
|motives/causes of media impact on health|of media impact on health behaviors, |impact on health behavior, list positive|motives of media impact on health |motives of media impact on health |
|behaviors; compare and contrast the |differentiate between positive and |and negatives of technology; and |behavior; list positive and negatives of|behavior; list positive and negatives of|
|positive and negative impacts of |negative impacts of technology; and |recognize how peers influence healthy |technology; and recognize positive and |technology; and identify positive and |
|technology; and evaluate how peers |analyze how peers influence healthy and |and unhealthy behaviors. |negative peer pressure. |negative peer pressure. |
|influence healthy and unhealthy |unhealthy behaviors. | | | |
|behaviors. | | | | |
|Objectives |Students will |
|HE.HS.2.01 |recognize cultural diversities and their influences on health behaviors (e.g., ATOD, life expectancy, risky behaviors). |
|HE.HS.2.02 |evaluate how media perspectives of health impact on personal, family and community health (e.g., books, magazines, newspaper, radio, TV, internet). |
|HE.HS.2.03 |explore technology (e.g., exercise equipment, virtual reality, computers, computerized equipment) and its influence on personal, family, and community health. |
|HE.HS.2.04 |identify factors in the community that influence health (e.g., schools, religion, traditions, socio-economic, geography, values). |
|HE.HS.2.05 |analyze how peers influence healthy and unhealthy behaviors (e.g., positive and negative peer pressure). |
|Grade HS |Health Education |
|Standard: 3 |Health Information and Services (HE.S.3) |
| (HE.S.3) |Students will demonstrate the ability to access valid information and products and services to enhance health. |
|Performance Descriptors HE.S.3 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |
|distinguished level will: locate, |above mastery level will: locate and |mastery level will: locate health |partial mastery level will with |novice level will with guidance and |
|utilize and evaluate health services; |utilize health services; and identify |services; and list factors that |encouragement: locate health services; |assistance: locate health services; and |
|and analyze factors that influence |factors that influence personal choices |influence personal choices on health |and list factors that influence personal|list factors that influence personal |
|personal choices on health promotion |on health promotion products and |promotion products and services. |choices on health promotion products and|choices on health promotion products and|
|products and services. |services. | |services. |services. |
|Objectives |Students will |
|HE.HS.3.01 |identify and evaluate the validity of health information, products and service (e.g., books, magazine advertisements, infomercials/TV, internet, newspaper advertisements, |
| |billboards, radio). |
|HE.HS.3.02 |identify the factors (that influence personal choices on health promoting products based on current information (e.g., quackery, food labels, media, peers, family). |
|HE.HS.3.03 |locate and utilize resources to identify health care services advantageous for optimal health care (e.g., speakers, hotlines, internet, yellow pages). |
|Grade HS |Health Education |
|Standard:4 |Communication (HE.S.4) |
| (HE.S.4) |Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
|Performance Descriptors HE.S.4 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |
|distinguished level will: implement the |above mastery level will: employ the |mastery level will: recall the skills |partial mastery level will with |novice level will with guidance and |
|skills outlined in the peer mediation/ |skills outlined in the peer |outlined in the peer mediation/conflict |encouragement: recall the skills |assistance: recall the skills outlined |
|conflict resolution models; and |mediation/conflict resolution models; |resolution models; and describe |outlined in the peer mediation/conflict |in the peer mediation/conflict |
|demonstrate appropriate ways to express |and describe and exhibit appropriate |appropriate ways to express feelings in |resolution models; and describe |resolution models; and describe |
|feelings in a variety of situations. |ways to express feelings in a variety of|a variety of situations. |appropriate ways to express feelings in |appropriate ways to express feelings in |
| |situations. | |a variety of situations. |a variety of situations. |
|Objectives |Students will |
|HE.HS.4.01 |utilize skills for effective communication in discussions concerning ATOD, nutrition, sexuality, and relationships with peers, family and others. |
|HE.HS.4.02 |exhibit healthy ways to express feelings, needs and desires in different situations (e.g., good sportsmanship, ending relationships, death and dying, stages of grief). |
|HE.HS.4.03 |demonstrate a variety of communication skills (e.g., verbal, non-verbal, listening, writing, technology, workplace). |
|HE.HS.4.04 |identify potentially harmful situations (e.g., domestic violence, dating violence) and devise strategies and develop skills to avoid such situations through refusal, negotiation |
| |and collaboration skills (e.g., peer mediation, conflict resolution, support groups, constructive “I” statements). |
|Grade HS |Health Education |
|Standard: 5 |Decision-Making (HE.S.5) |
| (HE.S.5) |Students will demonstrate the ability to use decision-making skills to enhance health. |
