Middle Practical Living Skills

Health Subdomain

6^th Grade

 

Academic Expectation:

2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.

Organizing Standard:

Positive interactions in groups contribute to mental and emotional well-being.

 

Core Content for Assessment: PL-M-1.1.1 Individuals have personal rights and responsibilities (e.g., cooperation, communication, patience) when dealing with others (e.g., families, classmates, teams) PL-M-1.1.2 Conflict-resolution strategies (e.g., problem identification, effective communication, mediation, walking away) provide effective means for dealing with conflict. PL-M-1.1.3 Communication, cooperation, rules, and respect are important to the effective functioning of groups.

Demonstrators: Identify that rights and responsibilities are interrelated Describe the roles and responsibilities of different family members Demonstrate conflict resolution strategies Identify rules related to communication and cooperation Describe the importance of communication, cooperation, rules and respect when working with groups, teams or partners

 

Specific Activities:

• Develop visuals (e.g., posters, brochures, displays) related to conflict resolution.
• Role play effective refusal skills.
• Develop a manual on effective functioning of groups for students in your school.

Critical Vocabulary: emotion, communication, conflict, tolerance, compromise, peer mediation, neutral, peer, justice, coping

 

 

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

 

Academic Expectation:

2.29: Students demonstrate skills that promote individual well-being and healthy family relationships.

Organizing Standard:

Reproduction and sexuality are issues of concern for individual well-being and healthy relationships.

 

Core Content for Assessment: PL-M-1.2.1 Knowledge of the basic structures and function of the reproductive system is important to understanding the human life cycle. PL-M-1.2.2 Physical, social, and emotional changes occur during adolescence. PL-M-1.2.3 Abstinence is the only sure means of preventing pregnancy.

Demonstrators: Identify physical, emotional and social changes that occur during puberty

 

Specific Activities:

• Write a letter to your parents explaining the physical, emotional and social changes that occur during puberty.
• Role play ways to talk to parents about puberty and questions children may want to ask parents.

Critical Vocabulary: adolescence, hormone, puberty, emotional, mental, physical

 

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

 

Academic Expectation

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard:

Behavioral choices and habits contribute to the promotion of an individual’s physical health, the prevention of illnesses and diseases, and the ability to remain mentally and emotionally healthy.

 

Core Content for Assessment: PL-M-1.3.1Diet, exercise, rest, and other choices (e.g., tobacco, alcohol, and other drug use) affect body systems (e.g., circulatory, respiratory, digestive). PL-M-1.3.2Knowlwdge of the transmission and prevention of communicable diseases and personal illnesses (e.g., hepatitis, colds, influenza mononucleosis, TB, AIDS/HIV/STDs) contributes to the health of the community. PL-M-1.3.3Identification, prevention, and treatment of non-communicable diseases (e.g., cancer, asthma) among adolescents contribute to community health. PL-M-1.3.4There are risks associated with unhealthy habits and behaviors (e.g., substance use/abuse, dietary habits, irregular exercise habits, sexual activity) that affect the physical health of adolescents.

Demonstrators: Understand the effect of diet and nutrition on growth, appearance, disposition, and performance Define the elements of personal health, which includes proper diet, rest, exercise, cleanliness, care of eyes, ears, teeth, skin Recognize the difference between communicable and non-communicable diseases Understand the importance of practicing universal precautions Recognize risk factors for communicable and non-communicable diseases and the impact of those diseases on personal health

 

Specific Activities:

• Create and implement an advertising campaign showing the healthy behaviors that can help prevent major causes of death (disease, accidents).
• Research and present information about a specific communicable or non-communicable disease
• Demonstrate the spread of communicable diseases through a glitter/hand shake activity
• Visit a health care facility

Critical Vocabulary: health, wellness, prevention, habits, behavior, risk, risk factors, body systems, interrelated, plaque, tartar, cavity, fluoride, layers of skin, acne, dermatologist, communicable diseases, bacteria, viruses, non-communicable diseases, infection, immune system, antibody, vaccine, immunity, disease transmission, community health, disease prevention and treatment, TB, AIDS/HIV, colds, influenza, mononucleosis, cancer, heart disease, asthma, bronchitis, emphysema

 

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

 

Academic Expectation

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

 

Organizing Standard:

Nutritious foods are necessary for growth, development, and maintenance of healthy bodies.

