health education today

Copyright © Health Education Today, Inc. 2017

Health Education Today -Helping teens acquire the skills and wisdom to

be above unhealthy influences-

“FREE Nutrition Formulas”

About the Author: Having taught high school Health for 19 years and writing my own entire curriculum during that time, I’ve used my experience to create student-tested lessons that get students engaged with a wide variety of health topics. I’ve been a certified K-12 Physical Education and Language Arts teacher for over 30 years (19 of those years include teaching Health). Over my teaching career I’ve taught all grade levels and a variety of subjects, including: Junior High P.E.; 8th Grade Reading; Elementary P.E.; 9th Grade English; 9th Grade P.E.; High School Aerobics; and 9th Grade Health. I have my Master’s of Education Degree in Instructional Technology, and I earned my National Board Certification in Health.


“FREE Nutrition Formulas”

★This resource is taken directly from my Full Semester/Year High School Health Curriculum, and my Middle/Junior High School Health Curriculum which are both #1 Best-‐Selling Health Curriculums on TPT! It is found on Day 7 of my 4-‐Week “Nutrition Unit.” v See previews of more resources in the folder!

https://www.teacherspayteachers.com/Product/Health-Curriculum-High-School-9-12-183-Health-Lessons-for-Full-Semester-or-Year-196150

https://www.teacherspayteachers.com/Product/Middle-School-Health-Lessons-NEWLY-ENHANCED-212-Lessons-for-6th-9th-Grade-889276

https://www.teacherspayteachers.com/Product/Nutrition-Lessons-4-Week-Nutrition-Unit-1-Best-Selling-Health-Unit-on-TPT-119678


Health Education Today 6th – 12th Health Curriculum

Lesson Title: Nutrition Formulas I strongly believe one of the main reasons so many Americans are overweight is because almost no one knows how many calories, or how much fat or sugar they should eat per day. If we don't know how many of these main "put-‐on-‐the-‐pounds" nutrients and calories we need for our specific weight or exercise levels, than food labels don't mean much, even if we are taking the time to read them... These nutrition formulas will help each individual determine the correct amount they should eat per day. Then they can set some goals and start reading food labels with purpose. I have a whole 3-‐week nutrition unit for sale; including: lessons, a packet, activities, computer lab worksheets, and a PowerPoint that I use to teach all these concepts to my 9th grade students (but here are simplified directions on how to use each formulas: http://www.teacherspayteachers.com/Product/Nutrition-‐Unit-‐3-‐Weeks-‐of-‐Daily-‐Plans-‐190-‐Slide-‐PwrPt-‐Directions

National Health Standards Met:( See full standards at the end of this lesson)

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health. Standard 5: Students will demonstrate the ability to use decision-‐making skills to enhance health. Standard 7: Students will demonstrate the ability to practice health-‐enhancing behaviors and avoid or reduce health risks.


Formulas Explanation: (See below for formulas) 1. Calorie Formula: (SEE FORMULA BELOW) After figuring out the calories you should eat per day to maintain your current weight, (be sure to subtract 500 calories per day if you want to lose weight, or add 500 if you want to gain) you can use an online calorie counter to help you stay under your limit. I love the free "Lose It" program if you have an ipod Touch or iphone, but the free igoogle gadget online is good too. You just click on igoogle from the regular google page, click on "add stuff" and search for "Calorie Calculator." You may also want to keep track of your calories each day to hold yourself accountable, so I included a weekly goal sheet below. Don't try to change too many things in your life at once, baby-‐step your way to health by starting with calorie counting and maybe one or two more and then add more goals slowly. If you want a great FREE lesson on how to count calories for your students or yourself, it's called, " Counting Calories: A Fun Way to Learn How Cutting Calories Leads to Weight Loss." Go to: http://www.teacherspayteachers.com/Product/A-‐Fun-‐Way-‐to-‐Learn-‐How-‐Cutting-‐Calories-‐Leads-‐to-‐Weight-‐Loss-‐Lesson 2. Fat Grams Formula: (SEE FORMULA BELOW) If you want to lose that belly fat, or you can't see those 6-‐pack abs you've been working on because they're under too much fat, or if you want to be more healthy on the inside (cardiovascular health), than you will want to figure how many fat grams you should eat per day and watch your food labels carefully. Remember, we are counting "Total" fat, but there are also good fats (unsaturated and omegas). The bad fats are saturated and Trans fat, so you can look on the food label to determine how many of the "Total" fat grams are the "bad" saturated ones. Also, every fat gram has 9 calories, as opposed to only 4 calories for protein and carbohydrates, so more fat grams means more calories! I have a fun lesson called " Fast Foods Lesson-‐Healthy Versus Unhealthy..." for sale that includes a 36-‐slide PowerPoint explaining good and bad fats and a poster project. It's at: http://www.teacherspayteachers.com/Product/Fast-‐Foods-‐Lesson-‐Healthy-‐Versus-‐Unhealthy-‐PowerPoint-‐and-‐Posters 3. Protein Formula: (SEE FORMULA BELOW) The people who will want to count protein are usually those who want to gain weight and/or build muscle in the weight room. A lot of people waste money on liquid and powdered protein because if they counted their protein grams, they would see that they're getting all they need. Your body can't store protein for you, so it has to excrete it, or store it as fat! It's healthier to eat your nutrients if possible 4. Carbohydrates Formula. (SEE FORMULA BELOW) Most experts say that 55% of our daily calories should come from carbohydrates. You should always try to eat WHOLE grains instead of white, processed flour or sugar. In particular, sugar is the thing on the food label to count! We actually need NONE, and the limit (according to the Mayo Clinic Food Pyramid) is pretty strict-‐75 calories per day at


the most. The sugar formula is great because it converts from sugar calories, which food labels don't list, to sugar grams, which they do list. They add up fast!! If you want to do a lesson with students that fully explains in a PowerPoint presentation all about whole wheat versus white flour, sugar, diabetes, and more, this "science lab" type project has students guessing sugar and fat in products and then measuring sugar and fat into baggies to see the truth! You can find it at: http://www.teacherspayteachers.com/Product/Fat-‐and-‐Crisco-‐Nutrition-‐Experiment-‐Lesson-‐for-‐Health-‐Classes 5. Water Formula: (SEE FORMULA BELOW) It was very difficult to find a water recommendation since researchers seem to disagree as to the limit, but this is the best formula I found. 6. Fiber Formula: (SEE FORMULA BELOW) Fiber is so good for you, especially as you get older! Here is the formula for teens and adults. 7. All of these formulas involve reading food labels, so if you need a lesson to help teach you or your students how to read food labels I have two. The first one is titled, "Food Label Reading Lesson..." and includes a 16-‐Slide PowerPoint and worksheet. It's FREE at this website: https://sites.google.com/site/thebesthealthlessons


Check off sheet for healthy goals:

Check off sheet for healthy goals:

Date: M / T / W / TH / F / SA / SU / 1. HEALTHY FOR LIFE GOAL 1: Mark "x" if met. Write goal here:

2. HEALTHY FOR LIFE GOAL 2: Mark "x" if met. Write goal here:


4.

