Education and Training 2 ) Analyze cultural influences on health behaviors, including social norms, laws and regulations, family traditions, and stereotypes that impact the health and wellness of individuals and families.
Examples: knowledge, attitude, and beliefs related to family eating habits; Alabama's graduated driver license to promote safe driving
Education and Training 4 ) Evaluate positive and negative impacts of technology on health.
Examples: positive—improved diagnosis, prevention, and treatment of diseases and disorders
- negative—decreased level of health-enhancing physical activity, inflationary expense of health care services
Education and Training 9 ) Analyze the relationship of dimensions of health and wellness, including emotional, intellectual, physical, social, environmental, and spiritual factors that impact the health and wellness of individuals and families.
• Applying decision-making strategies to achieve and improve personal health goals
Example: participating regularly in physical activity, avoiding sexual risk-taking, preventing abuse, practicing water safety, operating motor vehicles safely
Education and Training 18 ) Assess ways technology impacts individuals and families throughout the life cycle.
Digital Literacy and Computer Science R1) Identify, demonstrate, and apply personal safe use of digital devices.
Unpacked Content
Evidence Of Student Attainment:
Students will:
participate in online activities while protecting personal data and will alert a trusted adult if they encounter a questionable situation. Knowledge:
Students know:
that some data is considered personal and should be protected. Skills:
Students are able to:
classify data as private or public.
operate technology devices without sharing personal data. Understanding:
Students understand that:
sharing personal data in public forums, even with share settings turned off, can result in dangerous real life consequences.
Digital Literacy and Computer Science R1) Identify, demonstrate, and apply personal safe use of digital devices.
Unpacked Content
Evidence Of Student Attainment:
Students will:
participate in online activities while protecting personal data
alert a trusted adult if they encounter a questionable situation. Knowledge:
Students know:
that some data is considered personal and should be protected. Skills:
Students are able to:
classify data as private or public.
operate technology devices without sharing personal data. Understanding:
Students understand that:
sharing personal data in public forums, even with share settings turned off, can result in dangerous real life consequences.
Digital Literacy and Computer Science 14) Discuss current events related to emerging technologies in computing and the effects such events have on individuals and the global society.
Unpacked Content
Evidence Of Student Attainment:
Students will:
identify emerging technologies and share impacts to society. Knowledge:
Students know:
all technologies impact society in some way. Skills:
Students are able to:
identify impacts of emerging technologies. Understanding:
Students understand that:
emerging technologies can have both positive and negative impacts to societies (Ex: a technology can improve efficiency but reduce the number of jobs available).
Digital Literacy and Computer Science R1) Identify, demonstrate, and apply personal safe use of digital devices.
Unpacked Content
Evidence Of Student Attainment:
Students will:
participate in online activities while protecting personal data and will alert a trusted adult if they encounter a questionable situation. Knowledge:
Students know:
that some data is considered personal and should be protected. Skills:
Students are able to:
classify data as private or public.
operate technology devices without sharing personal data. Understanding:
Students understand that:
sharing personal data in public forums, even with share settings turned off, can result in dangerous real life consequences.
Digital Literacy and Computer Science 14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.
Unpacked Content
Evidence Of Student Attainment:
Students will:
research current events related to computing.
analyze possible effects of current events on education, the workplace, individuals, communities, and global society. Knowledge:
Students know:
technology will always have positive and negative effects on others; it is important to examine the benefits and costs associated with implementing new technology. Skills:
Students are able to:
analyze current events related to computing.
analyze the effects of current events related to computing on education, the workplace, individuals, communities, and global society. Understanding:
Students understand that:
it is important to examine the benefits and costs associated with implementing new technology.
Digital Literacy and Computer Science R1) Identify, demonstrate, and apply personal safe use of digital devices.
Unpacked Content
Evidence Of Student Attainment:
Students will:
demonstrate personal safe use of technology. Knowledge:
Students know:
how to safely use digital devices.
that failure to use digital devices safely can have an impact on access at school as well as the protection of personal data. Skills:
Students are able to:
identify personal safe use of digital devices.
demonstrate personal safe use of digital devices.
apply personal safe use of digital devices. Understanding:
Students understand that:
it is important to protect personal data when sharing information on the internet.
Digital Literacy and Computer Science 11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.
a. Recognize user tracking methods and hazards.
Examples: Cookies, WiFi packet sniffing.
b. Understand how to apply techniques to mitigate effects of user tracking methods.
c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.
d. Explain the relationship between online privacy and personal security.
Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.
e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.
Examples: Cyberbullying/harassment, inappropriate sexual communications.
f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.
Unpacked Content
Evidence Of Student Attainment:
Students will:
model behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.
a.
be able to identify user tracking methods and hazards.
b.
present strategies to mitigate effects of user tracking methods.
c.
explain how end-user license agreements and terms of service agreements serve to protect corporations not individuals.
explain the ramifications that may exist when one enters into a end-user licensing agreement or terms of use agreement.
explain how personal data may be shared by permissions agreed to in terms of service or end-user license agreements.
d.
explain online privacy.
explain personal security.
explain the relationship between online privacy and personal security.
e.
identify physical consequences of inappropriate digital behaviors.
identify legal consequences of inappropriate digital behaviors.
identify ethical consequences of inappropriate digital behaviors.
f.
identify impacts of negative digital behaviors.
explain strategies to lessen the impact of negative digital behaviors.
assess when to apply various strategies to lessen the impact of negative digital behaviors. Teacher Vocabulary:
a.
cookies
virus
malware
packet sniffing
spyware
phishing
b.
c.
d.
data mining
digital marketing
online wallets
personal information
data accessibility
passwords.
e.
cyberbullying
harassment
sexual communication
f.
Knowledge:
Students know:
safe, legal, and ethical behaviors for online behavior.
a.
tracking methods are often used to improve digital tools and advertising.
hazards exist when unknown entities have access to a user's digital habits.
b.
methods to counteract the use of tracking.
c.
that often, end-user licensing agreements (EULA) are often written to protect the entity that created the digital tool, rather than the user of the digital tool.
that EULAs and terms of service agreements can grant access to the user's personal data.
that personal data can include images, posts, personal information (phone number, address, birth date, access to friends), and browsing data.
d.
often there exists an inverse relationship between online privacy/personal security and convenience.
e.
that inappropriate digital behavior can have physical, legal, and ethical consequences.
f.
that negative digital behaviors can have lasting consequences.
that some behaviors are illegal.
strategies to lessen the impact of negative digital behaviors and assess when to apply them. Skills:
Students are able to:
interact digitally while exercising safe, legal, and ethical behaviors.
a.
identify tracking methods used to gather data.
identify hazards that exist when tracking methods are used.
b.
list techniques to avoid tracking.
apply techniques to avoid tracking.
c.
interpret the terms of EULAs and terms of service agreements.
make an educated decision to agree to EULAs and terms of service agreements.
d.
weigh the risks of using a digital tool to one's personal security.
identify potential risks to using various digital tools.
evaluate a digital tool's security.
e.
identify inappropriate digital behaviors.
identify consequences of inappropriate digital behaviors.
f.
identify negative digital behaviors.
share strategies to to lessen the impact of negative digital behaviors. Understanding:
Students understand that:
because the Internet can be such a persisting environment, it is vital to interact with safe, legal, and ethical behaviors.
a.
entities use tracking methods to make products more appealing to their users.
hazards exists when tracking data can be tied to individual users.
b.
privacy can be violated when tracking is used.
techniques exist to mitigate the effects of tracking methods.
c.
nothing is free—you often give up data to use digital resources for no charge.
it is important to educate yourself on EULAs and terms of service agreements.
d.
free digital tools can compromise one's privacy and security.
it is important to be aware of what one is trading for use of a service.
e.
inappropriate digital behavior can have physical, legal, and ethical consequences.
consequences of inappropriate digital behaviors can have life-altering consequences.
f.
digital identity is tied to online digital behavior.
negative digital behaviors can have lasting consequences.
some digital activity is illegal.
Health Education 6.1.1) Describe the interrelationship between social and emotional health in adolescence.
a. . Identify how positive relationships can enhance each dimension of health.
b. Explain how stress can affect personal health.
Health Education 7.1.1) Summarize the interrelationship of emotional, social, and physical health.
a. Determine how peers may affect the six dimensions of health.
b. Illustrate how changing family dynamics can affect health.
Examples: divorce, relocating, death
Health Education 8.1.1) Explain how emotional, intellectual, physical, spiritual, mental, and social health affect each other.
a. Determine how social influences can affect physical health.
b. Describe how risky health behaviors affect the emotional, physical, and social health of adolescents.
Health Education 8.2.3) Analyze the influences of technology on personal and family health.
