High School Practical Living Skills

Health Subdomain

10^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-H-1.1.1 There are behaviors (e.g., constructive communication; fulfilling commitments; cooperation; demonstrating healthy ways to express needs, wants, feelings) that show respect and responsibility to self and others. PL-H-1.1.2 Conflict-resolution strategies (e.g., peer mediation, avoiding confrontation) and the analysis of causes of conflict (e.g., violence, harassment, money problems, health problems, oppressive environments, racism) in families, schools, and communities may bring about peaceful conclusions. PL-H-1.1.3 Individuals need to understand changes in roles, responsibilities, and skills needed to effectively work in groups throughout life.

Demonstrators: Analyze lifestyle decisions that promote healthy family living. Apply skills that promote healthy relationships among family and friends. Analyze personal rights and responsibilities in family relationships. Evaluate the impact of sexual choices on the health and well-being of self and others. Analyze the impact of family planning on individual, family, and society. Assess parenting skills that lead to a nurturing family life. Interpret the impact of changes throughout the life cycle. Investigate protective strategies for dealing with sexual abuse and family violence.

Specific Activities:

Create an exhibit to focus on lifestyles that promote healthy family living.

Brainstorm possible solutions to problems or situations involving family roles and responsibilities; select the most viable and defend the solution(s).

Debate the use of contraceptives for planning parenthood and/or preventing HIV/AIDS/STDs. Consider cost, side effects, convenience, and effectiveness as well as moral issues.

Investigate and submit a report on the potential financial, personal, and social costs of a citation for driving while under the influence (DUI); compile individual portfolios of articles. Develop and defend a position on driving while under the influence of alcohol or drugs.

Analyze and debate the pros and cons of prohibiting smoking at a high school versus assigning designated smoking areas.

Volunteer to work with a community agency that addresses family violence.

Critical Vocabulary:

Constructive Communication, Conflict-resolution, Analysis, Relationships, Lifestyle Decisions, Confrontation, Oppressive Environment, Parenting Skills, Nurturing, Sexual Abuse, Family Violence, Intervention.

 

High School Practical Living Skills

Health Subdomain

10^th Grade

Academic Expectation:

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

Organizing Standard:

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

Core Content for Assessment: PL-H-1.2.1 The process of human reproduction and development begins with conception and continues through birth, childhood. Adolescence, and adulthood. PL-H-1.2.2 There are risks (e.g., STDs, unwanted pregnancies, HIV/AIDS) to being sexually active, and there are strategies (e.g., using refusal skills; talking with parents, doctors, consultants) for delaying sexual activity that protect physical health.

Demonstrators: Analyze lifestyle decisions that promote healthy family living. Apply skills that promote healthy relationships among family and friends. Analyze personal rights and responsibilities in family relationships. Evaluate the impact of sexual choices on the health and well-being of self and others. Analyze the impact of family planning on individual, family, and society. Assess parenting skills that lead to a nurturing family life. Interpret the impact of changes throughout the life cycle. Investigate protective strategies for dealing with sexual abuse and family violence.

Specific Activities:

Create an exhibit, which focuses on lifestyles that promote healthy family living; display the exhibit in the local community.

Brainstorm, by working in small groups, possible solutions to problems or situations involving family roles and responsibilities: select the most viable and defend the solutions.

Debate the use of contraceptives for planning parenthood and/or preventing HIV/AIDS/STDs. Consider cost, side-effects, convenience, and effectiveness as well as moral issues.

Volunteer to work with a community agency that addresses family violence.

Critical Vocabulary:

Constructive communication, expression, roles, group cooperation, conception, reproduction, human development, STDs, sexual choices, family planning, refusal skills, contraception.

 

High School Practical Living Skills

Health Subdomain

10^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-H-1.3.1 Decisions, which promote health and prevent illnesses, diseases, and injuries, contribute positively to personal well-being. PL-H-1.3.2 These are characteristics, symptoms, causes, patterns of transmission, and prevention of communicable diseases. These traits indicate abstinence is the best method of preventing HIV/STDs. PL-H- 1.3.3 These are characteristics, symptoms, causes, prevention techniques, and treatments of noncommunicable diseases (e.g., cancer, diabetes, high blood pressure, heart disease, arthritis, and osteoporosis) among people of all ages. PL-H- 1.3.4 Diseases and illnesses impact social and economic systems in various ways (e.g., cost of treatment versus prevention, absence from work).