5.

6.

7.




4.

5.

6.

7.




4.

5.

6.

7.




4.

5.

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4.

5.

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7.


Example:

Date: M 3 / 14 T / W / TH / F / SA / SU / 1. HEALTHY FOR LIFE GOAL 1: Mark "x" if met. Write goal here: No more than 1550 calories

X

2. HEALTHY FOR LIFE GOAL 2: Mark "x" if met. Write goal here: Drink 32 oz. of water

X


4.

5.

6.

7.


N U T R I T I O N F O R M U L A S

Calories you should eat per day: (1) Your weight x 11 if you are a boy or x 10 if you are a girl =____________ (answer #1) Multiply that # by how active you are: .3 light activity (a little walking, but no set working out) .5 moderate working out (20-30 min. 3-4 days per week) .7 strenuous working out (over 30 minutes 6-7 days per week) = ________________ (answer #2) Add the first two answers and multiply by .1 =_________________ Now add all three answers together = ___________________Calories to MAINTAIN your weight**. (answer #3) **Subtract 500 if you want to lose 1 lb. per week = _____________ (answer #4) or add 500 if you want to gain 1 lb. per week. = ________________ (Girls should not go under 1200 and boys don't go under 1500 calories per day since your body with think you are "starving" and slow your metabolism. You can add exercise if you want to have a lower total and still eat the healthy minimum)


Fat grams you should eat per day: (2) Calories you should eat per day _________ (Answer #3 or 4 above) x .20 or .25 or .30 or .35 (you choose 1) divided by 9 =______________

Carbohydrates you should eat per day: (Answer 3 or 4 above) (4) Take the calories you should eat (answer #3 or 4 above) x .55 =____________ carb calories per day To transfer into grams divide by 4. =____________ total carbohydrate grams (Please note the maximum is 300 grams) ------------------------------------ Sugar you should eat per day: Take the calories you should eat (answer #3 or 4 above) x .55 =____________ x .10 =____________sugar calories per day (Mayo Clinic recommends no more than 75 calories per day) To transfer into grams divide by 4. (you can count grams from a food label) =____________ total sugar grams *Remember the less sugar the better, you actually DON’T NEED ANY ADDED SUGARS (LIKE CORN SYRUP OR SUCROSE)!!!!

Protein you should eat per day: (3) Lowest it should go is your weight ________ divided by 2.2 x .8 = ___________ Highest it should go is your weight ________ divided by 2.2 x 1.2 = ___________


Works Cited: (1) Meeks and Heit. "Health and Wellness" Textbook. Glencoe. 1998. (2) http://www.umm.edu/heart/caloric.htm. Maryland Heart Center. (3) http://military-fitness.military.com/2011/01/do-you-really-need-that-protein-shake.html. "Do You Really Need That Protein Shake?" (4) http://www.faqs.org/nutrition/Ca-De/Carbohydrates.html. Nutrition and Well-Being From A to Z. (5) http://www.jakewilliamsfitness.com/?p=144. Water Intake for Weight Loss,How Much Should I Really Have? (6) http://www.livestrong.com/article/256713-how-to-calculate-fiber-intake/. How to Calculate Fiber Intake.

Water you should drink per day: (5) If you are a non-athlete, take your weight x .50% = ____________ If you are an athlete, take your weight x .75% = ____________ (If you are doing strenuous exercise or working out in hot weather, than you will need more water.) *Drinking too much water can be dangerous –follow your thirst.

Fiber you should eat per day: (6) For teens: Your age + 5 = __________ grams per day For adults: Men 50 and younger: need 38 grams Men over 50: 30 grams Women under 51: need 25 grams Women over 51: 21 grams


Standards Met in This Curriculum:

Washington State High School Health Standards 2015

http://www.k12.wa.us/HealthFitness/Standards.aspx

High School Washington State combines Health & Fitness EALRs.

(Essential Academic Learning Requirements)

EALR 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely. Component 2.1: Understands dimensions and indicators of health. GLE 2.1.1 Evaluates dimensions of health and relates to personal health behaviors.

• Concludes how personal wellness is negatively affected when an element(s) of dimensions of health is neglected. • Critiques health and fitness data to make predictions and recommendations for lifelong wellness.

Component 2.2: Understands stages of growth and development. GLE 2.2.1 Analyzes the physiological and psychological changes throughout the lifetime. CBA: Concepts of Health and Fitness (We give this CBA in our 9th Grade P.E. Class, but I included it in the “Nutrition Unit Docs.”)

• Analyzes metabolic changes as individuals transition from early to late adulthood. • Analyzes psychological changes as individuals transition from early to late adulthood.

Analyzes the importance of maintaining cardiorespiratory and muscular fitness throughout life. 2.2.2 Understands how to maintain sexual health throughout life.

• The Healthy Youth Act (RCW 28A.300.475) provides a framework for schools that choose to offer sexual health education as a component of their broader health curriculum. School districts that provide sexual health education must be in compliance with this GLE and be consistent with the 2005 Guidelines for Sexual Health and Disease Prevention.


http://www.k12.wa.us/CurriculumInstruct/healthfitness/pubdocs/SexEdGuidelines011005.pdf 2.2.3 Evaluates hereditary factors affecting growth, development, and health.

Evaluates hereditary factors using a personal health risk assessment tool. Draws conclusions about personal health history (heart, cancer, alcoholism, anger, stress, etc.)

