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Course Standards
General Course Information and Notes
General Notes
The purpose of this course is to provide students with the opportunity to gain the knowledge and skills necessary to become health literate and practice responsible behaviors to promote healthy lifestyle and healthy living. This comprehensive course focuses on the health issues core to the optimum development of adolescents. The content should include, but is not limited to:- Core Concepts (dimensions of health, environmental health, illnesses and healthy behaviors)
- Accessing Information (family and friend influences, disease prevention, reproductive health, medical resources, school and community health)
- Internal and External Influences (available resources, seeking help, technology, products and services)
- Interpersonal Communication (healthy alternatives, conflict resolution, verbal and non-verbal, active listening and refusal skills)
- Decision Making (individual and group decisions, and positive/negative healthy options)
- Goal Setting (short and long term health strategies, personal health and small groups)
- Self Management (personal health practices and internet safety)
- Advocacy (positive promotion and accurate information sharing)
- Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
- Making close reading and rereading of texts central to lessons.
- Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
- Requiring students to support answers with evidence from the text.
- Providing extensive text-based research and writing opportunities (claims and evidence).
Any student whose parent makes written request to the school principal shall be exempted from the teaching of reproductive health or any disease, including HIV/AIDS, its symptoms, development, and treatment. A student so exempted may not be penalized by reason of that exemption.The following standards focus on yearly instruction to ensure that students gain adequate exposure to health information and practices. Students advancing through the grades are expected to meet each year’s grade specific benchmarks and retain or further develop skills and understandings mastered in preceding grades.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
General Information
Educator Certifications
Student Resources
Original Student Tutorials
Learn how math models can show why social distancing during a epidemic or pandemic is important in this interactive tutorial.
Type: Original Student Tutorial
Learn how to interpret histograms to analyze data, and help an inventor predict the range of a catapult in part 2 of this interactive tutorial series. More specifically, you'll learn to describe the shape and spread of data distributions.
Click HERE to open part 1.
Type: Original Student Tutorial
Learn how to define and identify claims being made within a text. This tutorial will also show you how evidence can be used effectively to support the claim being made. Lastly, this tutorial will help you write strong, convincing claims of your own.
Type: Original Student Tutorial
Learn how arguments are formed with claims, reasons, and evidence. In this interactive tutorial, you'll read several short speeches from students hoping to be elected president of the Student Council. We'll trace the claim made by each student and the reasons and evidence they use to support it.
Type: Original Student Tutorial
Learn to evaluate argumentative claims based on evidence with this interactive tutorial. You'll also learn about statistics, facts, expert quotations, and anecdotes, and how each kind of evidence can strengthen an argument.
Type: Original Student Tutorial
In this interactive tutorial, you'll study written arguments and claims. You'll examine four specific types of evidence that can be used to support a claim: facts, statistics, anecdotes, and expert quotations.
Type: Original Student Tutorial
Learn how to state your claim effectively in this interactive tutorial. This argumentative writing lesson will also teach you how to capture readers' attention using "grabbers" before stating your claim.
Type: Original Student Tutorial
Problem-Solving Tasks
Students are given a context and a dotplot and are asked a number of questions regarding shape, center, and spread of the data.
Type: Problem-Solving Task
Students are given a context and a series of questions and are asked to identify whether each question is statistical and to provide their reasoning. Students are asked to compose an original statistical question for the given context.
Type: Problem-Solving Task
Using the information provided, create an appropriate graphical display and answer the questions regarding shape, center and variability.
Type: Problem-Solving Task
Tutorials
In this video, you will practice describing the shape of distributions as skewed left, skewed right, or symmetrical.
Type: Tutorial
Virtual Manipulative
This virtual manipulative histogram tool can aid in analyzing the distribution of a dataset. It has 6 preset datasets and a function to add your own data for analysis.
Type: Virtual Manipulative
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