 

Core Content for Assessment: PL-M-1.4.1Six basic nutrients (minerals, vitamins, fat, carbohydrates, water, protein) are needed for proper growth and development. PL-M-1.4.2Using dietary guidelines, food guide pyramid, and other nutritional resources (e.g., food tables) helps make daily food choices. PL-M-1.4.3Exercise and dietary habits (e.g., cultural food choices, vegetarian diets, over-indulgence in fatty foods, excessive salt consumption) can effect the way adolescents look, feel, and perform.

Demonstrators: Understand the relationship between nutrition and optimal health Evaluate dietary practices Demonstrate an awareness of the nutritional content of a typical food Use the food guide pyramid to evaluate diets

 

Specific Activities:

• Evaluate menus in the school cafeteria and fast food restaurants for nutritional value
• Create a 3-D food guide pyramid
• Design a balanced menu for one day including breakfast, lunch, dinner, and snacks

Critical Vocabulary: nutrition, dietary habits, fat, carbohydrates, vitamins, minerals, proteins, water, food guide pyramid, diet, Recommended Dietary Allowances, serving size, calorie, optimal health, sodium, cholesterol

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

 

Academic Expectation

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard:

The benefits of exercise and fitness go beyond weight control.

 

Core Content for Assessment: PL-M-1.5.1Body changes (e.g., body composition, decreased heart rate, reduced cholesterol level) occur following a regular exercise program. PL-M-1.5.2Exercise benefits physical development (e.g., body shape, posture, coordination, muscle development). PL-M-1.5.3Applying the principles of principles of fitness training and conditioning (frequency, intensity, time/duration) are necessary to get the most from exercise. PL-M-1.5.4Self-assessment of health status (e.g., strength, flexibility, cardiovascular endurance, body composition) contributes to health maintenance.

Demonstrators: Self assess health related fitness levels Monitor the intensity of exercise Identify the basic elements of physical conditioning Identify the benefits of physical activity and conditioning Assess personal health practices

 

Specific Activities:

• Create a personal fitness plan include cardiovascular fitness, flexibility and strength.
• Keep a fitness journal for one week. Evaluate your activities and rate them according to a chart for your age group.

Critical Vocabulary: exercise, fitness, strength, cardiovascular endurance, flexibility, aerobic exercise, warming up, elevated heart rate, target heart rate, pulse, cooling down, fitness training and conditioning, frequency, intensity, time/duration

 

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

 

Academic Expectation 2.31:

Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard:

Accidents are a major cause of injury and death to children and adolescents.

 

Core Content for Assessment: PL-M-1.6.1Health and safety hazards (e.g., firearms, traffic, transportation, horseplay) encountered by adolescents can be life threatening. PL-M-1.6.2Traffic and transportation related safety practices (e.g., wear seat belts, use life vests) on the ground and in the water contribute to reduction in injuries and death. PL-M-1.6.3Using safety strategies (i.e., staying calm, heeding warnings following safety procedures) for dealing with potentially unsafe and threatening situations (e.g., water, fire, animals, earthquake, stranger danger). PL-M-1.6.4Following basic first-aid procedures when responding to a variety of life-threatening emergencies (e.g., choking, shock, poisons, burns, temperature-related emergencies, animal and insect bites) help reduce the severity of injuries.

Demonstrators: Understand the importance of school, home, traffic, and personal safety rules and procedures Apply preventative safety measures for home, school, and community Know and use school safety rules Comply with school safety procedures Follow traffic safety rules Demonstrate procedures for emergency assistance

 

Specific Activities:

• Develop a fire escape plan for your family. Explain it to your family and ask them to evaluate your plan.
• Create safety poster illustrating basic safety strategies.
• Role play emergency situations

Critical Vocabulary: safety, first aid, emergency, risk, accident chain, hazard, personal safety, transportation safety, violence, weather emergencies, choking, abdominal thrusts, rescue breathing

 

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

Academic Expectation

2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.

Organizing Standard:

Behavioral choices and habits contribute to mental and emotional health and the promotion of physical well-being.

 

Core Content for Assessment: PL-M-1.7.1Symptoms and causes of mental illnesses (e.g., depression anxiety) vary with the individual. PL-M-1.7.2There are consequences and risks of behavioral choices (e.g., tobacco, alcohol, and other drug use; sexual involvement; violent behaviors) and alternatives to situations faced by adolescents. PL-M-1.7.3Resourses (e.g., guidance counselors, drug counselors, parents, teachers) are helpful for an individual seeking treatment of drug addiction. PL-M-1.7.4Effects of eating disorders (e.g., heart failure, weight changes, kidney failure, hair loss, nervousness) indicate a need for counseling.