Component 2.3: Understands the concepts of prevention and control of disease. GLE 2.3.1 Analyzes personal health practices, and how they affect communicable diseases. Analyzes prevention, causative factors, transmission, and treatment of communicable diseases. Analyzes how factors (personal health practices, environmental factors, policies, research, and health-care resources affect communicable diseases. 2.3.2 Analyzes personal health practices, and how they affect non-communicable diseases. CBA: New Student Orientation http://www.k12.wa.us/HealthFitness/Assessments.aspx CBA: Concepts of Health and Fitness http://www.k12.wa.us/HealthFitness/Assessments.aspx Analyzes prevention, causative factors, and treatment of non-communicable diseases. Analyzes non-communicable diseases associated with poor nutrition, lack of sleep, inadequate exercise, and substance abuse. Analyzes non-communicable diseases and their impact on local and/or world populations. Component 2.4: Acquires skills to live safely and reduce health risks. GLE 2.4.1 Understands types of abuse and risky situations and how to respond appropriately and safely. CBA: Cut Out Conflict

• Describes emotional triggers and identifies responses. • Understands skills related to anger management, conflict resolution, refusal skills, and situational context clues. • Describes strategies used to prevent, manage, and resolve conflict in healthy ways and identifies adults, peers, and community resources that might assist in school and workplace settings.

• Understands appropriate/inappropriate use of technology. • Understands types of abuse and appropriate resources. • Understands knowledge of laws, resources, and reporting procedures in school and community.

2.4.2 Evaluates emergency situations, ways to prevent injuries, and demonstrates skills to respond appropriately and safely. CBA: Concepts of Health and Fitness http://www.k12.wa.us/HealthFitness/Assessments.aspx

• Chooses and demonstrates first-aid procedures that are appropriate for basic life support and automatic


external defibrillation (AED), caring for bone and joint emergencies, caring for cold and heat injuries, and responding to medical emergencies.

2.4.3 Analyzes stress and how it relates to personal stress-management strategies.

CBA: Dear “Stressed and Depressed” http://www.k12.wa.us/HealthFitness/Assessments.aspx 2.4.4 Creates personal stress-management strategies. CBA: Dear “Stressed and Depressed” http://www.k12.wa.us/HealthFitness/Assessments.aspx

• Designs a plan for preventing, reducing, and coping with stress. • Designs time-management plans, organizational skills, and goal-setting plans to reduce stress.

2.4.5 Analyzes the stages of addiction and dependency and the impact on the individual, family, and society.

CBA: New Student Orientation http://www.k12.wa.us/HealthFitness/Assessments.aspx • Compares and contrasts the physical, social, and emotional indicators of possible substance abuse • Compares and contrasts the physical and psychological stages of dependency.

• Compares and contrasts types of codependency. • Distinguishes how cultural and community norms influence use and abuse of drugs.

2.4.6 Understands legal implications of drug, alcohol, and tobacco use.

CBA: New Student Orientation http://www.k12.wa.us/HealthFitness/Assessments.aspx • Interprets school, community, state, and federal laws concerning drug, tobacco, and alcohol use. • Illustrates the relationship between alcohol and other drug use and the incidence of accidents/crimes. • Gives examples of the physical, behavioral, and legal impacts of commonly abused substances, such as marijuana, inhalants, anabolic steroids, and party drugs.

2.4.7 Analyzes various treatment options and recovery processes.

CBA: New Student Orientation http://www.k12.wa.us/HealthFitness/Assessments.aspx • Distinguishes types of treatment and support organizations to help manage addiction/dependency.(Example: Narcotics Anonymous)

EALR 3: The student analyzes and evaluates the impact of real-life influences on health. Component 3.1: Understands how family, culture, and environmental factors affect personal health. GLE 3.1.1 Analyzes how family and cultural diversity enriches and affects personal health behaviors.

• Points out ways a family might influence the health of its members. • Selects appropriate strategies to support healthy family/cultural habits on a personal level.


3.1.2 Analyzes how environmental factors impact health.

• Draws conclusions on how air, water, noise, and chemical pollution affect health. • Draws conclusions on environmental policies and practices and the impact on health.

3.1.3 Evaluates environmental risks associated with certain occupational, residential, and recreational choices.

• Critiques different occupations and analyzes potential environmental hazards associated with the career. • Compares and contrasts occupational/career choices and their relationship to health and fitness.

• Concludes how family and culture impacts choosing healthy places to live, work, and recreate. Component 3.2: Evaluates health and fitness information. GLE 3.2.1 Evaluates health and fitness information, products, and services.

CBA: New Student Orientation http://www.k12.wa.us/HealthFitness/Assessments.aspx CBA: A Letter to the Publisher http://www.k12.wa.us/HealthFitness/Assessments.aspx CBA: Cut Out Conflict http://www.k12.wa.us/HealthFitness/Assessments.aspx CBA: Dear “Stressed and Depressed” http://www.k12.wa.us/HealthFitness/Assessments.aspx CBA: Concepts of Health and Fitness http://www.k12.wa.us/HealthFitness/Assessments.aspx

• Evaluates the accuracy and usefulness of health information and products. • Critiques reliable sources of information. • Critiques agencies, businesses, and organizations providing reliable services. • Weighs the effects of media and technology on personal and community health policies, products, and health promotions.

3.2.2 Creates health and fitness messages in media.

• Develops effective health and fitness messages in media. Component 3.3: Evaluates the impact of social skills on health. 3.3.1 Analyzes conflict situations. CBA: Cut Out Conflict http://www.k12.wa.us/HealthFitness/Assessments.aspx

• Points out effective communication skills. • Points out a conflict arising • Points out effective conflict resolution skills. Example:


• Compares and contrasts appropriate school and community resources to assist in resolving conflict situations. • Compares and contrasts the effects of positive and negative peer pressure.

In Washington, these are the Fitness Standards, but many of them are also met in this Health curriculum: Component 1.5: Understands relationship of nutrition and food nutrients to body composition and physical performance. GLE 1.5.1 Analyzes the relationship of nutrition planning to physical performance and body composition. (WA Fitness GLE) CBA: Cafeteria Choices http://www.k12.wa.us/HealthFitness/Assessments.aspx 1.5.2 Evaluates how nutritional requirements change. (WA Fitness GLE) Component 4.1: Analyzes personal health and fitness information. GLE 4.1.1 Analyzes daily health and fitness habits. 4.1.2 Analyzes career opportunities in health and fitness. Component 4.2: Develops and monitors a health and fitness plan. GLE 4.2.1 Evaluates concepts of a health, fitness, and nutrition plan and monitoring system, based on life and employment goals. 4.2.2 Understands barriers to physical activity and a healthy lifestyle.