Demonstrators: Apply wellness concepts to health maintenance. Assess and design strategies for improving and monitoring health-related physical fitness (cardiovascular endurance, muscular strength and endurance, flexibility, body composition). Apply nutritional practices, which promote wellness. Select behaviors to prevent or minimize the risk of disease. Analyze impact of personal behavior on body systems. Demonstrate first-aid and safety procedures.

Specific Activities:

Design a brochure for health club members outlining recommended exercise that incorporates physiological concepts necessary for safe workouts.

Plan and implement a health fair that includes health screenings. Analyze participants’ results and assist in setting goals.

Use a Recommended Daily Allowances (RDA) chart to plan a week’s menu for a family of four on an average food budget. Modify your plan to allow for one family member with diabetes.

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

Simulate emergency situations (e.g., heart attack, choking, drug overdose, drowning, and suicide attempt) and demonstrate appropriate responses.

Critical Vocabulary:

Contribute, transmission, health promotion, personal well being, communicable and noncommunicable diseases, causal factors, abstinence

 

High Schools Practical Living Skills

Health Subdomain

10^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-H-1.4.1 Each of the six basic nutrients have specific functions in maintaining and promoting health and are found in certain food sources. PL-H-1.4.2 There are dietary guidelines for making healthy food choices and exchanges/substitutions for special needs (e.g., diabetes, weight control). PL-H-1.4.3 Practicing good nutritional habits and participating in regular exercise are essential for personal wellness and longevity. PL-H-1.4.4 Nutrition and exercise plans or lifetime physical and emotional health and fitness vary with individuals.

Demonstrators: Develop sound nutritional practices (e.g., meal planning, food selection, reading labels, and weight control, special nutritional needs). Evaluate personal health practices (e.g., diet, rest, exercise, personal cleanliness; care of eyes, ears, teeth, and skin).

Specific Activities:

Use a Recommended Daily Allowance (RDA) chart to plan a week’s menu for a family of four on an average food budget. Modify your plan to allow for one family member with diabetes.

Critical Vocabulary:

Nutrients, food pyramid, maintenance, physical well-being, weight control, longevity, exercise programs, dietary substitutions and exchanges.

 

High Schools Practical Living Skills

Health Subdomain

10^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 health benefits of exercise and fitness go beyond weight control.

Core Content for Assessment: PL-H-1.5.1 Short and long-term physiological changes (e.g., increased metabolism, reduction of body fat and cholesterol) result from regular exercise and impact performance of physical activities. PL-H-1.5.2 There are strategies (e.g., exercising, eating properly, getting adequate rest) for improving and evaluating health-related fitness (e.g., strength, cardiovascular endurance, flexibility, body composition. PL-H-1.5.3 Applying the principles of fitness training and conditioning (frequency, intensity, time/duration) impacts physical development. PL-H-1.5.4 Continual use of self-assessment strategies for monitoring and improving health-related fitness (e.g., strength, flexibility, cardiovascular endurance, body composition) may contribute to improved health throughout one’s lifetime.

Demonstrators: Apply wellness concepts to health maintenance. Assess and design strategies for improving and monitoring health-related physical fitness (cardiovascular endurance, muscular strength and endurance, flexibility, body composition). Apply nutritional practices, which promote wellness. Select behaviors to prevent or minimize the risk of disease. Analyze impact of personal behavior on body systems. Demonstrate first-aid and safety procedures.

Specific Activities:

• Design a brochure for health club members outlining recommended exercise that incorporates physiological concepts necessary to safe workouts.
• Plan and implement a health fair that includes health screenings. Analyze participants’ results and assist in setting goals.
• Use a Recommended Daily Allowances (RDA) chart to plan a week’s menu for a family of four on an average food budget. Modify your plan to allow for one family member with diabetes.

Critical Vocabulary: Physiological, Metabolism, Impact, Cholesterol, Impact Performance, Target Heart Rate, Components of Fitness ( body composition, cardiovascular endurance, strength, flexibility).

