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National Health and Science Education Standards

National Health Education Standards

The National Health Education Standards are found at the Center for Disease Control and Prevention:http://www.cdc.gov/healthyyouth/sher/standards/index.htm

The following health education standards apply to SEEK:

Standard 1

Students will comprehend concepts related to health promotion and disease prevention to enhance health.

  • Predict how healthy behaviors can affect health status.
  • Describe the interrelationships of emotional, intellectual, physical, and social health.
  • Analyze how environment and personal health are interrelated.
  • Analyze how genetics and family history can impact personal health.
  • Propose ways to reduce or prevent injuries and health problems.
  • Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors.
  • Analyze the potential severity of injury or illness if engaging in unhealthy behaviors.

Standard 2

Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

  • Analyze how peers influence healthy and unhealthy behaviors.
  • Evaluate the effect of media on personal and family health.
  • Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.

Standard 3

Students will demonstrate the ability to access valid information, products, and services to enhance health.

  • Evaluate the validity of health information, products, and services.

Standard 5

Students will demonstrate the ability to use decision-making skills to enhance health.

  • Predict the potential short-term and long-term impact of each alternative on self and others.
  • Defend the healthy choice when making decisions.
  • Evaluate the effectiveness of health-related decisions.

Standard 7

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

  • Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others.
  • Demonstrate a variety of behaviors to avoid or reduce health risks to self and others.

National Science Education Standards

The complete National Science Education Standards can be found at:http://www.nap.edu/openbook/0309053269/html/111.html


Science as Inquiry

  • Abilities necessary to do scientific inquiry
  • Understandings about scientific inquiry
  • Design and conduct scientific investigation Life Science
  • The cell
  • Molecular basis of heredity
  • Behavior of organisms Science in Personal and Social Perspectives
  • Personal and community health


ASSESSMENT STANDARD A: Assessments must be consistent with the decisions they are designed to inform.

  • Assessments are deliberately designed.

ASSESSMENT STANDARD B: Achievement and opportunity to learn science must be assessed.

ACHIEVEMENT DATA COLLECTED FOCUS ON THE SCIENCE CONTENT THAT IS MOST IMPORTANT FOR STUDENTS TO LEARN. The content standards define the science all students will come to understand. They portray the outcomes of science education as rich and varied, encompassing

  • The ability to inquire.
  • Knowing and understanding scientific facts, concepts, principles, laws, and theories.
  • The ability to reason scientifically.
  • The ability to use science to make personal decisions and to take positions on societal issues.
  • The ability to communicate effectively about science.

ASSESSMENT STANDARD C: The technical quality of the data collected is well matched to the decisions and actions taken on the basis of their interpretation.

  • Students have adequate opportunity to demonstrate their achievements.


TEACHING STANDARD B: Teachers of science guide and facilitate learning. In doing this, teachers

  • Focus and support inquiries while interacting with students.
  • Orchestrate discourse among students about scientific ideas.

TEACHING STANDARD C: Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers

  • Guide students in self-assessment.

TEACHING STANDARD D: Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

  • Create a setting for student work that is flexible and supportive of science inquiry.
  • Make the available science tools, materials, media, and technological resources accessible to students.
  • Engage students in designing the learning environment.

TEACHING STANDARD E: Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers

  • Nurture collaboration among students.