Demonstrators: Understanding the concept of mental illness Understand the differences/similarities between mental illness and other disease Describe the consequences of various risk taking behaviors and choices Plan strategies for avoiding substance abuse and other addictive behaviors Identify the cause and effect of different types of eating disorders

 

Specific Activities:

• Research a specific mental health problem and present your information in an oral report.
• Develop a poster illustrating resources for adolescents who have questions or problems related to drug use.
• Role play appropriate behavioral choices related to risks adolescents may experience.

Critical Vocabulary: mental illness, symptom, depression, stress, distress, stressor, fatigue, conflict, tolerance, compromise, peer mediation, eating disorder

 

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

Academic Expectation

2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.

Organizing Standard:

People often need established strategies for remaining mentally and emotionally healthy. Application of these strategies also affect physical wellness.

 

Core Content for Assessment: PL-M-1.8.1The use of appropriate strategies (e.g., assertiveness, refusal skills, decision-making techniques) are positive ways to cope with peer pressure. PL-M-1.8.2Strategies (e.g. studying in advance; talking with counselors, parents, and/or friends; planning; getting ample rest; eating properly) for managing stressful situations (e.g., test taking, deadlines, changes, grief, rejection) reduce anxiety. PL-M-1.8.3Strategies (e.g., walking away, communication skills, conflict resolution) for preventing violence vary with the situation. PL-M-1.8.4Using appropriate strategies (e.g., realistic goal-setting, effective time management, decision-making processes) promotes mental and emotional health.

Demonstrators: Demonstrate the ability to apply a decision making process to health issues and problems Demonstrate refusal skills to enhance health Analyze how information from peers influences health Develop strategies to cope with peer pressure and potential rejection Analyze and apply strategies for achieving and maintaining self esteem Identify strategies to reduce/manage stress Demonstrate healthy ways to express feelings Demonstrate effective verbal and nonverbal communication skills to enhance health Demonstrate ways to avoid and reduce threatening situations Develop short-term personal goals to assist in achieving long-term goals

 

Specific Activities:

• Role play a scenario where you experienced frustration, anger, disappointment, or grief
• Draft a letter to Dear Abby asking advise on how to handle a stressful situation in your life
• Create a collage with peer pressure as the theme

Critical Vocabulary: passive, aggressive, assertiveness, refusal skills, decision making models, cope, peer pressure, counselor, verbal/nonverbal communication skills, conflict resolution, violence prevention, self esteem, stress reduction techniques, short-term/long-term goals, emotions, anger, frustration disappointment, grief

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

Academic Expectation(s):

2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.

Organizing Standard(s):

Positive interactions in groups contribute to mental and emotional well-being.

Core Content for Assessment: PL-M-1.1.1; PL-M-1.1.3

 

Prompt: Cooperative skills help you get along with other people and to work as an individual in a group. In order for a group or team to succeed, each member of the group must demonstrate responsibility along with cooperative skills.

Directions:

A. Describe a team member who has good cooperative skills.

B. Explain 4 responsibilities each member of the team or group must have in order for the team to succeed.

 

Scoring Guide for Question: Team Membership

Score 4 point: Thoroughly describes a team member who has good cooperative skills. Explains completely 4 responsibilities of a team member in order for the group to succeed.

Score 3 point: Describes a team member who has good cooperative skills. Explains 3 responsibilities of a team member in order for the group to succeed.

Score 2 point: Briefly describes a team member who has good cooperative skills. Explains 2 responsibilities of a team member in order for the group to succeed. Or, Explains 3 responsibilities of a team member in order for the group to succeed with no description of cooperative skills. Or, Describes a team member who has good cooperative skills with no responsibilities listed.

Score 1 point: Minimally describes a team member who has good cooperative skills. Or, explains 1 responsibility of a team member in order for the group to succeed.

Score 0 point: No response or response is irrelevant to the question.

Responsibilities of each team member:

• respect for others
• follows the rules
• good communication skills
• be a leader or follower
• takes turns
• encourages team members
• cooperates with others

Middle Practical Living Skills

Health Subdomain

6^th Grade

 

Academic Expectation(s):

2.2.9 Students demonstrate skills that promote individual well-being and healthy family relationships

Organizing Standard(s):

Reproduction and sexuality are issues of concern for individual well-being and healthy relationships.