 

High School Practical Living Skills

Health Subdomain

10^th Grade

Academic Expectation:

2.31 Students demonstrate skills and self-responsibility in understand, achieving, and maintaining physical wellness.

Organizing Standard:

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

Core Content for Assessment: PL-H-1.6.1 Responsible use (e.g., obeying laws regarding drinking and speeding) of machinery, motorized vehicles, and watercraft can decrease accidents. PL-H-1.6.2 Practicing safety procedures (e.g., use seat belts, life vests helmets: avoid overcrowding vehicles) and eliminating daredevil stunts can save lives. Pl-H-1.6.3 There are strategies (e.g., not sharing personal eating, drinking, and grooming utensils: regular medical and dental checkups; proper use of machinery; adhering to safety rules for firearms use and storage) that help adolescents and adults avoid health and safety hazards. PL-H-1.6.4 There are emergency procedures (e.g., CPR, first aid) for responding to emergency situations (e.g., overdose, drowning, car accidents, heart attacks, and seizures).

Demonstrators: Describe safety prevention, first aid procedures, and equipment used for common injuries. Explain procedure for handling various emergency situations. Analyze risk-taking choices and actions.

Specific Activities:

Simulate emergency situations (e.g., heart attack, choking, drug overdose. Drowning, suicide attempt) and demonstrate appropriate responses.

Critical Vocabulary:

Risks, risk behaviors, health and safety hazards, emergency procedures, CPR, basic first aid.

 

High School Practical Livings Skills

Health Subdomain

10^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-H-1.7.1 Symptoms, causes, and treatments of mental illness (e.g., depression, anxiety) vary with the individual. PL-H-1.7.2 There are potential short and long-term consequences and risks of behavioral choices (e.g., tobacco, alcohol, and other drug use; sexual involvement, violent/aggressive behaviors) on individuals and families. PL-H-1.7.3 Intervention (e.g., cease enabling activities) and suggesting treatment (e.g., AA, outpatient therapy, group therapy) are forms of help for addictive behaviors. PL-H-1.7.4 There are possible causes and effective prevention strategies (e.g., enhancing self-esteem, counseling, building skills for success) for common eating disorders and treatments.

Demonstrators: Evaluate methods for prevention, intervention, and treatment of mental and emotional disorders. Use prevention and intervention strategies for addictive behaviors. Practice interpersonal relationship skills, which contribute to emotional wellness. Express personal emotions constructively and react to others’ emotions appropriately.

Specific Activities:

• Establish goals for improving and maintaining self-esteem. Plan, implement, and record accomplishments.
• Identify and analyze stressful situation in your life; develop a system for recording management progress. Select and implement a stress management technique (e.g., mediation, playing piano, exercise) for one month. Record and report findings.
• Interview a graduate from a substance-abuse program; create a case study of his/her drug history, its effects, and the challenges of recovery. Present the case study.
• Debate the prohibition of smoking in public places.
• Research automobile accidents where alcohol or drug use was involved; express a personal opinion, in a presentation, about driving while under the influence of alcohol and drugs.
• Produce a video of a workplace scenario to show how interpersonal skills with customers/clients affect profit and loss in the business world.

Critical Vocabulary: Potential, Intervention, Enhancing, Depression, Anxiety, Prevention, Behavior Choices, Addictive Behavior, and Therapy.

 

High School Practical Living Skills

Health Subdomain

10^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 affects physical wellness.

Core Content for Assessment: PL-H-1.8.1 Strategies (e.g., refusal skills, assertiveness, conflict resolution, and learning relaxation techniques) vary for dealing with peer pressure, harassment, violence, and managing stress. PL-H-1.8.2 There is a relationship between stress and physical, metal, and emotional health. PL-H-1.8.3 There are strategies (e.g., setting realistic goals, time and task management, planning, decision-making process, and perseverance) for building success as adults.

Demonstrators: Evaluate conflict resolution and violence prevention strategies (e.g., types of conflicts, risk factors, dealing with anger, alternatives to fighting). Adopt success-building strategies (e.g., goal setting, long term planning, decision-making strategies, effective communication skills, time management, identification and use of resources). Research mental and emotional illnesses. Research substance abuse. Define abuse (e.g., physical, emotional, sexual) and determine strategies for prevention. Evaluate health behaviors and attitudes of peers.

Specific Activities:

Interview a graduate from a substance-abuse program; create a case study of his/her drug history, its effects and the challenges of recovery, present this case study.

Debate the prohibition of smoking in public areas.

Research automobile accidents where alcohol or drug use was involved. Express a personal opinion, in a presentation, about driving while under the influence of alcohol and drugs.

Critical Vocabulary:

Refusal skills, assertiveness, conflict resolution, relaxation techniques, decision-making process, harassment, peer pressure, communication skills, time management, task management

 

High School Practical Living Skills

Health Subdomain

10^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-H-1.1.1 PL-H-1.1.2 PL-H-1.1.3

 

Prompt: You are a sophomore in high school and starting to question the rules of your house concerning dating, curfews, driving, friends, etc. You have approached your parents to establish a "family council" to review the house rules. This is your opportunity to show your parents that you are mature enough to make good decisions.

