PA CorePA Common Core: Science and Technical Subjects (2012)
Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
GRADES 6-8
Cite specific textual evidence to support analysis of science and technical texts. (3.5.6-8.A)Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. (3.5.6-8.D)Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (3.5.6-8.H)Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.
GRADES 6-8
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpos (3.6.6-8.B)Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (3.6.6-8.C)Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. (3.6.6-8.E)Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (3.6.6-8.F)PA AcademicHealth, Safety, and Physical Education (2002)
Concepts of Health
GRADE 6
Analyze nutritional concepts that impact health. -caloric content of foods -relationship of food intake and physical activity (energy output) -nutrient requirements -label reading -healthful food selection (10.1.6.C)GRADE 9
Analyze factors that impact growth and development between adolescence and adulthood. -relationships (e.g., dating, friendships, peer pressure) -interpersonal communication -risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns) -abstinence -STD and HIV prevention -community (10.1.9.A)Analyze the interdependence existing among the body systems. (10.1.9.B)Analyze factors that impact nutritional choices of adolescents. -body image -advertising -dietary guidelines -eating disorders -peer influence -athletic goals (10.1.9.C)Analyze prevention and intervention strategies in relation to adolescent and adult drug use. -decision-making/refusal skills -situation avoidance -goal setting -professional assistance (e.g., medical, counseling. support groups) -parent involvement (10.1.9.D)Analyze how personal choice, disease and genetics can impact health maintenance and disease prevention. (10.1.9.E)GRADE 12
Evaluate issues relating to the use/non-use of drugs. -psychology of addiction -social impact (e.g., cost, relationships) -chemical use and fetal development -laws relating to alcohol, tobacco and chemical substances -impact on the individual -impact on the community (10.1.12.D)Healthful Living
GRADE 9
Analyze the relationship between health-related information and adolescent consumer choices. -tobacco products -weight control products (10.2.9.B)Analyze media health and safety messages and describe their impact on personal health and safety. (10.2.9.C)Analyze and apply a decision-making process to adolescent health and safety issues. (10.2.9.D)Explain the interrelationship between the environment and personal health. -ozone layer/skin cancer -availability of health care/ individual health -air pollution/respiratory disease -breeding environments/ lyme disease/west nile virus (10.2.9.E)Safety and Injury Prevention
GRADE 9
Analyze and apply strategies to avoid or manage conflict and violence during adolescence. -effective negotiation -assertive behavior (10.3.9.C)Analyze the role of individual responsibility for safety during organized group activities. (10.3.9.D)Physical Activity
GRADE 9
Analyze and engage in physical activities that are developmentally/ individually appropriate and support achievement of personal fitness and activity goals. (10.4.9.A)Analyze the effects of regular participation in moderate to vigorous physical activities in relation to adolescent health improvement. -stress management -disease prevention -weight management (10.4.9.B)Analyze factors that affect the responses of body systems during moderate to vigorous physical activities. -exercise (e.g., climate, altitude, location, temperature) -healthy fitness zone -individual fitness status (e.g., cardiorespiratory fitness, muscular endurance, muscular strength, flexibility) -drug/substance use/abuse (10.4.9.C)Sci & Tech - Biological Sciences (2009-2012)
Organisms and Cells
GRADE 6
Describe the similarities and differences of major physical characteristics in plants, animals, fungi, protists, and bacteria. (3.1.6.A1)NationalNational Health Education Standards
Grades 6-8
Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Describe how peers influence healthy and unhealthy behaviors. (S2.8.3)Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. (S2.8.9)