Core Content for Assessment: PL-M-1.2.2

 

Prompt:

During the teen years many changes begin to occur that affect all three areas of health.

Directions:

A. Explain the three areas of health.

B. Identify three changes that occur during the teen years.

Scoring Guide for Question: Health Changes

Score 4 point: 6 or more points of information

Score 3 point: 4 or 5 points of information

Score 2 point: 2 or 3 points of information

Score 1 point: 1 point of information

Score 0 point: No response or response is irrelevant to the question.

Each of the following counts as one point of information.

Part A: Three areas of health (maximum of 3 points)

Part B: Changes (maximum of 3 points)

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

 

Academic Expectation(s):

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard(s):

Behavioral choices and habits contribute to the promotion of an individual’s physical health, the prevention of illness and diseases, and the ability to remain mentally and emotionally healthy.

Core Content for Assessment: PL-M-1.3.4

 

Prompt:

Thanks to modern research we know more about health than ever before. We know that many diseases and illnesses can be blamed on bad habits. Practicing good health habits. Practicing good health habits lessens our chances of illness and helps us stay well.

Directions:

A. Identify at least four bad habits to a possible illness or disease.

B. Explain how each bad habit can lead to a possible illness or disease.

How could you change each negative health behavior to make it a good health habit?

 

Scoring Guide for Question: Habits Related to Disease

Score 4 point: Correctly identifies at least four bad habits (e.g. tobacco use, poor diet, lack of exercise, over exposure to sun). Successfully and thoroughly explains how each poor health habit could lead to a certain lifestyle related disease. Demonstrates the knowledge to change habits to ensure a more healthy way of living.

Score 3 point: Correctly identifies at least three bad health habits. Successfully explains how each poor habit could lead to a disease. Explains how to change each way to a good habit that would improve health.

Score 2 point: Correctly identifies one or two bad health habits and a related disease. Mentions a way to improve poor habits.

Score 1 point: Attempts to answer part(s) of the answer correctly.

Score 0 point: No response or response is irrelevant to the question.

 

 

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

Academic Expectation(s):

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard(s):

Nutritious foods are necessary for growth, development, and maintenance of healthy bodies.

Core Content for Assessment: PL-M-1.4.3, PL-M-1.5.2

 

Prompt:

Since Sally turned 12 this year, she has not felt comfortable with the way she looks or feels. She doesn’t exercise and eats too much "junk food".

Directions:

Explain 3 ways exercise and eating healthy foods can improve a person’s appearance.

B. Explain 3 ways exercise and eating healthy can help a person feel better.

 

Scoring Guide for Question: Healthy Food Improves Appearance and Performance

Score 4 point: 6 or more points of information

Score 3 point: 4 or 5 points of information

Score 2 point: 2 or 3 points of information

Score 1 point: attempts 1 or more points of information

Score 0 point: No response or response is irrelevant to the question.

Each of the following counts as one point of information with a maximum of three points for part A and part B.

• improved appearance:
• prevent disease and other illness, so fit people are sick less
• inner body systems will work like a fine tuned car and run smoothly
• fitness activities help you look your best
• eating healthy food choices will help keep a person from gaining excessive weight
• exercise helps you burn calories and fat, helping the body become leaner and look better
• exercise strengthens and tones the body, firmer muscles
• better "fuel" or food helps give more energy
• exercise gives more endurance
• fit people are usually more active and have more energy
• feeling better:
• you feel good and have more energy
• you have more fun in daily activities because of increased energy
• usually do better in school
• relieves stress (reduces extra sugars, oxygen, and adrenaline)
• feel more relaxed and able to sleep better
• improved self-image
• better self discipline
• improved relationships

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

Academic Expectation(s):

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard(s):

The benefits of exercise and fitness go beyond weight control.

Core Content for Assessment: PL-M-1.5.2

 

Prompt: Exercise provides health benefits that last a lifetime. Exercise helps to strengthen all three sides of your "health triangle" (physically, mentally, and socially).

Directions:

1. Discuss the physical benefits of exercise.
2. Reducing stress contributes to better mental health. Explain why exercise is a good a good stress reducer.
3. Getting exercise provides opportunities to meet other people. Explain how this could improve your social health.

