| West Virginia
Content and National
Standards |
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WV Health Content Standards
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HE.HS.1.1 compare and contrast the components of total
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wellness (e.g., social, physical, intellectual, emotional, spiritual).
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HE.HS.1.3 analyze and interpret how public health and
social policies, along with government regulations (e.g., local, state,
federal, world health organizations), influence health promotion and disease
prevention.
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HE.HS.2.1 identify and evaluate resources that provide
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accurate health information in regard to the National Standards of Health
Education.
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HE.HS.3.3 list examples and explain short and long term
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impacts of health decisions (e.g., smoking, good diet, wearing seat belts)
on the individual, family and community (e.g., lung cancer, heart disease,
STDs).
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HE.HS.3.6 identify ways to develop good character and
improve self-esteem.
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HE.HS.4.1 recognize cultural diversities and their influences
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on health behaviors (e.g., ATOD, life expectancy, risky behaviors).
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HE.HS.4.2 evaluate how media perspectives of health impact
on personal, family and community health.
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HE.HS.5.3 demonstrate a variety of communication skills
(e.g., verbal, non-verbal, listening, writing, technology, workplace).
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HE.HS.6.3 analyze the effects of potentially harmful
decisions that impact health and the effect these decisions have on their
family, community and self (ATOD use, STD transmission, pregnancy prevention,
teen parenting).
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HE.HS.7.1 use written, audio and visual communication
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methods to express health messages (e.g., posters, reports, role playing).
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HE.HS.7.2 demonstrate the ability to adapt health messages
to characteristics of a particular audience.
National Health Standards:
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Knows how personal behaviors relate to health and well-being and how these
behaviors can be modified if necessary to promote achievement of health
goals throughout life (e.g., following a personal nutrition plan to reduce
the risk of disease, periodically self-assessing physical fitness)
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Understands the short- and long-term consequences of safe, risky, and harmful
behaviors.
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Understands how personal health needs change during the life cycle.
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Understands the impact of personal health behaviors on the functioning
of body systems.
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Knows the short- and long-term effects associated with the use of alcohol,
tobacco, and other drugs on reproduction, pregnancy, and the health of
children.
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Knows how the abuse of alcohol, tobacco, and other drugs
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often plays a role in dangerous behavior and can have adverse consequences
on the community (e.g., house fires, motor vehicle crashes, domestic violence,
date rape, transmission of diseases through needle sharing or sexual activity).
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Understands that alcohol, tobacco, and other drug dependencies are treatable
diseases/conditions
WV English Content Standards::
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Standard 1: Reading (RLA.S.1) Students will use skills to read for literacy
experiences, read to inform and read to perform a task by: identifying
and using the dimensions of reading (phonemic awareness, phonics, background
knowledge/vocabulary, high frequency words/fluency, comprehension, writing
and motivation to read); and employing a wide variety of literature in
developing independent readers.
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Standard 2: Writing (RLA.S.2) Students will employ a wide
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range of writing strategies to communicate effectively for different purposes
by: developing the writing process; applying grammatical and mechanical
properties in writing; and gathering and using information for research
purposes.
National English (Language Arts) Content Standards:
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Prewriting: Uses a variety of prewriting strategies (e.g., develops a focus,
plans a sequence of ideas, uses structured overviews, uses speed writing,
creates diagrams).
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Drafting and Revising: Uses a variety of strategies to draft and revise
written work (e.g., highlights individual voice; rethinks content, organization,
and style; checks accuracy and depth of information; redrafts for readability
and needs of readers; reviews writing to ensure that content and
linguistic structures are consistent with purpose).
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Editing and Publishing: Uses a variety of strategies to edit and publish
written work (e.g., uses a checklist to guide proofreading; edits for grammar,
punctuation, capitalization, and spelling at a developmentally appropriate
level; refines selected pieces to publish for general and specific audiences;
uses available technology, such as publishing software or graphics programs,
to publish written work).
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Evaluates own and others' writing (e.g., accumulates a body of written
work to determine strengths and weaknesses as a writer, makes suggestions
to improve writing, responds productively to reviews of own work).
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Uses strategies to address writing to different audiences(e.g., includes
explanations and definitions according to the audience's background,
age, or knowledge of the topic, adjusts formality of style, considers interests
of potential readers)
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Uses strategies to adapt writing for different purposes (e.g., to explain,
inform, analyze, entertain, reflect, persuade)
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Writes expository compositions (e.g., synthesizes and organizes information
from first- and second-hand sources, including books, magazines, computer
data banks, and the community; uses a variety of techniques to develop
the main idea [names, describes, or differentiates parts; compares or contrasts;
examines the history of a subject; cites an anecdote to provide an example;
illustrates through a scenario; provides interesting facts about the subject];
distinguishes relative importance of facts, data, and ideas; uses
appropriate technical terms and notations).
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Writes fictional, biographical, autobiographical, and observational narrative
compositions (e.g., narrates a sequence of events; evaluates the significance
of the incident; provides a specific setting for scenes and incidents;
provides supporting descriptive detail [specific names for people, objects,
and places; visual details of scenes, objects, and places; descriptions
of sounds, smells, specific actions, movements, and gestures; the interior
monologue or feelings of the characters]; paces the actions to accommodate
time or mood changes; creates a unifying theme or tone; uses literary devices
to enhance style and tone).
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Writes persuasive compositions that address problems/solutions or causes/effects
(e.g., articulates a position through a thesis statement; anticipates and
addresses counter arguments; backs up assertions using specific rhetorical
devices [appeals to logic, appeals to emotion, uses personal anecdotes];
develops arguments using a variety of methods such as examples and details,
commonly accepted beliefs, expert opinion, cause-and-effect reasoning,
comparison-contrast reasoning).
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Writes descriptive compositions (e.g., uses concrete details to provide
a perspective on the subject being described; uses supporting detail [concrete
images, shifting perspectives and vantage points, sensory detail, and factual
descriptions of appearance); experience as a basis for reflection on some
aspect of life, draws abstract comparisons between specific incidents and
abstract concepts, maintains a balance between describing incidents
and relating them to more general abstract ideas that illustrate personal
beliefs, moves from specific examples to generalizations about life).
West Virginia Content Standards Art
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Standard 1: Media, Techniques and Processes (VA.S.1) Students
will: identify media and materials used in creating art;
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understand processes and techniques in creating art; apply problem-solving
skills in creating two-dimensional and three-dimensional works of art;
and use materials and tools in a safe and responsible manner.
Standard 6: Multi-disciplinary Connections (VA.S.6) Students
will: identify characteristics of the visual arts and other disciplines;
and analyze by comparing and contrasting connections between disciplines.
National Standards/Art:
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Applies media, techniques, and processes with sufficient skill, confidence,
and sensitivity that one's intentions are carried out in artworks
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Understands how the communication of ideas relates to the media, techniques,
and processes one uses.
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