M/J Health Grade 6 Semester (#0800030) 

Clarification 1: Instruction includes first-aid education and safety education in school and how it benefits students.

Clarification 2: Instruction includes the impact of substance use prevention programs.

Clarification 1: Technologies include a thermometer, scale, blood pressure machine, and other health related tools.

Clarification 2: Technologies may include television, internet, social media, and health-related apps.

Clarification 1: Instruction includes nutrition, sleep, physical stamina, and hunger.

Clarification 2: Instruction includes mental alertness, interpersonal conflicts, mental stress, and solving problems.

Clarification 1: Instruction includes injuries, influenza, and depression.

Clarification 2: Instruction includes substance use and abuse, child abuse, and domestic violence.

Clarification 1: Instruction includes marketing strategies to appeal to specific audiences.

Clarification 2: Instruction includes misconception of “friends” online versus friendship in real life.

Clarification 1: Instruction includes contaminated food, air, and water quality.

Clarification 2: Instruction includes availability of sidewalks and road hazards.

Clarification 1: Instruction includes media, social media, and spreading rumors.

Clarification 2: Instruction includes conflict resolution skills.

Clarification 1: Instruction includes family rules, family diet, and physical activity.

Clarification 2: Instruction includes how family relationships impact behaviors.

Clarification 1: Instruction includes hereditary diseases, such as sickle cell disease, cancer, and heart disease.

Clarification 2: Instruction includes how medical conditions, such as asthma, allergies, diabetes, and Cystic Fibrosis, are exacerbated by infectious diseases.

Clarification 1: Instruction includes considering the severity of the situation and personal skills.

Clarification 2: Instruction includes considering when someone is a danger to self or others.

Clarification 1: Instruction includes physical, social, financial, and legal consequences.

Clarification 2: Instruction includes emergency preparedness.

Clarification 1: Instruction includes negative outcomes of not following safety guidelines and being inactive.

Clarification 2: Instruction includes positive outcomes of eating healthy and being physically active.

Clarification 1: Instruction includes body composition, surveys, heart-rate monitors, pedometer, blood pressure cuff, and other clinical measurements.

Clarification 2: Instruction includes stress-management techniques, such as breathing exercises and journaling.

Clarification 1: Instruction includes physical activity, eating habits, and personal hygiene.

Clarification 2: Instruction includes safety habits, internet use/safety, and bullying-prevention strategies.

Clarification 1: Instruction includes disease related to poor nutrition and inactivity.

Clarification 2: Instruction includes cancer and chronic lung disease related to tobacco use.

Clarification 3: Instruction includes injuries caused from failure to follow safety guidelines.

Clarification 1: Instruction includes internal influences, such as hygiene, sleep, and fitness.

Clarification 2: Instruction includes external influences, such as healthy relationship skills, influences of advertising, social media, and internet safety.

Clarification 3: Instruction includes abstaining from risky behaviors.

• Cultivate a community of growth mindset learners. 
• Foster perseverance in students by choosing tasks that are challenging. 
• Develop students’ ability to analyze and problem solve. 
• Recognize students’ effort when solving challenging problems.

• Help students make connections between concepts and representations.
• Provide opportunities for students to use manipulatives when investigating concepts.
• Guide students from concrete to pictorial to abstract representations as understanding progresses.
• Show students that various representations can have different purposes and can be useful in different situations. 

• Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
• Offer multiple opportunities for students to practice efficient and generalizable methods.
• Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 

• Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
• Create opportunities for students to discuss their thinking with peers.
• Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
• Develop students’ ability to justify methods and compare their responses to the responses of their peers. 

• Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
• Support students to develop generalizations based on the similarities found among problems.
• Provide opportunities for students to create plans and procedures to solve problems.
• Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.

• Have students estimate or predict solutions prior to solving.
• Prompt students to continually ask, “Does this solution make sense? How do you know?”
• Reinforce that students check their work as they progress within and after a task.
• Strengthen students’ ability to verify solutions through justifications. 

• Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
• Challenge students to question the accuracy of their models and methods.
• Support students as they validate conclusions by comparing them to the given situation.
• Indicate how various concepts can be applied to other disciplines.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.