The Centers for Disease Control and Prevention (the C.D.C.) National Health Education Standards

http://www.cdc.gov/healthyschools/sher/standards/index.htm

Standard 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

1.12.1 Predict how healthy behaviors can affect health status. 1.12.2 Describe the interrelationships of emotional, intellectual, physical, and social health. 1.12.3 Analyze how environment and personal health are interrelated. 1.12.4 Analyze how genetics and family history can impact personal health. 1.12.5 Propose ways to reduce or prevent injuries and health problems. 1.12.6 Analyze the relationship between access to health care and health status. 1.12.7 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors. 1.12.8 Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors. 1.12.9 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors.

Standard 2 Students will analyze the influence of family, peers, culture, media, technology, and other factors

on health behaviors. 2.12.1 Analyze how the family influences the health of individuals. 2.12.2 Analyze how the culture supports and challenges health beliefs, practices, and behaviors. 2.12.3 Analyze how peers influence healthy and unhealthy behaviors. 2.12.4 Evaluate how the school and community can affect personal health practice and behaviors. 2.12.5 Evaluate the effect of media on personal and family health. 2.12.6 Evaluate the impact of technology on personal, family, and community health. 2.12.7 Analyze how the perceptions of norms influence healthy and unhealthy behaviors. 2.12.8 Analyze the influence of personal values and beliefs on individual health practices and behaviors. 2.12.9

Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.

2.12.10 Analyze how public health policies and government regulations can influence health promotion and disease prevention.


Standard 3 Students will demonstrate the ability to access valid information, products, and services to

enhance health. 3.12.1 Evaluate the validity of health information, products, and services. 3.12.2 Use resources from home, school, and community that provide valid health information. 3.12.3 Determine the accessibility of products and services that enhance health. 3.12.4 Determine when professional health services may be required. 3.12.5 Access valid and reliable health products and services.

Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health

and avoid or reduce health risks. 4.12.1 Use skills for communicating effectively with family, peers, and others to enhance health. 4.12.2 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health

risks. 4.12.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or

others. 4.12.4 Demonstrate how to ask for and offer assistance to enhance the health of self and others.

Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health.

5.12.1 Examine barriers that can hinder healthy decision making. 5.12.2 Determine the value of applying a thoughtful decision-making process in health-related situations. 5.12.3 Justify when individual or collaborative decision making is appropriate. 5.12.4 Generate alternatives to health-related issues or problems. 5.12.5 Predict the potential short-term and long-term impact of each alternative on self and others. 5.12.6 Defend the healthy choice when making decisions. 5.12.7 Evaluate the effectiveness of health-related decisions.

Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health.

6.12.1 Assess personal health practices and overall health status. 6.12.2 Develop a plan to attain a personal health goal that addresses strengths, needs, and risks. 6.12.3 Implement strategies and monitor progress in achieving a personal health goal.


6.12.4 Formulate an effective long-term personal health plan.

Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

7.12.1 Analyze the role of individual responsibility for enhancing health. 7.12.2 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self

and others. 7.12.3 Demonstrate a variety of behaviors to avoid or reduce health risks to self and others.

Standard 8 Students will demonstrate the ability to advocate for personal, family, and community health.

8.12.1 Utilize accurate peer and societal norms to formulate a health-enhancing message. 8.12.2 Demonstrate how to influence and support others to make positive health choices. 8.12.3 Work cooperatively as an advocate for improving personal, family, and community health 8.12.4 Adapt health messages and communication techniques to a specific target audience.


Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

and Technical Subjects Writing Grades 9/10

1 Write arguments focused on discipline-‐specific content. 2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes. 3 Incorporate narrative elements effectively into arguments and informative/ explanatory texts.

Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-‐by-‐step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

7 Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9 Draw evidence from informational texts to support analysis, reflection, and research. 10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences. Reading Grades 9/10

1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of


explanations or descriptions. 2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process,

phenomenon, or concept; provide an accurate summary of the text. 3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or

performing technical tasks, attending to special cases or exceptions defined in the text. 4 Determine the meaning of symbols, key terms, and other domain-‐specific words and phrases as they are used in a

specific scientific or technical context relevant to grades 9–10 texts and topics. 5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g.,

force, friction, reaction force, energy). 6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in

a text, defining the question the author seeks to address. 7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart)

and translate information expressed visually or mathematically (e.g., in an equation) into words. 8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation

for solving a scientific or technical problem. 9 Compare and contrast findings presented in a text to those from other sources (including their own experiments),

noting when the findings support or contradict previous explanations or accounts. 10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band

independently and proficiently.


Washington State Health Middle School Standards 2015 http://www.k12.wa.us/HealthFitness/Standards.aspx

Middle School

Washington State combines Health & Fitness EALRs. (Essential Academic Learning Requirements)

6 7 8

EALR 1 is for P.E. (See below)

EALR 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely.

Same same

Component 2.1: Understands foundations of health.

same

same

2.1.1 Recalls the dimensions of health and relates to personal health behaviors.

• Identifies dimensions of health. Example: " Recognizes physical, social, intellectual, and emotional health.

2.1.1 Understands the dimensions of health and relates to personal health behaviors.

• Describes a personal balance of each dimension of health. Example: " Discusses how physical health (working out three-‐to-‐five times a week), social health (spending time with family and friends), and intellectual health (daily study habits) are dimensions of health.

2.1.1 Analyzes the dimensions of health and relates to personal health behaviors.

• CBA: My Friend Morgan Points out how the dimensions of health create a balance of personal health. Example: " Lengthy phone conversations with friends (social health) may create an unbalanced life because homework doesn’t get completed (intellectual health). Analyzes personal health in relation


to the dimensions of health. Example: " Understands that stress-‐management techniques may balance

Component 2.2: Understands stages of growth and development.

same

same

2.2.1 Understands structure and functions of body systems.

• Describes structure and function of major body systems.

2.2.1 Understands structure and functions of body systems.

• Explains the structure and function of major body systems.

• Understands connections between health decisions and their impact on major body system Example: " Understands the impact of smoking on the respiratory system.

2.2.1 Understands structure and functions of body systems. CBA: Touring the Systems CBA: Concepts of Health and Fitness

• Describes the inter relationships between the major body systems. Example: " Describes how body systems work together: Skeletal-‐muscular; respiratory-‐cardiovascular.

2.2.2 Understands how to maintain sexual health throughout life.

• The Healthy Youth Act (RCW 28A.300.475) provides a framework for schools that choose to offer sexual health education as a component of their broader health curriculum. School districts that provide sexual health education must be in compliance with this GLE and be consistent with the 2005 Guidelines for Sexual Health and Disease Prevention.