Directions:

List five rules of communication that your family council must follow.

Establish guidelines for resolving conflicts that may arise from decisions that are made.

Scoring Guide for Question: Family Council

Score 4 point: Student list five rules of communication and provides information on each. The student establishes guidelines that clearly define the method of conflict resolution.

Score 3 point: Student lists three to four rules of communication and offers some explanation of each. The student establishes guidelines that show an understanding of conflict resolution.

Score 2 point: Student list one or two rules of communication. The student demonstrates a limited knowledge of conflict resolution.

Score 1 point: Student list only one rules of communication and demonstrates little or no knowledge of conflict resolution.

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

 

High School Practical Living Skills

Health Subdomain

10^th Grade

Academic Expectation(s):

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

Organizing Standard(s):

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

Core Content for Assessment: PL-H-1.2.1 PL-H-1.2.2

Prompt:

Alfred and Jane have been dating each other exclusive for six months. Jane has confided to you that she and Alfred are very close to having sexual intercourse. Convince your friend that sexual involvement at this time would not be in her best interest.

Directions:

Explain the advantages of abstinence to your friend.

Describe the physical risks involved in sexual behaviors.

Scoring Guide for Question: Advantages of abstinence

Score 4 point: Student is able to offer several advantages of abstinence and a full explanation of each. The student fully describes the physical risks such as diseases and unwanted pregnancy associated with sexual behaviors.

Score 3 point: Student explains three or four advantages of abstinence. They can describe the physical risks associated with sexual behaviors.

Score 2 point: Student lists the advantages of abstinence but offer little explanation. The student has a limited description of physical risks.

Score 1 point: Student list only one advantage of abstinence and is unable to describe the physical risks associated with sexual behaviors.

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

 

High School Practical Living Skills

Health Subdomain

10^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.

Prompt:

"Lifestyle factors" determine an individual’s level of wellness. Poor choices and decisions now can affect you later in life.

Directions:

Identify five lifestyle factors that can affect your level of wellness.

Explain how each factor can lead to possible illness or disease.

Explain how a change in your behaviors now can affect your mental and physical health later in life.

Scoring Guide for Question: Lifestyle Factors

Score 4 point: Student identifies five lifestyle factors that affect the level of wellness. The student provides a full explanation of each and how they can lead to possible illness or disease. The student is able to fully explain how changing lifestyle behaviors can influence mental and physical health later in their life.

Score 3 point: Student identifies three or four lifestyle factors that affect the level of wellness. The student gives an explanation of how they can lead to possible illness. The student provides an explanation of the affect of changing lifestyle behaviors on mental and physical health.

Score 2 point: Student list two or less lifestyle factors and provide a limited explanation.

Score 1 point: Student provides little knowledge of lifestyle factors and their affect on mental and physical health.

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

 

High School Practical Living Skills

Health Subdomain

10^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.

Prompt:

Nancy is a typical teenage girl. She is obsessed with her weight and body image. She skips breakfast, eats chicken patty and fries for lunch and then eats a salad with low fat dressing for supper. She tries to drink eight glasses of water a day. Nancy exercises to the point of perspiration three days a week. Most days she feels tired and she is still not losing any weight.

Directions:

A. Nancy’s eating habits contribute to her overall feeling of wellness. Using the food pyramid as a guide, assess Nancy’s daily diet.

B. What areas could she improve to ensure she has proper nutrition in her diet?

C. Give Nancy suggestions in her diet that would help her with weight control.

D. Nancy suggestions in her diet that would help her with weight control.

Scoring Guide for Question: Food Pyramid

Score 4 point: Student exhibits a complete knowledge of all levels of the food pyramid and the evaluation of eating habits. The student gives thorough information on proper nutrition when assessing the diet. The student provides five or more suggestions to weight control and management.

Score 3 point: Student demonstrates knowledge of the food pyramid and the use during evaluation of daily diet. Student offers ideas for improvement in eating habits. The student is able to offer three or four suggestions for weight control.

Score 2 point: Student presents some of the information the food pyramid and is not able to accurately assess eating habits. Student offers little information on improvement and weight control.

Score 1 point: Student provides little knowledge of the food pyramid and has no information on improvements or weight control.