Examples: screen time, video game addictions, activity trackers, diabetes monitor, heart monitor, fitness assessment tools
Health Education HE.1.2) Describe the interrelationships of emotional, mental, physical, social, spiritual, and environmental health.
a. Identify symptoms and methods of treatment of mental health disorders, including depression, and stress.
b. Identify warning signs and prevention strategies for suicide.
Health Education HE.2.2) Describe the pros and cons of the use of technology as it affects personal, family, and community health.
Examples: positive and negative influences on self-esteem, addiction to technology, personal interactions and relationships
English Language Arts R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
Active listening
Discussion
Conversation
Rules
Participation Knowledge:
R1. Students know:
Active listening skills.
How to engage in discussions and conversations in a variety of settings.
Agreed-upon rules for participation. Skills:
R1. Students are able to:
Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation. Understanding:
R1. Students understand that:
Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
English Language Arts 11. Utilize written, visual, digital, and interactive texts to generate and answer literal, interpretive, and applied questions.
Unpacked Content
Teacher Vocabulary:
11.
Written text
Visual text
Digital text
Interactive text
Literal questions
Interpretive questions
Applied questions Knowledge:
11. Students know:
There are a variety of text sources, including written text, visual text, digital text, and interactive text.
Text sources can be used to create and answer questions.
Literal questions are those that can be answered using information directly from the text.
Interpretive questions are those that can be answered by inferring information from the text.
Applied questions are those that can be answered using information inferred from the text and a reader's background knowledge and experience. Skills:
11. Students are able to:
Use written, visual, digital, and interactive texts to create and answer questions.
Create and answer literal, interpretive, and applied questions. Understanding:
11. Students understand that:
There are three levels of questions that can be generated: literal, interpretive, and applied.
They can use written, visual, digital, and interactive texts to create and answer all three levels of questions.
English Language Arts R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
Active listening
Discussion
Conversation
Rules
Participation Knowledge:
R1. Students know:
Active listening skills.
How to engage in discussions and conversations in a variety of settings.
Agreed-upon rules for participation. Skills:
R1. Students are able to:
Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation. Understanding:
R1. Students understand that:
Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
English Language Arts 11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.
Unpacked Content
Teacher Vocabulary:
11.
Compare and contrast
Literal questions
Interpretive questions
Applied questions Knowledge:
11. Students know:
Strategies to compare and contrast the effectiveness of techniques used in a variety of digital resources.
Text sources can be used to create and answer questions, as well as develop new understandings.
Literal questions are those that can be answered using information directly from the text.
Interpretive questions are those that can be answered by inferring information from the text.
Applied questions are those that can be answered using information inferred from the text and a reader's background knowledge and experience. Skills:
11. Students are able to:
Compare and contrast specific techniques identified across multiple digital sources.
Generate and answer literal, interpretive, and applied questions in response to reading a digital source.
Create new understandings in response to reading digital sources. Understanding:
11. Students understand that:
Different techniques are used across digital texts.
Comparing and contrasting the effectiveness of an author's use of particular techniques deepens their understanding of digital text structures.
There are three levels of questions that can be generated: literal, interpretive, and applied.
Generating and answering a variety of questions helps to develop new understandings.
English Language Arts R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
Active listening
Discussion
Conversation
Rules
Participation Knowledge:
R1. Students know:
Active listening skills.
How to engage in discussions and conversations in a variety of settings.
Agreed-upon rules for participation. Skills:
R1. Students are able to:
Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
Converse in pairs, small groups, and large groups.
Practice the agreed-upon rules for participation. Understanding:
R1. Students understand that:
Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
English Language Arts 25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.
Examples: a day or two, a single sitting
Unpacked Content
Teacher Vocabulary:
25.
Research writing
Research
Reflection
Revision Knowledge:
25. Students know:
Research strategies.
Independent writing skills for all steps of the writing process. Skills:
25. Students are able to:
Produce writing that contains information obtained through research.
Reflect on and revise their research given the occasion and time constraints. Understanding:
25. Students understand that:
Research can happen in short and extended time frames.
It is important to reflect upon information obtained through research before incorporating it into one's own writing.
It is important to revise work that contains research to ensure proper use for the given occasion.
English Language Arts R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Teacher Vocabulary:
R3.
Active listening
Formal conversations
Informal conversations
Predetermined norms Knowledge:
R3. Students know:
Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions. Skills:
R3. Students are able to:
Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions. Understanding:
R3. Students understand that:
Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts 24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.
Unpacked Content
Teacher Vocabulary:
24.
