Middle Practical Living Skills

Health Subdomain

8^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: Practice group processing strategies Practice conflict resolution strategies Distinguish between rights and responsibilities in family relationships Analyze constructive and destructive relationships within the family and peer groups Analyze appropriate ways to resolve adolescent issues/concerns (e.g., gossip, peer pressure, arguments) Define several types of communication and explain how each type is important to group functioning Demonstrate appropriate methods of communication Analyze barriers to communication

Specific Activities:

Research community agencies that offer assistance or protection to families and their members.

Prepare a video that demonstrates examples of good communication and ways to overcome barriers.

Critical Vocabulary: emotion, communication, conflict, tolerance, compromise, peer mediation, neutral/neutrality, peer, justice, coping, responsibility, consequences, relationships, cooperation, social health, verbal communication, active listening, body language, eye contact, refusal skills, reliable, sympathetic, resource, prejudice, confidentiality, negotiation

 

 

Middle Practical Living Skills

Health Subdomain

8^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: Describe the structure and function of the reproductive system Discuss the physical, emotional, and social changes that occur during puberty and explain the cause of those changes Identify abstinence as the only sure means of preventing pregnancy and STDs. Demonstrate appropriate strategies to abstain from sexual activity Analyze the reasons it is important to abstain from sexual activity

Specific Activities:

Simulate the responsibilities of parenthood by caring for an inanimate object (e.g., egg, bag of flour, baby "doll").

Develop a visual presentation on the physical, social and emotional aspects of puberty.

Develop a presentation demonstrating strategies to abstain from sexual activity. Include reasons why it is important to abstain.

Critical Vocabulary: adolescence, hormone, puberty, emotional, mental, physical, endocrine system, gland, pituitary gland, reproduction, reproductive system, sperm, semen, fertilization, ovaries, uterus, menstruation, gynecologist, cell, tissue, organ, embryo, fetus, chromosome, gene, egg cell, placenta, umbilical cord, cervix, abstinence, heredity, genetic disorder, prenatal, obstetrician

 

 

 

 

Middle Practical Living Skills

Health Subdomain

8^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-1.3.1 Diet, 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: Describe the interrelationships of and physiological changes in body systems Recognize the benefits of self-assessment of health status Select behaviors and make lifestyle choices to prevent or minimize the risk of disease Recognize risk factors for communicable diseases and the impact of those diseases on personal health Describe how lifestyle, pathogens, family history, and other risk factors are related to the cause or prevention of disease and other health problems Explain the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death

Specific Activities:

Use a multimedia presentation to create an advertising plan showing healthy behaviors.

Analyze a family life tree. Search for hereditary and lifestyle factors that may have contributed to death.

Critical Vocabulary: body systems, communicable diseases, non-communicable diseases, pathogens, infection, contagious period, immunity, lymphatic system, lymph nodes, lymphocytes, B-cells, T-cells, antibodies, body’s defenses, vaccine, influenza, hepatitis, mononucleosis, STD’s/HIV/AIDS, abstinence, chronic diseases, genetic disorder, birth defect, risk factors, life style behavior, allergies, allergen, arthritis, asthma, cancer, 7 warning signs of cancer, malignant tumor, benign tumor, metastasis carcinogen, biopsy, radiation, chemotherapy, cerebral palsy, cystic fibrosis, cardiovascular diseases, atherosclerosis, arteriosclerosis, heart attack, stroke, hypertension, diabetes, insulin, cerebral palsy, multiple sclerosis, sickle-cell anemia, Alzheimer’s disease, cystic fibrosis, diagnosis, symptoms, treatment, prevention

 

 

 

Middle Practical Living Skills

Health Subdomain

8^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: Describe the role of nutrition on human growth and development Evaluate dietary practices Use the food pyramid and the nutritional value of foods to guide eating choices Determine the impact of nutrition on appearance performance, and disposition Describe the effect of diet on the body systems

Specific Activities:

Keep a food diary for one week. Evaluate the nutritional content, in terms of the grams and the percentage of fat, protein, carbohydrates, minerals, and vitamins contained in the foods consumed.

Design health and nutrition posters for a senior citizens center, child care center, nursing home, and school cafeteria.

Evaluate dietary habits of peers; prepare bulletins designed to facilitate change in unhealthy eating habits.

Critical Vocabulary: nutrition, diet, nutrients, dietary habits, simple and complex carbohydrates, proteins, amino acids, water soluble and fat soluble vitamins, minerals, saturated and unsaturated fats, water, Recommended Dietary Allowances, nutrition facts label, food guide pyramid, fiber cholesterol, caffeine, weight control, desired weight, overweight, obesity, calorie, nutrient density, malnutrition, fad diets

 

 

 

Middle Practical Living Skills

Health Subdomain

8^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 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: Demonstrate basic physiological principles of exercise Self assess health related fitness levels Monitor the intensity of exercise Develop personal physical conditioning programs applying the concepts of frequency, intensity, and duration Understand the relationship between physical fitness and human growth and development Determine the impact of exercise on appearance, performance, and disposition Describe the effect of exercise on body systems

Specific Activities:

Develop a personal physical conditioning plan; follow this plan for six weeks and keep a daily/weekly journal describing the activities performed and the progress towards health related fitness goals.