2.2.2 Understands how to maintain sexual health throughout life. The Healthy Youth Act (RCW 28A.300.475) provides a framework for schools that choose to offer sexual health education as a component of their broader health curriculum. School districts that provide sexual health education must be in compliance with this GLE and be consistent with the 2005 Guidelines for Sexual Health and Disease Prevention.

2.2.2 Understands how to maintain sexual health throughout life. The Healthy Youth Act (RCW 28A.300.475) provides a framework for schools that choose to offer sexual health education as a component of their broader health curriculum. School districts that provide sexual health education must be in compliance with this GLE and be consistent with the 2005 Guidelines for Sexual Health and Disease Prevention.


2.2.3 Understands hereditary factors affecting growth, development, and health.

• Describes hereditary factors influencing growth, development, and health risks. Example: " Discusses untreated high-‐blood pressure may lead to a stroke.

2.2.3 Understands hereditary factors affecting growth, development, and health.

• Understands health risks that influence hereditary factors. Example: " Maintains healthy body weight and avoids tobacco use to prevent high blood pressure.

2.2.3 Evaluates hereditary factors affecting growth, development, and health.

• Evaluates health risks that influence hereditary factors. Example: " Exercises regularly to decrease chance of high blood pressure.

2.2.4 Understands benefits of maintaining a balance of healthy habits.

• Describes a healthy balance of stress, sleep, exercise, nutrition, recreation, and school. Example: " Understands that adolescents need nine-‐ten hours of sleep.

2.2.4 Understands benefits of maintaining a balance of healthy habits (stress, sleep, exercise, nutrition, recreation, and school).

• Describes warning signs/behavioral patterns, and avenues of support for young people who experience unhealthy habits. Example: " Understands that isolation from friends and family is a warning sign of emotional eating and alerts a teacher or counselor for support.

2.2.4 Analyzes benefits of maintaining a balance of healthy

habits (stress, sleep, exercise, nutrition, recreation, and school).

• Compares negative vs. positive health habits. Example:" Compares poor nutrition may decrease energy (negative); where appropriate sleep may enhance energy (positive).

Component 2.3: Understands the concepts of prevention and control of disease.

same

same

2.3.1 Understands factors and prevention related to communicable diseases.

• Describes transmission prevention, and treatment of communicable diseases. Example: " Explains common cold is a viral


• Describes transmission, prevention, and treatment of a variety of communicable diseases. Example: " Explains strep throat is transmitted


• Describes transmission, prevention, and treatment of a variety of communicable diseases. Example: " Explains bacterial pneumonia is


infection from coughing and sneezing. Prevention: Avoid drinking from other’s glass and wash hands. Treatment: Rest and plenty of fluids.

• Understands that some diseases can be transmitted when people have sexual contact. Example: " Gives HIV as an example of a sexually transmitted disease (STD) that can be transmitted through sexual contact.

through direct contact with an infected person. Prevention: Avoid contact with infected person and wash hands. Treatment: Antibiotics are needed for treatment.

• Classifies sexually transmitted diseases (STDs). Example: " Cites HIV as a viral infection.

transmitted through direct contact with an infected person. Prevention: Avoid contact with infected person. Treatment: Antibiotics are used to treat bacterial pneumonia.

• Describes risks (emotional, physical, and social) associated with HIV: Prevention, current infection rates, progression, transmission, and treatment. Example: " Describes how infection impacts self-‐esteem and/or friendships.

• Describes possible risks

associated with piercings and tattoos. Example: " Infections from non-‐sterilized equipment.

• Describes community agencies and resources available for prevention and treatment of communicable diseases. Example: " Locates www.cdc.gov and local health clinics.

2.3.2 Understands skills that prevent and control non-‐communicable diseases.

• Describes prevention and control of non-‐communicable disease. Example: " Avoids smoking to prevent heart diseases.

2.3.2 Understands skills that prevent and control non-‐communicable diseases.

• Describes signs, symptoms, prevention, and treatment of non-‐communicable diseases (asthma, heart disease, diabetes, cancer, depression, anxiety). Example:

2.3.2 Develops skills that prevent and control non-‐communicable diseases.

• Composes a list of community agencies, public policies, and resources available for prevention and treatment of non-‐communicable diseases. Example:


• Describes the differences between communicable and non-‐communicable disease. Example: " Explains a communicable disease is HIV/AIDS, and non-‐communicable disease is cancer.

" Explains asthma symptoms include coughing, wheezing, and shortness of breath. There is no cure, but an inhaler is used to open the airway. Triggers include pollen, grass, and smoke.

" Discusses how public smoking laws may prevent heart disease.

Component 2.4: Acquires skills to live safely and reduce health risks.

same

same

2.4.1 Understands abusive and risky situations.

• Describes appropriate use of personal space.

• Describes wanted and unwanted touching in a variety of settings.

• Describes verbal/non verbal clues to avoid risky situations.

• Describes personal steps to reduce risks. Example: " Describes how body language and self-‐presentation may communicate a different message than intended.

• Describes the risks associated with providing personal information through the use of technology. Example: " Discusses bullying may be a risk when providing personal information on the internet or through texting..

• Demonstrates positive

2.4.1 Understands abusive and risky situations and demonstrates safe behaviors to prevent injury to self and others at home, school, and in the community.

• Describes emotional triggers of an abusive or risky situation and identifies appropriate responses. Example: " Recognizes if followed by someone, the emotional trigger would be fear. The appropriate response is to go to a safe house.

• Describes Internet safety and ways to protect identity while using technology. Example: " Discusses steps to protect self when on the internet.

• Describes appropriate responses when dealing with harassment, bullying, and intimidation.

• Analyzes scenarios to identify risky situations and appropriate responses.

2.4.1 Understands abusive and risky

situations and demonstrates safe behaviors to prevent injury to self

and others at home, school, and in the community.

CBA: Acme Advertising CBA: My Friend Morgan

• Describes types of abuse, recognizes risky situations, and identifies sources to help in home, school, and community. Example: " Discusses that violence might occur in an unsupervised setting. Identifies parent or trusted adult as a source of help.

• Describes the potential impacts of harassment, bullying, and intimidation (sexual, sexual orientation, gender, religion, disability, ethnic, race, age) on individuals. Example:


social skills to avoid risky situations. Example: " Understands refusal skills, conflict resolution, anger management, and decision-‐making skills.

