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Performance Criteria: Application of Knowledge
STANDARD ONE: Students will understand health
promotion and disease prevention concepts and practices.
ADVANCED:
- The student consistently identifies how his/her personal behavior
affects the well-being of others and avoids those behaviors which are
disrespectful or have a negative impact; s/he continuously reflects on
and evaluates personal health practices and positively embraces or
adapts to change to achieve an optimum level of wellness; the student
willingly and consistently accepts responsibility for being a
positive, contributing family member and role model.
- The student consistently exhibits a high degree of knowledge
about the structure, function, and interdependence of the body's systems;
s/he thoroughly describes the interrelationships among physical, mental,
emotional, and social health and continually demonstrates a positive
balance; the student clearly articulates the characteristics of a healthy
body and constantly strives for personal wellness.
- The student regularly researches various health promotion and
disease prevention issues and practices; s/he effectively analyzes medical
research, governmental regulations, and public health policies to verify
validity, reliability, and accuracy of information; the student
consistently uses valid information to make positive, personal health
decisions and engage in lifestyle practices which support disease
prevention.
PROFICIENT:
- The student frequently identifies how his/her personal behavior affects
the well-being of others and recognizes behaviors which are disrespectful
or have a negative impact; s/he usually reflects on personal health
practices and positively adapts to change to achieve an acceptable level
of wellness; the student usually accepts responsibility for being a
contributing family member and role model.
- The student generally exhibits an adequate level of knowledge about
the structure, function, and interdependence of the body's systems; s/he
describes the fundamental interrelationship among physical, mental,
emotional, and social health and generally demonstrates a positive
balance; the student articulates the characteristics of a healthy body and
usually strives for personal wellness.
- The student generally researches various health promotion and
disease prevention models; s/he adequately analyzes medical research,
governmental regulations, and public health policies to verify validity
and accuracy of information; the student frequently uses valid information
to make personal health decisions and engage in practices, which support
disease prevention.
BASIC:
- The student occasionally identifies how his/her personal behavior
affects the well-being of others and recognizes behaviors which are
disrespectful; s/he seldom reflects on personal health practices which
affect wellness; the student inconsistently accepts responsibility for
being a contributing family member.
- The student exhibits a limited degree of knowledge about the
structure, function, and interdependence of the body's systems; s/he
provides limited descriptions of the interrelationships among physical,
mental, emotional, and social health; the student occasionally articulates
some of the characteristics of a healthy body.
- The student occasionally researches health promotion and disease
prevention models; s/he periodically reviews medical research,
governmental regulations, and public health policies; the student
sometimes uses valid information to make personal health decisions.
STANDARD TWO: Students will access and evaluate health information,
products and
services.
ADVANCED:
- The student extensively analyzes the influence of different cultural
perspectives on personal health; s/he continuously researches the moral
and ethical implications of health-related technological advances; the
student independently recognizes and evaluates the influence of media
regarding personal health issues and decisions.
- The student continuously identifies and evaluates health-related
products, services, and information available locally, regionally,
nationally, or globally; s/he accurately describes how/where to access
health-related services, products, and information; the student
consistently uses pre-determined criteria to evaluate the benefits and
limitations of available resources.
- The student objectively and responsibly analyzes personal health to
determine if/when professional services are needed; s/he thoroughly
evaluates and appropriately chooses the most effective options in health
care treatment; the student clearly articulates a thorough rationale for
completing chosen or prescribed treatments.
PROFICIENT:
- The student routinely analyzes the influence of different cultural
perspectives on personal health; s/he periodically researches the moral
and ethical implications of health-related technological advances; the
student generally recognizes and evaluates the influence of media
regarding personal health issues and decisions.
- The student routinely identifies and evaluates health-related
products, services, and information available locally, regionally, or
nationally; s/he generally describes how/where to access health-related
services, products, and information; the student frequently uses
pre-determined criteria to evaluate the benefits and limitations of
available resources.
- The student objectively analyzes personal health to determine when
professional services are needed; s/he frequently evaluates and
appropriately chooses effective options in health care treatment; the
student describes a general rationale for completing chosen or prescribed
treatments.
BASIC:
- The student occasionally considers the influence of cultural
perspectives on personal health; s/he occasionally researches the
implications of health-related technological advances; the student
occasionally recognizes the influence of media regarding personal health
issues.
- The student occasionally identifies health-related products,
services, and information available locally and regionally; s/he usually
identifies where to access health-related services, products, and
information; the student occasionally uses selected criteria to evaluate
the benefits of available resources.
- The student occasionally reviews personal health to determine when
professional services are needed; s/he occasionally chooses effective
options in health care treatment; the student provides a limited rationale
for completing chosen or prescribed treatments.
STANDARD THREE: Students will understand the benefits of practicing
health-enhancing behaviors, which reduce health risks.
ADVANCED:
- The student consistently recognizes the interrelationships of mental,
emotional, social, and physical components of health; s/he effectively
communicates that wellness is maintaining a balance of health components;
the student accurately describes health-enhancing behaviors and makes
decisions which promote wellness and decrease health risks.
- The student consistently and thoroughly researches programs which
promote lifelong wellness; s/he objectively compares health-enhancing
strategies to determine those which provide the greatest personal benefit;
the student consistently selects and adjusts strategies to achieve and
maintain life-long health.
- The student clearly articulates how personal decisions affect
present and future health and wellness; s/he consistently accepts
responsibility for personal health; the student consistently exemplifies
positive health behaviors and advocates healthy lifestyle choices.
PROFICIENT:
- The student generally recognizes the interrelationships of mental,
emotional, social, and physical components of health; s/he routinely
communicates that wellness is maintaining a balance of health components;
the student clearly describes health-enhancing behaviors and makes
decisions which decrease health risks.