Design a brochure outlining principles of fitness training and conditioning necessary to get the most from exercise.

Critical Vocabulary: totally fit, physically fit, aerobic exercise, anaerobic exercise, muscle strength, muscle endurance, flexibility, cardio-respiratory endurance, isotonic exercise, isometric exercise, isokinetic exercise, target heart rate, maximum heart rate, agility, balance, coordination, reaction time, speed, power, body composition, essential body fat, adipose tissue, cardiac output, stroke volume, physical fitness plan, limits, goals, training principles, warm-up, exercise frequency, exercise intensity, exercise time, specificity, overload, progression, physical profiling, cool down, individual sports, team sports, lifetime sports, RICE treatment

 

 

 

Middle Practical Living Skills

Health Subdomain

8^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) helps to reduce the severity of injuries.

Demonstrators: Apply preventative safety measures for the home, school, and community Use strategies to maintain personal safety Analyze procedures for emergency situations Demonstrate and practice safety procedures while at school Develop a personal safety plan Demonstrate first aid techniques

Specific Activities:

Develop check-lists for various first aid procedures. Role play an emergency scenario demonstrating first aid techniques; use check-lists to determine if correct procedures were followed. Discuss the areas were improvements should be made.

Design and implement a plan to make your home safe for young children.

Critical Vocabulary: accident, safety conscious, accident chain, hazards, unintentional injury, pedestrian safety, seat belt, child safety restraint, air bags, firearm, smoke detector, heat detector, carbon monoxide detector, electricity, life-threatening emergencies, open wounds, closed wound, bruise, incision, laceration, abrasion, avulsion, puncture, severe bleeding, poisoning, shock, choking, first degree burn, second degree burn, third degree burn, hypothermia, frostbite, heat cramps, heat exhaustion, heat stroke, first aid, universal precautions, actual consent, ABC’s of first aid, suffocation, rescue breathing, abdominal thrusts, chest thrusts, cardiopulmonary resuscitation, drown proofing, fracture, sprain, strain, RICE treatment, hazardous weather and natural disasters, tornado, tornado watch, tornado warning, earthquake, aftershocks, epicenter, electrical storm, lightning, flood, flash flood, blizzard, hurricane

 

 

Middle Practical Living Skills

Health Subdomain

8^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: Investigate the nature of mental illness Describe the symptoms of mental illness and addiction Investigate methods of prevention, intervention, and treatment of mental and emotional disorders Assess risks and consequences of substance use/abuse and suggest alternatives Practice strategies for dealing with peer pressure, managing stressful situations, and preventing violence Explore school and community resources and treatments available to fight drug addiction Explain the effects of eating disorders on individuals and family

Specific Activities:

Research various school and community resources that are available to middle school students who are experiencing eating disorders, addiction, excessive stress, and/or other mental health related issues. Use data to develop an informational brochure for classmates.

Brainstorm situations in which members of the group felt uncomfortable in responding to others’ behaviors or requests. Create a skit, rap, cartoon, or song that utilizes refusal skill techniques to respond to peer pressure.

Research, develop, and administer a middle school student health risk appraisal. Compile the results. Compare across different grade levels, and display results as an index.

Brainstorm ways to deal with stress. Create a bumper sticker to promote stress management.

Critical Vocabulary: wellness, life skills, mental illness, healthful behaviors, risk behaviors, protective factors, victim of violence, responsibility, self-discipline, empowered, responsible decision making models, peer pressure, refusal/resistance skills, character, addictive behavior, personality, self-control, self-respect, compulsive, denial, perfectionism, eating disorder, multiple addiction, enabler, formal intervention, relapse, communication, defense mechanisms, stress, stressor, distress, stress management skills, depression, anxiety disorder, phobia, mood disorder, schizophrenia, resilient, suicide, codependence, student assistance program, parent support groups, counseling methods, teen hot-lines, psychiatrist, psychologist

 

 

Middle Practical Living Skills

Health Subdomain

8^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. Applications 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) promote mental and emotional health.

Demonstrators: Analyze and apply strategies for achieving and maintaining self-esteem Demonstrate ways to communicate care, consideration and respect to others. Apply interpersonal relationship skills which contribute to emotional wellness Implement strategies to enhance personal success and achievement Analyze the possible causes of conflict among youth in schools and communities Demonstrate strategies to manage conflict in healthy ways Practice strategies for dealing with peer pressure, managing stressful situations, and preventing violence Demonstrate refusal and negotiation skills Evaluate progress and achievement towards short-term goals and long-term goals

Specific Activities:

Establish goals for improving self-esteem; plan, implement, and record accomplishments in a journal.

