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Health Health EducationEducation
Kia Mana’o“Educate with Empathy
and Equity;Expect Excellence.”
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Desired Outcomes
• Develop a clear understanding of the content and use of the Health Standards Toolkit
• Plan ways to help schools understand the content and use of the Health Standards and toolkit.
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Agreements
Mutual RespectNo Put Downs
Attentive ListeningRight to Pass & Participate
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Glossary of Terms
• Benchmarks: Developmentally appropriate content knowledge and skills at specific grade levels or a cluster of grade levels.
• Content Standards: What a student should know and be able to do.
• Performance Indicators: Clearly linked to content standards. Descriptions of what must be included in the student work that meets the content standard.
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Health StandardsHealth Standards
Build knowledge and skills through teaching 7 Health
Education Standards1. Core Concepts (Functional
Knowledge)2. Access Information, Products,
and Services3. Self-Management (practice
healthy behaviors)4. Analyze Internal & External
Influences5. Interpersonal Communication6. Decision-Making & Goal
Setting7. Advocacy
To promote healthy behaviors in the context of 7 Priority
Risk / Content Areas1. Injury & Violence
Prevention2. Alcohol and Other Drug
Prevention3. Sexual Health and
Responsibility4. Tobacco Use Prevention5. Nutrition & Physical
Activity6. Mental & Emotional
Health7. Personal & Consumer
Health
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General Learner Outcomes• Ability to be responsible for one’s own learning• Ability to be involved in complex thinking and
problem solving• Ability to recognize quality performance and
produce quality products• Ability to communicate effectively• Ability to use a variety of technologies
effectively and ethically• Ability to work well with others
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RIGORRIGOR
RELEVANCERELEVANCE
RESPECT & RESPECT & RELATIONSHIPSRELATIONSHIPS
- Tony Wagner, Making the Grade, 2003.
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Vision of the Public School Graduate
All public school graduates will:• Realize their goals and
aspirations• Have attitudes, knowledge
and skills to contribute positively to and compete in a global society
• Exercise rights and responsibilities of citizenship
• Pursue higher education or careers without need for remediation
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The goal of Health Education is to
empower learners to act by promoting and protecting
their health and advocating for the health of
others.
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Health ToolkitScope & Sequence
1. What risk/content area is included in every grade level? What are some skills the students will address ?
2. At what grade level does the Tobacco risk/ content area begin? Why?
3. At what grade does Advocacy begin? Why?
4. At what level does the risk/content area of Sexual Health begin? What are some skills the students will address?
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INSTRUCTIONAL GUIDE, Grade 2
Standard 1, Core Concepts: Students comprehend concepts related to health promotion and disease prevention.
BENCHMARKS
K- 3
PERFORMANCE INDICATORS
SAMPLE ASSESSMENT TASK
SAMPLE INSTRUCTIONAL
STRATEGY
Describe ways to help others promote and protect their own health.
The student:• Cites health-
enhancing behaviors in risk/content areas (e.g., exercise, diet)
• Cites examples of health concepts that enhance personal health (e.g., short-term and long-term benefits and consequences).
Make a plan, listing steps for safe behaviors in new or dangerous situations. Plans should be practical and include sequential steps that demonstrate safe outcomes.
Discuss new or dangerous situation with students (e.g., crossing the streets by themselves, riding bicycles away from home, ocean swimming, etc.).
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Health ToolkitPerformance Indicators
TASK:
Second Grade
Class Safety Plan
GOAL:
Safely cross the street.
PLAN:
Step 1:________________________________________
Step 2:________________________________________
Step 3: _______________________________________
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Standard 1, Core Concepts: Students comprehend concepts related to health promotion and disease prevention.
BENCHMARKS, K – 3
GRADE K PERFORMANCE
INDICATOR
GRADE 1PERFORMANCE
INDICATOR
GRADE 2PERFORMANCE
INDICATOR
GRADE 3PERFORMANCE
INDICATOR
Identify short- and long-term benefits and consequences associated with the content areas.
Describe actions individuals can take to promote and protect their own health.
Describe ways to help others promote and protect their health.
The student:•Recognizes health-enhancing behaviors in risk / content areas.•Recognizes health concepts that enhance personal health.
The student:•Identifies health-enhancing behaviors in risk / content areas.•Recognizes possible examples of health concepts that enhance personal health.
The student:•Cites health-enhancing behaviors in risk / content areas.•Cites examples of health concepts that enhance personal health.•Identifies general health concepts accurately in selected health-risk areas.•Identifies and cites the relationships between behavior and health.
The student:•Identifies and gives ways to help others promote and protect their health.•Identifies short- and long-term benefits and consequences associated with risk/ content areas.•Cites general health concepts accurately in selected health-risk areas.•Shows similarities and differences in the relationships between behavior and health.
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Health ToolkitNow What?
What are ways YOU can utilize the Health
Standards Toolkit?
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Health ToolkitFor More Information….Contact:
Your District Health & PE Resource Teacher
Honolulu: Dave RandallCentral: Windward: Lisa
MiyashiroLeeward: Vicki KloetzelKauai: Deron DoiMaui: Richard
YoungEast Hawaii: Eileen
WagatsumaWest Hawaii: Sandy Daniels
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Ours Is
A broader visionA greater potential
A brighter hopeA warmer feeling
A challenging mission-Superintendent Patricia Hamamoto
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URL for the Extended Core
http://standardstoolkit.k12.hi.us/fullversionURL for the Extended Core
http://standardstoolkit.k12.hi.us/fullversion