- The student routinely researches programs which promote lifelong
wellness; s/he usually compares health-enhancing strategies to determine
those which provide the greatest personal benefit; the student usually
selects and adjusts strategies to achieve and maintain life-long health.
- The student generally describes how personal decisions affect
present and future health and wellness; s/he frequently accepts
responsibility for personal health; the student routinely exemplifies
positive health behaviors and advocates healthy lifestyle choices.
BASIC:
- The student occasionally recognizes the interrelationships of mental,
emotional, social, and physical components of health; s/he occasionally
communicates that wellness is maintaining a balance of health components;
the student identifies some health-enhancing behaviors which decrease
health risks.
- The student occasionally researches programs which promote lifelong
wellness; s/he compares some health-enhancing strategies to determine
those which provide personal benefit; the student identifies and uses some
strategies to achieve and maintain life-long health.
- The student occasionally describes how personal decisions affect
present and future health and wellness; s/he accepts some responsibility
for personal health; the student occasionally models positive health
behaviors.
STANDARD FOUR: Students will use interpersonal communication skills to
enhance
personal health.
ADVANCED:
- The student clearly articulates the importance of effective
communication in interpersonal relationships; s/he consistently models
appropriate communication techniques when interacting with peers, family,
and others; the student routinely assesses the effectiveness of
interpersonal communication and responds appropriately to maintain
positive relationships.
- The student consistently analyzes mental, emotional, and social
bridges/barriers to effective, positive communication; s/he consistently
demonstrates effective techniques to express needs, wants, and feelings;
s/he consistently uses appropriate vocabulary/terminology when discussing
health issues.
- The student routinely analyzes the positive and negative aspects of
conflict; s/he systematically examines conflict situations and determines
effective communication strategies; the student insightfully selects and
consistently uses appropriate refusal, negotiation, and collaboration
skills.
PROFICIENT:
- The student generally explains the importance of effective
communication in interpersonal relationships; s/he usually models
appropriate communication techniques when interacting with peers, family,
and others; the student occasionally assesses the effectiveness of
interpersonal communication and responds appropriately to maintain
positive relationships.
- The student generally analyzes mental, emotional, and social
bridges/barriers to effective, positive communication; s/he usually
demonstrates effective techniques to express needs, wants, and feelings;
s/he routinely uses appropriate vocabulary/terminology when discussing
health issues.
- The student occasionally analyzes the positive and negative aspects
of conflict; s/he frequently examines conflict situations and determines
effective communication strategies; the student carefully selects and
periodically uses appropriate refusal, negotiation, and collaboration
skills.
BASIC:
- The student occasionally describes the importance of effective
communication in interpersonal relationships; s/he sometimes models
appropriate communication when interacting with peers, family, and others;
the student occasionally assesses the effectiveness of interpersonal
communication.
- The student occasionally describes mental, emotional, and social
bridges/barriers to effective, positive communication; s/he occasionally
demonstrates effective techniques to express needs, wants, and feelings;
s/he sometimes uses appropriate vocabulary/terminology when discussing
health issues.
- The student occasionally recognizes the positive and negative
aspects of conflict; s/he usually identifies conflict situations and
sometimes determines effective communication strategies; the student
sometimes uses appropriate refusal, negotiation, and collaboration skills.
STANDARD FIVE: Students will contribute to the health of their families,
peers,
schools, communities and the environment.
ADVANCED:
- The student consistently and independently recognizes multiple health
issues, which affect the community and environment; the student routinely
reviews medical and health-related breakthroughs; s/he effectively
analyzes and uses valid and reliable data to determine the cause/effect,
significance, and magnitude of pertinent health issues.
- The student continually evaluates global strategies which
effectively address community and environmental health issues; s/he
effectively collaborates with others to analyze ways to expand or modify
various strategies which address community and environmental health
issues; the student consistently and objectively analyzes the impact
various strategies may have on future populations and environments.
- The student consistently and independently donates time, energy, and
resources to improve the health of the community and environment; s/he
consistently evaluates health advocacy strategies which impact families,
communities, and the environment; the student effectively uses leadership
and cooperation skills to motivate others to actively support healthy
communities and environments.
PROFICIENT:
- The student generally recognizes various health issues, which affect
the community and environment; the student usually reviews medical and
health-related breakthroughs; s/he generally analyzes and uses valid and
reliable data to determine the cause/effect, significance, and magnitude
of pertinent health issues.
- The student generally evaluates global strategies, which address
community and environmental health issues; s/he usually collaborates with
others to analyze ways to modify strategies, which address community and
environmental health issues; the student usually analyzes the impact
various strategies may have on future populations and environments.
- The student routinely donates time, energy, and resources to improve
the health of the community and environment; s/he usually evaluates health
advocacy strategies which impact families, communities, and the
environment; the student frequently uses leadership and cooperation skills
to motivate others to actively support healthy communities and
environments.
BASIC:
- The student sometimes recognizes selected health issues, which affect
the community and environment; the student occasionally reviews medical
and health-related breakthroughs; s/he sometimes uses valid and reliable
data to determine the cause/effect and significance of pertinent health
issues.
- The student occasionally describes strategies, which address
community and environmental health issues; s/he sometimes collaborates
with others to identify or modify strategies, which address community and
environmental health issues; the student occasionally recognizes the
impact various strategies may have on future populations and environments.
- The student occasionally donates time and energy to improve the
health of the community and environment; s/he sometimes analyzes health
advocacy strategies which impact communities and the environment; the
student occasionally uses cooperation skills to work with others to
support healthy communities and environments.
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