Develop a plan and work with small children to improve their self-esteem.

Develop a visual display illustrating a personal decision-making model.

Create a collage with peer pressure as the theme.

Critical Vocabulary: health, wellness, behavior, attitudes, risk behaviors, precaution, decision making, values, limits, short-term goals, long-term goals, self-concept, self-esteem, personality, emotions, hormones, abstinence, refusal skills, relationships, communication, compromise, cooperation, tolerance, verbal communication, active listening, body language, reliable, sympathetic, peers, peer pressure, responsibility, conflict, resource, prejudice, mediation, neutrally, confidentiality, negotiation, abuse, victim, violence, anger, anger management skills, conflict resolution, harmful relationship

 

 

Middle Practical Living Skills

Health Subdomain

8^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-1.1.2; PL-M-1.1.3

 

Prompt:

Two new students at school are assigned to your intramural team. At the first practice, they begin to argue with another friend and tell you that they could "beat you up" any time.

Directions:

A. List and explain 3 ways to resolve conflicts.

B. List in detail 4 communication rules you could use with the new students and other teammates.

Scoring Guide for Question: Communicating and Preventing Conflicts

Score 4 point: 7 or more points of information

Score 3 point: 5 or 6 points of information

Score 2 point: 3 or 4 points of information

Score 1 point: 1 or 2 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.

Part A: Conflict resolution (Maximum of 3 points)

Part B: Communication rules ( maximum of 4 points)

 

 

Middle Practical Living Skills

Health Subdomain

8^th Grade

Academic Expectation(s):

2.29 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-1.2.1; PL-M-1.2.3

 

Prompt:

In class you have been studying reproduction and childcare.

Directions:

A. Choose either the male or female reproductive system.

Explain how that system functions in human reproduction. Include the names of the parts or structures in that system.

Identify and explain the only sure means of preventing pregnancy.

Scoring Guide for Question: Reproduction

Score 4 point: Lists 6 parts of either the male or female reproductive system. Thoroughly describes the function of the system they chose to describe. Identifies abstinence as the only sure means to prevent pregnancy and explains why it is the only sure means of prevention.

Score 3 point: Lists 4 parts of either the male or female reproductive system. Describes the function of the system they chose to describe. Identifies abstinence as the only sure means to prevent pregnancy and give a limited explanation of why it is the only sure means of prevention.

Score 2 point: Lists 3 parts of either the male or female reproductive system. Describes the function of the system they chose in brief, incomplete terms. Identifies abstinence as the only sure means to prevent pregnancy.

Score 1 point: Lists 2 parts of either the male or female reproductive system. Attempts to describe the function of the system they chose. Or. Identifies abstinence and give a brief explanation.

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

Parts or structure of the male system:

Parts of the female system:

Function of the system:

A complete answer would include the following:

 

 

 

 

Middle Practical Living Skills

Health Subdomain

8^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-1.3.3

 

Prompt:

Your 8-year-old brother has a classmate with diabetes. He is worried that he may "catch" diabetes.

Directions:

A. Explain the difference between communicable and non-communicable diseases.

List two other non-communicable diseases and give facts about those diseases.

Scoring Guide for Question: Non-communicable Diseases

Score 4 point: 5 points of information

Score 3 point: 3 or 4 points of information

Score 2 point: 2 points of information

Score 1 point: 1 point of information

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

Difference between:

Communicable disease: Disease caused by a germ (pathogen) that can be spread from person to person.

Non-communicable disease: Disease caused by heredity, environment, or lifestyle. Non-communicable diseases are not spread from person to person.

B. Accept any non-communicable disease discussed in class and descriptions may include cause, symptoms, treatment or prevention.

Some examples include:

 

 

 

Middle Practical Living Skills

Health Subdomain

8^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-1.4.1, PL-M-1.4.2, PL-M-1.4.3

 

Prompt:

Scientists have found some 50 nutrients that you need to grow and function. These nutrients can be grouped into six types, carbohydrates, fats, proteins, vitamins, minerals, and water. Good health comes from eating enough of each of these nutrients.

Directions:

Identify some common vitamins that might be found in one’s diet. Explain the difference between water-soluble and fat-soluble vitamins.

Compare and contrast simple carbohydrates to complex carbohydrates. Provide an example of a food source for each.

Scoring Guide for Question: Vitamins, Carbohydrates

Score 4 point: Successfully identifies at least three vitamins (e.g. A, B, C, D, E, and K) commonly found in diet. Thoroughly and correctly explains the difference between water-soluble and fat-soluble vitamins. Demonstrates a high level of knowledge by using detailed information to analyze carbohydrates. Correctly identifies a food source for each type of carbohydrate.

