Hs Health

STUDENT LEARNING OBJECTIVE – TEACHER
Content Area: Health Grade Level: 11
Objective Statement:
Students will know and understand the most common health risks facing adolescents in each of the
six core areas of the Health curriculum. In addition, students will know and understand strategies
they can use make healthy choices and keep themselves and their peers physically and emotionally
healthy.
Rationale:
This objective is comprehensive in that it includes the six units of study that make up the Health
curriculum. In each unit, we focus on how each of these areas of personal health impacts
adolescents and what steps students can take to improve their overall wellness in these areas:
 Diet & Nutrition

 Exercise & Fitness
 Drugs & Alcohol
 Sexual Health & Reproduction
 Mental Health
 Healthy Relationships & Conflict Resolution
A continual focus with each unit throughout the year is to demonstrate a proficient understanding
of the risk factors, symptoms of issues, and healthy resolutions/strategies in each of these areas. If
students are able to do this they will be better positioned to make good choices about their
personal health and wellness as they enter young adulthood.
Aligned Standards:
This objective is aligned to The Rhode Island Physical Education Frame Work Standards and the
National Health Education Standards:
PE Standard 3: Understands the implications of an benefits derived from involvement in physical

activity
9-12.S3.1 Analyze the physical benefits of regular participation in physical activity
(e.g., reduce health risks, disease prevention).
9-12.S3.2 Analyze the emotional benefits of regular participation in physical activity
(e.g., increased self-esteem, stress reduction, reduces depression, self-
discipline).
9-12.S3.3 Analyze the social benefits of regular participation in physical activity (e.g.,
cooperation, sportsmanship, teamwork).
9-12.S4.4 Identify the cognitive benefits of regular participation in physical activity
(e.g., increases levels of serotonin and endorphins in the brain, producing
state of relaxed alertness conducive to learning.)
1
PE Standard 5: Demonstrates responsible personal and social behavior in physical activity settings.
9-12.S5.1 Apply safe practices, rules, and procedures in all physical activity settings.
9-12.S5.3 Act independently of negative peer pressure.
9-12.S5.4 Resolve conflicts in appropriate ways.
PE Standard 6: Understands that internal and external environments influence physical activity.
9-12.S6.3 Analyze how media and technology can impact one’s level and type of
physical activity.
9-12.S6.4 Explain how the home/family environment can impact one’s level of
physical activity.
9-12.S6.5 Design healthy ways to promote physical activity with one’s peers.
9-12.S6.7 Analyze a variety of resources to select physical activity information that is
reliable and valid.
Health Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
1.12.1 Predict how healthy behaviors can affect health status.
1.12.2 Describe the interrelationships of emotional, intellectual, physical, and social
health.
1.12.3 Analyze how environment and personal health are interrelated.
1.12.4 Analyze how genetics and family history can impact personal health.
1.12.5 Propose ways to reduce or prevent injuries and health problems.
1.12.6 Analyze the relationship between access to health care and health status.
1.12.7 Compare and contrast the benefits of and barriers to practicing a variety of
healthy behaviors.
1.12.8 Analyze personal susceptibility to injury, illness, or death if engaging in
unhealthy behaviors.
1.12.9 Analyze the potential severity of injury or illness if engaging in unhealthy
behaviors.
Students:
The objective applies to 59 juniors enrolled in two periods of Health.
Interval of Instruction:
Fall semester 2012. I will set the same objective for my Health students in the spring semester, with
targets adjusted to reflect their baselines.
Baseline Data:
I administered a pre-test both as a formative assessment of students’ knowledge coming into the
course, and to create tiered targets for my SLO. Based on the pre-test, there aren’t any students
whom I think will not be able to access the course content and achieve a basic level of proficiency.
Some students (approximately 35% or 21/59) are entering the course with solid foundational
knowledge, as evidenced by their pre-test, and so I expect that they will be able to achieve a higher
level of proficiency.
2
Target(s):
1) All students (59/59) will pass all 6 unit tests (65% is a passing score). In addition, 50% of
the students (approximately 21/59) students will pass 5 out of 6 unit tests with an 85% or
better.
2) All students will complete an end-of-course final project. All students (59/59) will score at
least a 70% (Approaching Expectations) on the final project. Approximately 60% of
students (30/59) will score at least an 80% (Meeting Expectations) on the final project
rubric.
Rationale for Target(s):

These targets reflect my baseline data, which indicates that some students are entering the course
with a stronger foundation in this content. However, it also reflects my belief (which is
corroborated by data from similar students in past years) that all students can access this content
and achieve a basic level of proficiency with adequate instruction.
Evidence Source(s):
1. End-of-unit tests (which include multiple choice, short answer, and constructed response
items) were created by a workgroup of Physical Education, Health, and Science educators
from across the district.
2. The end-of-course project (which requires students to select a health issue that affects
adolescents and create a Public Service Campaign to educate their peers. The PSC can be
presented in any mode of the student’s choosing (from a traditional poster and oral
presentation to a video or website) and must include information about the issue, statistics
on its prevalence among teenagers in the United States and around the world, its risk
factors, symptoms (if applicable), and affects on the mind and/or body. Finally, the project
must include a call-to-action, which advises teens on how to avoid this health issue and/or
recommends healthy choices.
Administration:
The end-of-unit tests will be administered in class at the conclusion of each unit. The final projects
will be assigned and worked on during the 4th quarter and will be presented during the final exam
period.
Scoring:
The end-of-unit tests will be scored by me, using the scoring guide developed by the district
workgroup who designed the curriculum. The final projects will be scored by me, using the rubric
developed in consultation with the other Health teacher. I have also asked that the other Health
teacher, one Biology teacher, and one English teacher sit in to double-score 20% of the
presentations.

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STUDENT LEARNING OBJECTIVE – TEACHER

Content Area: Health Grade Level: 11

 Diet & Nutrition

PE Standard 3: Understands the implications of an benefits derived from involvement in physical

Rationale for Target(s):

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