Health choices are affected by a variety of influences. The ability to recognize, analyze, and evaluate internal and external influences is essential to protecting and enhancing health. Sample Assessments for Overarching Standard 2 Grade Level Standard or Content from Standard Evidence Assessment Notes for Teachers 1 Explain why sleep and rest are important for proper growth and good health. 1.2.1.G Describe things and events with relevant details and expressing feelings clearly. (CA CCSS for ELA/Literacy SL.1.4) Write information/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (CA CCSS for ELA/Literacy W.1.2) Verbal explanation with relevant details and clear ideas of why sleep and rest are important for proper growth. Written explanation with facts about why sleep and rest are important for proper growth and good health and a sense of closure. Tell me why sleeping and resting are really important for growing and good health. The student work product includes the criteria for competence and is used to record information provided by the student during the explanation. Teachers can, and should, collect evidence of students learning more than once. Using both speaking and listening and writing, teachers can collect evidence of the same health education content multiple times.
6 Analyze the influence of marketing and advertising techniques, including the use of role models and how they affect use of alcohol, tobacco, and other drugs. 6.2.2.A Analysis of the influence of advertising techniques, including the use of role models and how they affect use of alcohol. Look at these samples of techniques used to advertise alcohol. Analyze the elements of the advertising and develop a list of common elements. The teacher prepares and provides samples of current advertising for alcohol products. 7–8 Evaluate internal and external influences on food choices. 7–8.2.2.N Evaluation of internal and external influences on food choices. Think very carefully about the food choices you made yesterday, and list which were influenced by internal factors and which by external factors. This assessment can be utilized many times to collect the same evidence for different days/circumstances.
9–12 Explain how one’s behavior when traveling as a passenger in a vehicle influences the behavior of others. 9–12.2.3.S Initiate and participate effectively in collaborative discussions, building on others’ ideas and expressing their own clearly and persuasively. (CA CCSS for ELA/Literacy SL.9–10.1) Verbal explanation on how one’s behavior when traveling as a passenger in a vehicle influences the behavior of others, building on others’ ideas and expressing their own clearly and persuasively. Explain, in a collaborative conversation with classmates, how one’s behavior when traveling as a passenger in a vehicle influences the behavior of others. Build on others’ ideas and express your ideas clearly and persuasively. Create a rubric for collaborative conversation expectations and share it with students before the assessment. Overarching Standard 3: Accessing Valid Health Information All students will demonstrate the ability to access and analyze health information, products, and services. Students are exposed to numerous sources of information, products, and services. The ability to access and analyze health information, products, and services provides a foundation for practicing health-enhancing behaviors. Sample Assessments for Overarching Standard 3
Grade Level Standard or Content from Standard Evidence Assessment Notes for Teachers 4 Use food labels to determine nutrient and sugar content. 4.3.2.N Use of food labels to determine nutrient and sugar content. Use the food labels for these foods to help you find out how much sugar is in each food. Fill in the chart with the amount of sugar in each food. Teachers prepare and provide students with actual food labels from a diverse group of foods. They also provide a chart in which students record their findings regarding the amount of sugar in each food. 7–8 Identify trusted adults to report to if people are in danger of hurting themselves or others. Identification of trusted adults to report to if people are in danger of hurting themselves or others. Who are the adults on campus who are trusted and you can tell if people are in danger of hurting themselves or others? Collection of this evidence may include some varying responses based on student relationships and knowledge. 9–12 Identify local resources concerning reproductive and sexual health, including all contraceptives, HIV/STD (STI) testing, and medical care. Identification of local resources concerning FDA-approved contraceptives. What resources (organizations, people, or other forms of information) in our community can you access to learn more about FDA-approved contraceptives? The students may want to compile a list of local resources from the information they have gathered and distribute it in class. Box 1: Accessing Valid and Reliable Information Online Finding valid and trusted information for personal health products and services.
5 Use healthy and respectful ways to express friendship, attraction, and affection. 5.4.2.G Healthy and respectful expressions of friendship, attraction, and affection. Use healthy and respectful ways to express friendship, attraction, and affection. Teachers design instruction to provide students with multiple ways to appropriately express friendship, attraction, and affection and, provide opportunities for them to practice these skills. Assessment can be embedded in the instructional process by collecting evidence of student learning as they role-play different situations. 6 Practice effective communication skills to prevent and avoid risky situations. 6.4.1.S Practice of effective communication skills to prevent and avoid risky situations. With your partner, practice the communication skills you would use to avoid risky situations. Students can use the criteria for competence to observe and provide feedback to others the first few times this assessment is used.
7–8 Differentiate between passive, aggressive, and assertive communication. Differentiation between passive, aggressive, and assertive communication. In a three-part activity with your small group, show the differences between passive, aggressive, and assertive communication. Use the same content/topic for each of the three parts, as you show the differences in communication. Student work product will be completed by a student in the group who is observing the activity. The criteria for competence should guide the scoring. 9–12 Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and other drugs. 9–12.4.1.A Demonstration of assertive communication skills to resist pressure to use alcohol, tobacco, and other drugs. In a role playing situation, demonstrate assertive communication skills that would be effective in resisting pressure to use alcohol, tobacco, and other drugs. The teacher designs a role-playing situation and asks students to demonstrate their assertive communication skills for a small group. Students in the group use a scoring guide to document what skills are included in the demonstration. Overarching Standard 5: Decision Making All students will demonstrate the ability to use decision-making skills to enhance health.
K Select nutritious snacks. K. 7.1.N Selection of nutritious snacks. Choose the snacks that will help your body grow, learn, and play. Students are shown an assortment of common snack foods. The teacher has previously shared criteria that defines a nutritious snack. 1 Demonstrate proper tooth brushing and flossing techniques. 1.7.1.P Demonstration of proper tooth brushing and flossing techniques. Use your toothbrush to show me how to properly brush your teeth. Use the flossing strategies to show me how to floss your teeth properly. Using actual toothbrushes and floss, each student demonstrates how to properly brush and floss their teeth. The student work product includes the criteria for competence and is used to record the steps taken by the student while brushing and flossing. Overarching Standard 8: Health Promotion All students will demonstrate the ability to promote and support personal, family, and community health. Personal, family, and community health are interdependent and mutually supporting. The ability to promote the health of oneself and others reflects a well-rounded development and expression of health.