Example: " Recognizes swimming alone is risky. Swimming with a buddy is an appropriate response.

" Understands continual harassment may impact academic performance.

• Describes risky situations

and provides appropriate response. Example: " Understands alternative

response: Instead of riding with an intoxicated friend, call for a safe ride.

2.4.2 Understands emergency situations, ways to prevent injuries, and skills to respond appropriately and safely.

• Understands basic steps in first-‐aid including blood-‐borne pathogen protections. Example: " Elevates and ices a sprained ankle.

• Describes what to do in an emergency situation. Example: " Floods: Stays out of water and gets to high ground.

• Describes safe behaviors to minimize risk and prevent injury to self and others. Example: " Adults lock guns in gun safe.

2.4.2 Applies first-‐aid skills, ways to prevent injuries, and skills to respond appropriately and safely.

• Demonstrates basic first-‐aid/CPR procedures including blood-‐borne pathogen protections. Example: " Applies direct pressure to an open wound using protective gloves.

2.4.2 Applies first-‐aid skills, ways to

prevent injuries, and skills to respond

appropriately and safely. • Demonstrates basic

first-‐aid/CPR procedures including blood-‐borne pathogen protections.

• Discovers local school

services, crisis services, and emergency resource services. Example: " Understands how to access school resources during an emergency.

2.4.3 Understands stress and stress-‐management techniques.

• Understands stress. Example: " Understands eustress is positive stress:

2.4.3 Understands effects of stress and stress-‐management techniques.

• Describes effects of stress. Example:

2.4.3 Understands positive and negative effects of stress and stress management techniques. CBA: My Friend Morgan

• Describes personal


Earning a good grade. Distress is negative stress: Conflicts with a friend.

• Describes stress management techniques to use in stressful situations. Example: " Counts from one to ten before responding.

" Understands negative effects of stress include depression. Positive effects include improved self-‐respect.

• Describes stress management techniques. Example: " Talks to a parent or teacher.

stressors and coping skills for stress management.

2.4.5 Understands issues and risks related to drug use and abuse.

• Describes legal and illegal drugs.

• Describes benefits of being drug-‐free.

• Describes risks associated with alcohol and tobacco use. Example: " Recognizes alcohol impairs the ability to make good decisions.


• Explains short and long-‐term physical and social effects of alcohol, tobacco, and other drugs. Example: " Discusses tobacco stains teeth and could progress to emphysema. Short-‐term physical effect of alcohol is poor coordination and slowed reaction time; long-‐term social effect of alcohol is loss of family.


CBA: Sara’s Story CBA: Tobacco Times

• Discusses community resource agencies.

• Describes how drug abuse affects the person, community, and family.

EALR 3: The student analyzes and evaluates the impact of real-‐life influences on health.

Component 3.1: Understands how family, culture, and environmental factors affect personal health.

same

same

3.1.1 Understands how family and cultural factors impact health.

• Describes ways that family habits influence health choices.

3.1.1 Understands how family and cultural factors impact health.

• Discusses how culture

3.1.1 Analyzes how family and cultural factors impact health.

• Compares different cultures in the community and


Example: " Identifies healthy and non-‐healthy food choices at home.

impacts family health. Example: " Understands how families who exercise together promote a healthy lifestyle.

compares how cultures impact family health. Example: " Understands importance of families learning about other races and cultures to promote cultural competency.

3.1.2 Understands how environmental factors impact health.

• Describes how environmental factors affect individual susceptibility (age, size, genetics, gender, and ethnicity) on health: Air, water, noise, and chemical pollution. Example: " Understands elderly, infants, young children, pregnant women, and sick people who have weakened immune systems are more likely to be harmed by exposure to a hazard than others.

3.1.2 Understands how environmental factors impact health.

• Illustrates the impact of exposure to air, water, noise, and chemical pollution on health. Example: " Analyzes water quality samples of local water sources to determine safe consumption.

3.1.2 Analyzes how environmental factors impact health.

• Analyzes routes of exposure, dose, toxicity, and individual susceptibility to develop strategies to mediate negative impacts from environmental hazards. Example: " Points out necessity of sun block for skin protection in infants, children, teens, and adults, and exposure over length of time (duration), (e.g., 30 minutes, 1 hour, 2 hours, and 4 hours).

Component 3.2: Evaluates health and fitness information.

same

same

3.2.1 Analyzes health and fitness product information.

• Compares and contrasts sources of health and fitness information. Example: " Compares and contrasts various diets and advertisements.

3.2.1 Analyzes health and fitness product information.

• Draws conclusions on how safe and unsafe health and fitness products affect personal health. Example: " Distinguishes between helpful and harmful puberty-‐related hygiene products such as acne and body odor supplies.

3.2.1 Analyzes health and fitness product information. CBA: True Media Message

• Points out the risks of

inappropriate use of health and fitness products. Example: " Describes risks of weight-‐loss products and supplements.

3.2.2 Analyzes health and fitness 3.2.2 Analyzes health and fitness 3.2.2 Creates health and fitness


messages in the media. • Compares and

contrasts health and fitness messages in media and technology.

messages in media. • Draws conclusions

about media techniques in health and fitness messages. Example: " Analyzes media techniques such as bandwagons and testimonials.

messages in media. CBA: True Media Message

• Selects a positive media campaign to promote healthy decisions. Example: " Develops a media campaign promoting a drug-‐free lifestyle.

Component 3.3: Evaluates the impact of social skills on health.

same

same

3.3.1 Solves conflicts while maintaining safe and respectful relationships.

• Demonstrates importance of positive self-‐concept.

• Uses verbal and non-‐verbal communication skills to maintain

positive relationships. • Demonstrates

roles/qualities of a good friend.

3.3.1 Solves conflicts while maintaining safe and respectful relationships.

• Demonstrates good communication skills. Example: " Role-‐plays conflict resolution for respectful relationships.

• Demonstrates how adolescent development might affect family dynamics. Example: " Recognizes need for privacy or self-‐space in the home.

• Demonstrates roles/qualities of a good friend.

3.3.1 Solves conflicts while maintaining safe and respectful relationships. CBA: ACME Advertising CBA: My Friend Morgan CBA: Sara’s Story CBA: Tobacco Times

• Shows the value of individual differences (unique to race, ethnicity, gender, disabilities, sexual orientation, age, and religious beliefs).

• Demonstrates positive

communication skills (including steps for refusal skills, conflict resolution, anger management, and decision-‐ making skills) in specific situations: Family, peers, adults.