Scoring Guide for Question: Exercise and the Health Triangle

Score 4 point: Demonstrates a thorough understanding of the physical, mental, and social benefits of exercise. Correctly discusses in detail how exercise improves the body physically. Accurately describes how exercise contributes to good mental health. Explains how getting along with others is a sign of good social health.

Score 3 point: Demonstrates a sound understanding of the physical, mental, and social benefits of exercise. Correctly discusses how exercise improves the body physically. Discusses the importance of exercise to mental health. Discusses what social health is.

Score 2 point: Demonstrates little understanding of the physical, mental, and social benefits of exercise. Attempts to discuss the effects of exercise to the physical body but does not go into detail about the mental and social benefits.

Score 1 point: Attempts to answer part(s) of the answer correctly.

 

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

Academic Expectation(s):

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard(s):

Accidents are a major cause of injury and death to children and adolescents.

Core Content for Assessment: PL-M-1.6.1, PL-M-1.6.3

 

Prompt:

A hazard is any possible source of harm to your health or safety. Health and safety hazards are encountered by adolescents at home, at school, and in neighborhoods.

Directions:

A. List at least three health and safety hazards encountered by people your age.

B. Explain how to make school a safer place for you and your friends.

C. Name two common accidents that occur at home. How can these types of accidents be prevented?

 

Scoring Guide for Question: Safety Hazards

Score 4 point: Correctly names at least three health and safety hazards encountered by teens. Makes detailed suggestions as to several ways to make school safer. Recognizes and describes two common accidents that occur around the home. Demonstrates applied knowledge to discuss correct ways to prevent common accidents in the home.

Score 3 point: Correctly names at least two health and safety hazards encountered by teens. Suggests a couple of ways to make school safer. Names one common accident that occurs around the home and offers a way to prevent it.

Score 2 point: Correctly names at least one health and safety hazard encountered by teens. Offers one way to make school safer. Mentions an accident that could happen around the home but no mention of how to prevent it.

Score 1 point: Attempts to answer part(s) of the question correctly.

Score 0 point: No response or response is irrelevant to the question.

 

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

Academic Expectation(s):

2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.

Organizing Standard(s):

Behavioral choices and habits contribute to mental and emotional health and the promotion of physical well-being.

Core Content for Assessment: PL-M 1.7.2

 

Prompt:

You see a friend’s younger brother smoking a cigarette.

Directions:

Explain 4 health risks associated with tobacco use.

List 4 reasons why people use tobacco. Explain why those reasons are poor reasons to use tobacco.

 

Scoring Guide for Question: Tobacco

Score 4 point: Explains 4 health risks and lists 4 reasons why people use tobacco with a complete explanation of why those reasons are poor reasons.

Score 3 point: Explain 3 health risks and list three reasons why people use tobacco with a rebuttal. OR, Explain 4 health risks and list two reasons why people use tobacco with a rebuttal. OR, Explain 2 health risks and list 4 reasons why people use tobacco with a rebuttal.

Score 2 point: Explain 2 health risks and list 2 reasons why people use tobacco with a rebuttal. OR, Explain 3 health risks and list 1 reason why people use tobacco with a rebuttal. OR, Explain 1 health risk and list 3 reasons why people use tobacco with a rebuttal.

Score 1 point: Attempts to list a health risk and/or a reason why people smoke with a rebuttal.

Score 0 point: No response or response is irrelevant to the question.

 

 

 

Middle Practical Living Skills

Health Subdomain

6^th Grade

Academic Expectation(s):

2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.

Organizing Standard(s):

People often need established strategies for remaining mentally and emotionally healthy. Application of these strategies also affect physical wellness.

Core Content for Assessment: PL-M-1.8.1, PL-M-1.8.4

 

Prompt:

A friend asks you to "skip school" on Friday and spend the day at the mall.

Directions:

List and explain at least 4 steps in a decision making process that you can use to make your decision.

Explain how making good decisions can effect your mental and emotional health.

 

Scoring Guide for Question: Decision Making Process

Score 4 point: List and explain at least 4 steps in a decision making process. Thoroughly explains how good decisions affect mental and emotional health.

Score 3 point: List and explains 3 steps in a decision making process. Explains how good decisions affect mental and emotional health.

Score 2 point: Lists and explains 2 steps in a decision making process. Attempts to explain how good decisions affect mental and emotional health.

Score 1 point: Attempts to answer one or both parts of the question.

Score 0 point: No response or response is irrelevant to the question.