Score 3 point: Successfully identifies two or three vitamins commonly found in one’s diet. Correctly explains the difference between water-soluble and fat-soluble vitamins. Demonstrates a sound knowledge by explaining the difference between the two types of carbohydrates and is able to name a food source for each.

Score 2 point: Successfully identifies one or two vitamins commonly found in one’s diet. Vaguely explains the difference between water-soluble and fat-soluble vitamins. Demonstrates some knowledge in explanation of carbohydrates and doesn’t name a food source for each.

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

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

 

 

Middle Practical Living Skills

Health Subdomain

8^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, PL-M-1.5.3, PL-M-1.5.4

 

Prompt:

Muscular strength, flexibility, and cardiovascular endurance are all basic components of physical fitness. Having total fitness means achieving a healthy level in all these areas. You may have to take part in more than one physical activity in order to improve your level of fitness in all three areas.

Directions:

A. Discuss some activities you do in your fitness education class to improve each area.

Identify some things you could do at home to help achieve total fitness.

Analyze the fitness level of a weight lifter compared to a long distance runner. Which one has achieved total fitness? Explain your answer.

Scoring Guide for Question: Components of Fitness

Score 4 point: Successfully applies knowledge to make an accurate and thorough self-assessment of health status. Is able to make the connection between fitness education and learning to achieve total fitness. Demonstrates the ability to transfer what is learned in class to performing activities at home. Demonstrates the ability to correctly analyze the fitness level of different people based on their workout habits.

Score 3 point: Successfully uses knowledge to make accurate self-assessment of health status. Has a good understanding of why fitness education class performs certain activities and exercises. Is able to discuss ways to improve fitness through activities at home. Is able to analyze to some degree the fitness levels of different people.

Score 2 point: Uses good knowledge base to explain ones own health status. Has limited understanding of why exercises and activities are performed in fitness education class. Has a little understanding about what is being taught but not enough knowledge to discuss it in depth.

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

8^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-1.6.4

 

Prompt:

It is very important to be able to respond in the appropriate manner should you find yourself in an emergency situation. Many times your ability to respond and react could mean the difference between life and death. Explain the proper procedure for handling each emergency situation.

Directions:

Analyze the difference between an unconscious victim that has a pulse but is not

breathing and an unconscious victim that has neither a pulse or is breathing.

Explain the difference between the treatment of each victim.

Scoring Guide for Question: Rescue Breathing and CPR

Score 4 point: Thoroughly and correctly analyzes the difference between both victims. Explains the correct total treatment for each victim.

Score 3 point: Correctly analyzes the differences between both victims. Explains a correct treatment for each victim.

Score 2 point: Discusses the differences between both victims. Attempts to explain a treatment.

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

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

 

 

 

Middle Practical Living Skills

Health Subdomain

8^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-1.7.1

 

Prompt:

Susan, a student at your school tells you about a neighbor who had a mental disorder. Susan does not know if that means the person is "crazy" or "just a little nuts".

Directions:

A. Choose two of the following mental disorders to explain to Susan.

B. Explain at least two symptoms of each mental disorder.

C. Discuss at least one possible cause of each mental disorder.

Scoring Guide for Question: Mental Disorders

Score 4 point: Thoroughly explains 6 or more points of information. Maximum of three points per mental disorder (2 points for symptoms and 1 for cause).

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.

 

 

 

Middle Practical Living Skills

Health Subdomain

8^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 affects physical wellness.

Core Content for Assessment: PL-M-1.8.2, PL-M-1.8.4

 

Prompt:

Sandy has the lead in the school play and spends most of her spare time practicing her part. Linda’s been spending her spare time baby sitting her younger brother and sister while her mother is in the hospital. Both girls are experiencing stress.

Directions:

A. Explain the difference between positive and negative stress.

B. List and explain 4 sources of stress or stressors.

C. Explain 4 positive ways to manage stress.

Scoring Guide for Question: Stress Management

Score 4 point: Thorough explanation of the difference between positive and negative stress. Lists and explains at least 4 sources of stress or stressors. Explains at least 4 positive ways to manage stress.

Score 3 point: Defines both positive and negative stress. Lists and explains 2 or 3 sources of stress or stressors. Explains 2 or 3 positive ways to manage stress.

Score 2 point: Attempts to define or explain positive and negative stress and 3 or 4 other points of information related to sources of stress and managing stress.

Score 1 point: Incorrect explanation of positive and negative stress and 3 or 4 points of information related to sources of stress and managing stress. OR, correct definitions of positive and negative stress and 1 or 2 points of information related to sources of stress and managing stress.

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