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

 

High School Practical Living Skills

Health Subdomain

10^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 health benefits of exercise and fitness go beyond weight control.

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:

Discuss the physical benefits of exercise.

Reducing stress contributes to better mental health. Explain why exercise is a good stress reducer.

Getting exercise provides opportunities to meet other people. Explain how this could improve your social health.

Scoring Guide for Question: Benefits of Exercise

Score 4 point: Student discusses five to six benefits of exercise and gives an example of each. The student relates the benefit to the three side of the health triangle. The student offers a full explanation of exercise as a stress reducer. The student provides an explanation of how exercise can improve social health.

Score 3 point: Student discusses four benefits of exercise and relates the benefits to the three sides of the health triangle. The student explains how exercise can be a stress reducer and how it can improve social health.

Score 2 point: The student lists three benefits of exercise. The student explains how exercise can be a stress reducer. They have little knowledge of the improvement of social health.

Score 1 point: The student gives one benefit of exercise and explains briefly the use of exercise as a stress reducer.

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

 

High School Practical Living Skills

Health Subdomain

10^th Grade

Academic Expectation(s):

2.31 Students demonstrate skills and self-responsibility in understanding, achieving, and maintaining wellness.

Organizing Standard(s):

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

Core Content for Assessment: PL-H-1.6.1 PL-H-1.6.2 PL-H-1.6.3 PL-H-1.6.4

Prompt:

While swimming at the local pool you notice a small child on the bottom of the deep end. After pulling the child to the side you notice he is not breathing.

Directions:

A. Explain how you would proceed in assessing the situation.

B. Explain the steps of CPR.

Scoring Guide for Question: Emergency Situation!

Score 4 point: Student gives complete steps in assessing an emergency situation and explains each. The student explains step by step the technique used in CPR.

Score 3 point: Student gives steps in assessing an emergency situation. The steps describe the technique used in CPR.

Score 2 point: Student gives a short assessment of emergency situation. The student gives a brief description of CPR.

Score 1 point: Student is unable to give steps of assessing an emergency situation. The student gives little information on CPR.

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

 

High School Practical Living Skills

Health Subdomain

10^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 well-being.

Core Content for Assessment: PL-H-1.7.1 PL-H-1.7.2 PL-H-1.7.3 PL-H-1.7.4

Prompt:

Mary’s best friends have changed since coming to high school. They go to parties and drink alcohol every weekend. Lately they have been pressuring Mary to come with them. Mary is worried about losing her two best friends.

Directions:

A. List and explain 4 assertive refusal skills Mary can use when pressured by her friends to attend the party.

B. Compose a dialogue for Mary in which she says NO to attending the parties or drinking.

Scoring guide for Question: Refusal skills!

Score 4 point: Student lists and explains four refusal skills needed when pressured by friends. The student provides a dialogue that uses all the refusal skills explained.

Score 3 point: Student lists and explains three refusal skills needed when pressured by friends. The student writes a dialogue using the refusal skills explained.

Score 2 point: Student list two refusal skills need when pressured by friends. The student writes a simple dialogue using refusal skills.

Score 1 point: Student lists refusal skills and does not write a dialogue.

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

 

High School Practical Living Skills

Health Subdomain

Level (10^th Grade)

Academic Expectation(s):

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

Organizing Standard(s):

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

Core Content for Assessment: PL-H- 1.8.1 PL-H-1.8.2 PL-H-1.8.3

Prompt:

Karl is the leading scorer on the boys’ basketball team. He struggles each week to maintain his academic eligibility. For someone so together on the court he is very disorganized in the classroom. He is starting to exhibit some signs of stress.

Directions:

Help Karl develop strategies in time management and organizational skills.

Explain to Karl the signs of stress and how stress can have negative effects if not managed.

Scoring Guide for Question: Time Management

Score 4 point: Student list five to six time management strategies and gives explanation for each. Student describes organizational skills necessary for good time management. The student explains the physical, mental, emotional, and cognitive signs of stress and offers an explanation for each. The student identifies negative effects of stress.

Score 3 point: Student gives four time management strategies and describes organizational skills necessary for time management. The student explains signs for stress but does not include all areas. The student identifies the negative effects of stress.

Score 2 point: Student gives only two strategies for time management and does not list skills for time management. The student lists some signs of stress.

Score 1 point: Student only lists one strategy for time management and does not list any organizational skills. Student is unable to recognize sign of stress.

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