Responsible research practices
Ethical research practices
Command of language
Target audience
Purpose Knowledge:
24. Students know:
Responsible and ethical research practices.
Writing skills.
The conventions of standard, formal English.
Strategies to modify writing for a particular audience and purpose. Skills:
24. Students are able to:
Write clear, coherent documents using responsible and ethical research practices.
Incorporate conventions of formal, standard English into clear, coherent writing products.
Modify writing to be suitable for a particular audience and purpose. Understanding:
24. Students understand that:
Ethical and responsible research practices are necessary when writing academic and workplace documents.
The conventions of standard, formal English are necessary for effective academic and workplace communication.
Written language should be adapted, depending on the audience and purpose.
English Language Arts R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Teacher Vocabulary:
R3.
Active listening
Formal conversations
Informal conversations
Predetermined norms Knowledge:
R3. Students know:
Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions. Skills:
R3. Students are able to:
Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions. Understanding:
R3. Students understand that:
Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts 24. Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.
Unpacked Content
Teacher Vocabulary:
24.
Responsible research practices
Ethical research practices
Command of language
Target audience
Purpose Knowledge:
24. Students know:
Responsible and ethical research practices.
Writing skills.
The conventions of standard, formal English.
Strategies to modify writing for a particular audience and purpose. Skills:
24. Students are able to:
Write clear, coherent documents using responsible and ethical research practices.
Incorporate conventions of formal, standard English into clear, coherent writing products.
Modify writing to be suitable for a particular audience and purpose. Understanding:
24. Students understand that:
Ethical and responsible research practices are necessary when writing academic and workplace documents.
The conventions of standard, formal English are necessary for effective academic and workplace communication.
Written language should be adapted, depending on the audience and purpose.
English Language Arts R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Teacher Vocabulary:
R3.
Active listening
Formal conversations
Informal conversations
Predetermined norms Knowledge:
R3. Students know:
Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions. Skills:
R3. Students are able to:
Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions. Understanding:
R3. Students understand that:
Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts 24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.
a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.
Unpacked Content
Teacher Vocabulary:
24.
Evaluate
Credibility
Authority
Relevance
Accuracy
Purpose
24a.
Assess
Written information Knowledge:
24. Students know:
Strategies to assess the credibility of research sources.
Features of authoritative, relevant, and accurate research sources.
24a.
Strategies to locate relevant and credible written information.
Credible information is accurate and reliable.
Criteria to determine the usefulness a research source.
Information learned through reading can be used to answer a research question, solve a problem, or take a position. Skills:
24. Students are able to:
Evaluate the credibility of research sources in terms of authority, relevance, accuracy, and purpose.
24a.
Locate useful written information in the research process.
Determine the usefulness of a research source.
Use research findings to answer a research question, solve a problem, or take a position. Understanding:
24. Students understand that:
Before using a source in their research projects, they should evaluate the credibility of the source in terms of its authority, relevance, accuracy, and purpose.
24a.
It is necessary to determine the usefulness of a source before using it as evidence to answer a research question, solve a problem, or take a position.
English Language Arts R3. Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Teacher Vocabulary:
R3.
Active listening
Formal conversations
Informal conversations
Predetermined norms Knowledge:
R3. Students know:
Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions. Skills:
R3. Students are able to:
Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions. Understanding:
R3. Students understand that:
Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts 24. Evaluate the credibility of sources in terms of authority, relevance, accuracy, and purpose.
a. Assess the usefulness of written information to answer a research question, solve a problem, or take a position.
Unpacked Content
Teacher Vocabulary:
24.
Evaluate
Credibility
Authority
Relevance
Accuracy
Purpose
24a.
Assess
Written information Knowledge:
24. Students know:
Strategies to assess the credibility of research sources.
Features of authoritative, relevant, and accurate research sources.
24a.
Strategies to locate relevant and credible written information.
Credible information is accurate and reliable.
Criteria to determine the usefulness a research source.
Information learned through reading can be used to answer a research question, solve a problem, or take a position. Skills:
24. Students are able to:
Evaluate the credibility of research sources in terms of authority, relevance, accuracy, and purpose.
24a.
Locate useful written information in the research process.
Determine the usefulness of a research source.
Use research findings to answer a research question, solve a problem, or take a position. Understanding:
24. Students understand that:
Before using a source in their research projects, they should evaluate the credibility of the source in terms of its authority, relevance, accuracy, and purpose.
24a.
It is necessary to determine the usefulness of a source before using it as evidence to answer a research question, solve a problem, or take a position.