• Predicts how changes

in self and others impact peer relationships. Example:


" Discusses how involvement in sports might change friendships.

In Washington, these are the Fitness Standards, but many of them are also met in this Health curriculum:

EALR 1: The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition.

Component 1.5: Understands relationship of nutrition and food nutrients to body composition and physical performance.

same

same

1.5.1 Understands nutrition goals based on dietary guidelines and individual activity needs.

• Describes dietary guidelines when making food choices. Example: " Chooses foods that limit fat and cholesterol intake.

• Explains food choices in relation to portion size for a healthy diet. Example: " Discusses two tablespoons of peanut butter count as one serving in the meat and beans group.

• Describes positive

1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs.

• Describes dietary guidelines when making food choices. Example: " Chooses drinks with low sugar content.

• Predicts portion size when

making food choices. Example: " Determines the portion size of a 16 oz. milkshake.

• Uses components of a nutrition label to make informed decisions regarding healthy food

1.5.1 Applies nutrition goals based on dietary guidelines and individual activity needs. CBA: Fitness Plan for Pat CBA: Shop, Eat, Move CBA: Concepts of Health and

Fitness • Describes dietary

guidelines when making food choices. Example: " Classifies foods by food group, food source, nutritional content, and nutritional value.

• Shows relationship between balanced food choices, portion size, and hydration.


impacts of eating a variety of foods. Example: " Discusses eating vegetables provide fiber.

• Understands the term nutrients. Example: " Defines the word nutrient and lists the six kinds of nutrients (fats, carbohydrates, proteins, vitamins, minerals, and water).

choices. Example: " Examines the nutrition label of a favorite drink to learn number of servings it contains.

• Shows sources of nutrients (fats, carbohydrates, proteins, vitamins, minerals, and water) in a variety of foods. Example: " Understands oranges are a good source of Vitamin C.

Example: " Discovers how healthy eating provides energy, helps to maintain healthy weight, lowers risk of disease, and keeps body systems working.

• Predicts effects of nutrients (fats, carbohydrates, proteins, vitamins, minerals, and water) on the body. Example: " Understands water contributes to temperature regulation and helps to eliminate waste.

• Shows relationship between body fat and lean body mass. Example: " Understands the body needs fat to function normally, and the body gets energy from fat.

1.5.2 Understands the effects of activity, fitness, and nutrition practices.

• Understands relationship between caloric intake and physical activity. Example: " Understands more calories are expended in distance running compared to bowling.

1.5.2 Understands the effects of activity, fitness, and nutrition practices.

• Predicts relationship between caloric intake and physical activity. Example: " Understands how far a person must walk to burn enough calories to equal a candy bar.

• Interprets caloric needs based on activity levels.

Example: " Recognizes a long-‐distance runner needs greater caloric intake.

1.5.2 Creates a plan to improve performance based on nutritional practices. CBA: Fitness Plan for Pat

• Shows relationship between caloric intake and physical activity. Example: " Uses a pedometer to view caloric expenditure after physical activity and compares calories on a nutrition label of a favorite drink.

• Develops a personal/individual caloric needs assessment based on activity levels, age, and specific health requirements


in a balanced health and fitness plan, including diet, sleep, and nutritional habits.

1.5.4 Understands healthy and unhealthy eating patterns.

• Recognizes proper nutrition for a healthy lifestyle.

1.5.4 Understands healthy and unhealthy eating patterns.

• Explains the difference between anorexia nervosa and bulimia.

• Describes healthy ways to lose, gain, or maintain weight.

1.5.4 Analyzes healthy and unhealthy eating patterns. CBA: Shop, Eat, Move

• Analyzes how healthy eating patterns throughout life can reduce the risk of heart disease and high cholesterol, cancer, osteoporosis, and other health conditions.

EALR 4: The student effectively analyzes personal information to develop individualized health and fitness plans.

Component 4.1: Analyzes personal health and fitness information.

same

same

4.1.1 Analyzes daily health and fitness habits.

• Analyzes health behaviors (e.g., diet, sleep, activity, fitness, and hydration).

• Sets and charts goals for changing behavior.

4.1.1 Analyzes daily health and fitness habits.

• Analyzes individual health behaviors (e.g., diet, sleep, activity, fitness, and hydration).

• Sets and charts goals for daily health and fitness behavior changes.

4.1.1 Analyzes daily health and fitness habits. CBA: Fitness Plan for Pat CBA: Concepts of Health and Fitness

• Draws conclusions from a fitness and health plan.

• Sets goals for healthy behavior change.

Component 4.2: Develops and monitors a health and fitness plan.

same

same

4.2.1 Evaluates personal health and 4.2.1 Creates personal health and 4.2.1 Creates personal health and


fitness data and sets goals. • Critiques personal

health and fitness goals.

fitness data and sets goals. • Creates a personal

health and fitness plan based on health-‐related standards.

fitness data and sets goals. CBA: Fitness Plan for Pat CBA: Concepts of Health and Fitness

• Develops personal health and fitness plan based on health-‐related standards.


The Centers for Disease Control and Prevention (the C.D.C.) National Health Education Standards to be Completed by Grade 8

http://www.cdc.gov/healthyschools/sher/standards/index.htm

Standard 1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

1.8.1 Analyze the relationship between healthy behaviors and personal health. 1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence. 1.8.3 Analyze how the environment affects personal health. 1.8.4 Describe how family history can affect personal health. 1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems. 1.8.6 Explain how appropriate health care can promote personal health. 1.8.7 Describe the benefits of and barriers to practicing healthy behaviors. 1.8.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors. 1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.

Standard 2 Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

2.8.1 Examine how the family influences the health of adolescents. 2.8.2 Describe the influence of culture on health beliefs, practices, and behaviors. 2.8.3 Describe how peers influence healthy and unhealthy behaviors. 2.8.4 Analyze how the school and community can affect personal health practices and behaviors. 2.8.5 Analyze how messages from media influence health behaviors. 2.8.6 Analyze the influence of technology on personal and family health. 2.8.7 Explain how the perceptions of norms influence healthy and unhealthy behaviors. 2.8.8 Explain the influence of personal values and beliefs on individual health practices and behaviors. 2.8.9

Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.

2.8.10 Explain how school and public health policies can influence health promotion and disease prevention


Standard 3 Students will demonstrate the ability to access valid information, products, and services to enhance health.