|Performance Descriptors HE.S.5 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |
|distinguished level will: implement the |above mastery level will: employ the |mastery level will: recall the skills |partial mastery level will with |novice level will with guidance and |
|skills outlined in the peer mediation/ |skills outlined in the peer |outlined in the peer mediation/conflict |encouragement: recall the skills |assistance: recall the skills outlined |
|conflict resolution models; and |mediation/conflict resolution models; |resolution models; describe appropriate |outlined in the peer mediation/conflict |in the peer mediation/conflict |
|demonstrate appropriate ways to express |describe and exhibit appropriate ways to|ways to express feelings in a variety of|resolution models; describe appropriate |resolution models; and describe |
|feelings in a variety of life |express feelings in a variety of life |life situations; and evaluate |ways to express feelings in a variety of|appropriate ways to express feelings in |
|situations; and self-assess the |situations; and analyze health-related |health-related decisions. |life situations; and describe the effect|a variety of life situations; and |
|effectiveness of one’s health-related |decisions. | |of health-related decisions. |describe the effect of health-related |
|decisions. | | | |decisions. |
|Objectives |Students will |
|HE.HS.5.01 |apply a decision-making process for various life situations (e.g., ATOD, food choices, weight control, relationships, health care providers, making purchases, education and |
| |career options). |
|HE.HS.5.02 |identify and discuss health concerns that require collaborative decision-making (e.g., sexuality, STDs, HIV/AIDS transmission/prevention, refusal skills). |
|HE.HS.5.03 |analyze the effects of potentially harmful decisions that impact health and the effect these decisions have on their family, community and self (ATOD use, STD transmission, |
| |pregnancy prevention, teen parenting). |
|HE.HS.5.04 |formulate alternatives to health-related issues or problems (e.g., defense/coping mechanisms). |
|HE.HS.5.05 |evaluate the effectiveness of health-related decisions (e.g., personal assessments). |
|Grade HS |Health Education |
|Standard:6 |Goal Setting (HE.S.6) |
|(HE.S.6) |Students will demonstrate the ability to use goal-setting skills to enhance health. |
|Performance Descriptors HE.S.6 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |
|distinguished level will: prioritize |above mastery level will: examine |mastery level will: assess personal |partial mastery level will with |novice level will with guidance and |
|personal health practices, implement a |personal health practices, develop a |health practices, list a personal-health|encouragement: recognize personal health|assistance: recognize personal health |
|personal-health plan, and implement |personal-health plan, and compare and |plan, and identify strategies to achieve|practices, discuss a personal-health |practices, discuss a personal-health |
|strategies to achieve a personal health |contrast strategies to achieve a |a personal health goal. |plan, and list strategies to achieve a |plan, and list strategies to achieve a |
|goal. |personal health goal. | |personal health goal. |personal health goal. |
|Objectives |Students will |
|HE.HS.6.01 |assess personal health practices and overall health status (e.g., personal assessments, medical screenings, health-fair). |
|HE.HS.6.02 |develop a plan to attain a personal health goal that addresses strengths, needs, and risks (e.g., short-term/long-term goals). |
|HE.HS.6.03 |implement strategies and monitor progress in achieving a personal health goal (e.g., periodic assessment). |
|HE.HS.6.04 |design an effective long-term personal health plan (e.g., individualized/group projects). |
|Grade HS |Health Education |
|Standard:7 |Health Behaviors (HE.S.7) |
|(HE.S.7) |Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
|Performance Descriptors HE.S.7 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |
|distinguished level will: relate safe |above mastery level will: compare and |mastery level will: list safe and risky |partial mastery level will with |novice level will with guidance and |
|and risky health behaviors to their |contrast safe and risky health |health behaviors; recognize positive |encouragement: list safe and risky |assistance: list safe and risky health |
|consequences; evaluate the effects of |behaviors; recognize and demonstrate |effects of nutrition/physical on health;|health behaviors; list effects of |behaviors; list effects of nutrition/ |
|nutrition/physical activity on health; |positive effects of nutrition/physical |explain the impact of |nutrition/ physical on health; list the |physical on health; list the impact of |
|analyze and predict the impact of |activity on health; analyze the impact |short-term/long-term health decisions; |impact of short-term/long-term health |short-term/long-term health decisions; |
|short-term/long-term health decisions; |of short-term/long-term health |recognize appropriate methods of |decisions; recognize appropriate methods|recognize appropriate methods of |
|analyze, use, and apply appropriate |decisions; apply and use appropriate |managing stress in a variety of |of managing stress in a variety of |managing stress in a variety of |
