High School Health Competency rubrics

Competency 1: Students will understand that a variety of factors will affect their health and wellness.

State guidelines:
Know the benefits and risks of physical activity. (PA 1)
Know how to set up an individualized, well-rounded, safe, and effective exercise program for health benefits. (PA
1, PA 3)
Know how cultural factors influence our body image. (PA 2)
Know how to select and evaluate products and services related to health, including dental, skin, fitness, and other
hygiene products. (PA 4, PA 5, PCH 1, PCH 3)

4 exceeding expectations
in addition to a 3:
Set up and follow
a system to track
progress on your
SMART fitness
goal.
Connect images
that illustrate ideal
body image to the
values of their
time or place.
.

Notes:

3 meeting expectations
Must do all 3:
Design an individualized
exercise program that
addresses a SMART
fitness goal.
Critique images that
influence body image.
Create an advertisement
for a non-medicinal
product using the
persuasive advertising
techniques.

2 approaching expectations
Design an
individualized
exercise program.
Compare images
that influence body
image.
Identify advertising
techniques in nonmedicinal health
products.

1 beginning skills
Identify types
of exercise
Identify
images that
influence body
image
Identify a nonmedicine
product that
makes health
claims

Competency 2: Students will understand that the use of medicines and other drugs will influence the quality of
ones life.
State guidelines:
Know the short and long-term risks and benefits of medicines. (AOD 1)
Know the short and long-term effects of alcohol, tobacco, and other drug use. (AOD 2, TOB 1)
Know factors that influence use and ways to exhibit refusal skills. (AOD 3, AOD 4, AOD 5, TOB 2, TOB 3)
4 exceeding expectations
In addition to a 3:
Analyze and
critique efforts by
local and state
agencies to
address the use
and treatment of
drugs.
OR
Design a way to
teach refusal skills
to peers and
younger students.

Notes:

3 meeting expectations
Must do all 3:
Connect the effects
of medicines,
alcohol, tobacco,
and other drugs to
other risky
behaviors.
Investigate ways
that drug use begins
and how drug use
becomes drug
abuse.
Make a plan for you
to practice refusal
skills.

2 approaching
expectations
List ways
medicines,
alcohol, tobacco,
and other drugs
affect the body
and mind.
List ways to
refuse alcohol,
tobacco, and other
drugs.

1 beginning skills
Identify the
similarities and
differences of
drugs and
medicines.
List sources of
outside pressure to
misuse drugs,
alcohol, tobacco,
and other drugs.

Competency 3: Students will understand that mental and emotional health is influenced by numerous factors.
State guidelines:
Know influences on self-image and how to develop a positive self-image. (MH 1)
Know strategies for demonstrating positive emotional health. (MH 2)
Know how to recognize and end unhealthy relationships. (MH 3)
Know ways to show respect in relationships. (FLS 1)
Know ways to express feelings appropriately. (MH 2)
Know when, why, and where to get mental and emotional help. (MH 6)
Know how to identify and access formal and informal support systems. (MH 6)
4 exceeding expectations
In addition to a 3:
Design a device to
persuade peers to
access formal and
informal community
support for mental and
emotional wellness.
OR

Notes:

Create a message
that serves to reduce
the stigma of mental
disorders in public
perception.

3 meeting expectations
Must do all 5:
Analyze factors that
influence personality
development.
Illustrate strategies to
maintain healthy
relationships.
Illustrate strategies to
end unhealthy
relationships.
Investigate and
report on services
offered by school and
community supports.
Compare information
on mental disorders to
physical disorders, as
well as the public
perception of each.

2 approaching
expectations
Identify
personality types.
List signs of
healthy and
unhealthy
relationships.
Identify signs
that a relationship
is ending.
Identify a person
in school that can
support your
health.
Find the causes
and effects of a
mental illness.

1 beginning skills
Identify factors
that contribute
to mental and
emotional wellbeing.
Identify mental
disorders.

Competency 4: Students will understand that diseases are classified by various factors.
State guidelines:
Know the importance of immunizations. (PCH 2)
Know the role genetics plays in certain diseases and conditions. (PCH 2)
Know how communicable diseases are spread, identified, prevented, and treated. (PCH 2)
Know ways to manage chronic diseases and conditions. (PCH 3)
Know options for health care products and services and differences in insurance options. (PCH 3)
4 exceeding expectations
In addition to a 3:
Critique current
measures that are
in use to combat
diseases.
OR

Notes:

Construct an
informational device
to educate a
population about
protective factors.

3 meeting expectations
Must do all 5:
Analyze risk
factors that lead
to all types of
diseases.
Describe how
diseases affect a
person and a
population.
Describe skills
that can be
protective
factors against
these diseases.
Explain
strategies to
manage chronic
diseases and
conditions.
Compare health
insurance
options based
on important
factors.

2 approaching expectations
Differentiate which
diseases and
disorders are
caused by each
factor.
List diseases for
which vaccinations
are available.
Graph the
prevalence of
chronic conditions in
the US.
List the different
types of health
insurance options
and factors used to
compare them.

1 beginning skills
List genetic, lifestyle,
and environmental
factors that contribute
to the spread of
disease.
Recognize what a
vaccine is and what it
does.
List chronic diseases
and conditions.
Define key
vocabulary relating to
health insurance.

Competency 5: Students will understand that reproductive health and sexuality is a dynamic, ongoing process.
State guidelines
Know strategies for refusing sexual activity. (FLS 2)
Know benefits of abstaining from sexual activity. (FLS 2)
Know risks of sexual activity including STIs and pregnancy. (FLS 3)
Know the relative effectiveness of different methods of contraception, including abstinence. (FLS 4)
4 exceeding expectations
In addition to a 3:
Synthesize information
about transmission and
demographics of STIs
into a plan to
communicate behaviors
that promote
responsible sexual
activity.

Notes:

3 meeting expectations
Explain how
different organs of
the reproductive
systems can be
affected by STIs
Critique methods
of contraception
based on efficacy,
cost, ease-of-use,
and availability.
Compare social
responses that
promote positive
sexual behavior.

2 approaching
expectations
Identify and
explain the
functions of the
parts of the
reproductive
systems.
Compare the
efficacy of
methods of
contraception.
Describe how
teens can practice
positive,
responsible sexual
behavior.

1 beginning skills
Identify the parts
of the female and
male
reproductive
systems.
Name methods
of contraception.