3.8.1 Analyze the validity of health information, products, and services. 3.8.2 Access valid health information from home, school, and community. 3.8.3 Determine the accessibility of products that enhance health. 3.8.4 Describe situations that may require professional health services. 3.8.5 Locate valid and reliable health products and services.

Standard 4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

4.8.1 Apply effective verbal and nonverbal communication skills to enhance health. 4.8.2 Demonstrate refusal and negotiation skills that avoid or reduce health risks. 4.8.3 Demonstrate effective conflict management or resolution strategies. 4.8.4 Demonstrate how to ask for assistance to enhance the health of self and others.

Standard 5 Students will demonstrate the ability to use decision-making skills to enhance health. 5.8.1 Identify circumstances that can help or hinder healthy decision-making. 5.8.2 Determine when health-related situations require the application of a thoughtful decision-making

process. 5.8.3 Distinguish when individual or collaborative decision-making is appropriate. 5.8.4 Distinguish between healthy and unhealthy alternatives to health-related issues or problems. 5.8.5 Predict the potential short-term impact of each alternative on self and others. 5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision. 5.8.7 Analyze the outcomes of a health-related decision.

Standard 6 Students will demonstrate the ability to use goal-setting skills to enhance health. 6.8.1 Assess personal health practices. 6.8.2 Develop a goal to adopt, maintain, or improve a personal health practice. 6.8.3 Apply strategies and skills needed to attain a personal health goal. 6.8.4 Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.


Standard 7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

7.8.1 Explain the importance of assuming responsibility for personal health behaviors. 7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and

others. 7.8.3 Demonstrate behaviors to avoid or reduce health risks to self and others.

Standard 8 Students will demonstrate the ability to advocate for personal, family, and community health. 8.8.1 State a health enhancing position on a topic and support it with accurate information. 8.8.2 Demonstrate how to influence and support others to make positive health choices. 8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools. 8.8.4 Identify ways in which health messages and communication techniques can be altered for different

audiences.


Common Core State Standards for English Language Arts

& Literacy in History/Social Studies, Science, and Technical Subjects – Grades 6-‐8

http://www.corestandards.org Writing Grades 6-‐8

1 Write arguments focused on discipline-‐specific content. 2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes. 3 (See note; not applicable as a separate requirement presented.

Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-‐by-‐step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

4 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

7 Conduct short research projects to answer a question (including a self-‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

8 Gather relevant information from multiple print and digital sources, using search terms electively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

9 Draw evidence from informational texts to support analysis reflection, and research. 10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.


Check out my other Health lessons:.. If these links don't open go to my home page + find the titles:

https://www.teacherspayteachers.com/Store/Mrs-‐Ss-‐Health-‐And-‐Pe-‐Resources

Full-‐Semester and Full Year Programs for 6th – 12th Graders: Full Semester Health Curriculum (#1 Selling Health Curriculum on the TPT Website!) https://www.teacherspayteachers.com/Product/Health-Curriculum-High-School-9-12-183-Lessons-can-be-Full-Semester-or-Year-2992518

Reading Grades 6-‐8

1 Cite specific textual evidence to support analysis of science and technical texts. 2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior

knowledge or opinions.

3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

6 Analyze the author’s purpose in providing an explanation, describing a procedure, procedure, or discussing an experiment in a text.

7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. 9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with

that gained from reading a text on the same topic. 10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band

independently and proficiently.


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https://www.teacherspayteachers.com/Product/Independent-‐Study-‐Nutrition-‐Unit-‐1590864 3-‐Week Sex Ed. Unit for Special Needs Students https://www.teacherspayteachers.com/Product/Health-‐for-‐Special-‐Needs-‐Students-‐3-‐Week-‐Sex-‐Ed-‐Unit-‐1767085 1 to 4-‐Week P.E. Resources: 1 to 2-‐Week Badminton Unit-‐FREE! https://www.teacherspayteachers.com/Product/Badminton-‐Unit-‐FREE-‐A-‐1-‐2-‐Week-‐Badminton-‐Unit-‐for-‐6th-‐12th-‐Grade-‐300493 3 to 4-‐Week Basketball Unit https://www.teacherspayteachers.com/Product/Basketball-‐Unit-‐Part-‐of-‐the-‐1-‐Selling-‐PE-‐Curriculum-‐on-‐TPT-‐1461615 3 to 4-‐Week Flag Football Unit https://www.teacherspayteachers.com/Product/Flag-‐Football-‐Unit-‐Part-‐of-‐the-‐1-‐Selling-‐PE-‐Curriculum-‐on-‐TPT-‐1460548 3 to 4-‐Week Volleyball Unit https://www.teacherspayteachers.com/Product/Volleyball-‐Unit-‐Part-‐of-‐the-‐1-‐Selling-‐PE-‐Curriculum-‐on-‐TPT-‐1460908 3 to 4-‐Week Softball Unit https://www.teacherspayteachers.com/Product/Softball-‐Unit-‐3-‐Weeks-‐of-‐Lessons-‐From-‐the-‐1-‐PE-‐Curriculum-‐on-‐TPT-‐1880104 Weight Room and Cardio/Strength Training unit https://www.teacherspayteachers.com/Product/PE-‐BUNDLE-‐Cardio-‐Full-‐Body-‐Workouts-‐and-‐Weight-‐Training-‐Activities-‐1418683 50 Low Organized Games Inside the Gym Unit https://www.teacherspayteachers.com/Product/50-‐Fun-‐Games-‐and-‐Activities-‐Inside-‐the-‐Gym-‐Bundle-‐1414232 Common Core Made Easy https://www.teacherspayteachers.com/Product/Common-‐Core-‐PE-‐Bundle-‐20-‐C-‐Core-‐Lessons-‐for-‐PE-‐Made-‐Easy-‐and-‐Super-‐Easy-‐477038 My 45 Favorite Health & P.E. Activities: https://www.teacherspayteachers.com/Product/PE-‐and-‐Health-‐Curriculum-‐Bundle-‐My-‐45-‐Best-‐Health-‐Fitness-‐Activities-‐1237639 Heart Rate Lesson Free! https://www.teacherspayteachers.com/Product/PE-‐Lesson-‐FREE-‐Understanding-‐Heart-‐Rate-‐781213 More Freebies: Mission Impossible, Olympic Stations, Yoga and More… https://www.teacherspayteachers.com/Store/Mrs-‐Ss-‐Health-‐And-‐Pe-‐Resources/Category/06-‐P-‐E-‐Resources-‐150214 Sub Plans:


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