|methods of managing stress in a variety |methods of managing stress in a variety |stressful situations; identify signs of |stressful situations; list signs of |stressful situations; list signs of |
|of stressful situations; evaluate signs |of stressful situations; identify and |depression/suicide; identify how |depression/suicide; describe character |depression/suicide; describe character |
|of depression/suicide and recommend |distinguish signs of depression/suicide;|character impacts self-esteem; and |impacts self-esteem; and list aspects of|impacts self-esteem; and list aspects of|
|prevention strategies; differentiate and|differentiate ways to develop good |identify aspects of a safe and healthy |a safe and healthy environment. |a safe and healthy environment. |
|employ ways to develop good character to|character to improve self-esteem; and |environment. | | |
|improve self-esteem; and incorporate |identify and develop ways to ensure a | | | |
|prevention strategies to create a safe |safe and healthy environment. | | | |
|and healthy environment. | | | | |
|Objectives |Students will |
|HE.HS.7.01 |complete a personal health assessment and detail behavioral changes and strategies needed to enhance health and reduce risk (e.g., personal risk assessment, wellness inventory). |
|HE.HS.7.02 |recognize and demonstrate the positive effects of nutrition and physical activity on health (e.g., ). |
|HE.HS.7.03 |list examples and explain short and long term impacts of health decisions (e.g., smoking, good diet, wearing seat belts) on the individual, family and community (e.g., lung |
| |cancer, heart disease, STDs). |
|HE.HS.7.04 |identify signs of stress (e.g., physical, mental/emotional, social) and common stressors (e.g., personal, environmental) and develop effective stress management. |
|HE.HS.7.05 |identify causes, warning signs (e.g., physical, mental/emotional) and prevention strategies of depression and suicide (e.g., counselors, hotlines, outreach programs). |
|HE.HS.7.06 |identify ways to develop good character and improve self-esteem (e.g., self-efficacy, role playing). |
|HE.HS.7.07 |identify causes (e.g., accidents, natural disasters), preventions (e.g., CPR, first aid, in-school emergency plan) and treatments for injuries and list responsible actions to |
| |create a safe and healthy environment (e.g., ATVs, helmets, boating, bicycling, firearms, seatbelts, fire safety). |
|Grade HS |Health Education |
|Standard:8 |Advocacy (HE.S.8) |
|(HE.S.8) |Students will demonstrate the ability to advocate for personal, family and community. |
|Performance Descriptors HE.S.8 |
|Distinguished |Above Mastery |Mastery |Partial Mastery |Novice |
|High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |High school students performing at the |
|distinguished level will: analyze and |above mastery level will: identify and |mastery level will: locate community |partial mastery level will with |novice level will with guidance and |
|compare community resources that promote|evaluate community resources that |resources that promote health |encouragement: locate community |assistance: locate community resources |
|health information and ideas; and create|promote health information and ideas; |information and ideas; compile positive |resources that promote health |that promote health information and |
|and assess a health advocacy plan for |create a health advocacy plan for |health messages; list school/community |information and ideas; compile positive |ideas; compile positive health messages;|
|personal/family/community that employs |personal/family/community that employs |support services; and utilize health |health messages; list school/community |and list school/community support |
|the use of positive health messages and |the use of positive health messages and |messages and communication techniques |support services; and state health |services; and state health messages and |
|school/community support services; and |school/community support services; and |for a specific audience. |messages and communication techniques |communication techniques for a specific |
|analyze health messages and |utilize and explain health messages and | |for a specific audience. |audience. |
|communication techniques for a specific |communication techniques for a specific | | | |
|audience. |audience. | | | |
|Objectives |Students will |
|HE.HS.8.01 |use written, audio and visual communication methods to express health messages (e.g., posters, reports, role playing). |
|HE.HS.8.02 |demonstrate the ability to adapt health messages to characteristics of a particular audience (e.g., peer educators, role playing). |
|HE.HS.8.03 |promote the use of personal, family and community resources in health care situations (e.g., family practitioners, community medical facilities, yellow pages). |
|HE.HS.8.04 |identify school support staff (e.g., counselors, nurses, professionals) and community health services (e.g., Big Brothers, mental health facilities, ministerial counseling) and |
| |describe the impact this service has on individual school and community health. |
|HE.HS.8.05 |demonstrate that he/she is a responsible and a productive citizen who helps ensure the health, safety and security of the community (e.g., community service, school |
| |organizations, community organizations). |
|HE.HS.8.06 |adapt health messages and communication techniques to a specific target audience (e.g., peer educators, peer mediators. |
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