Health
Core Code Alignment
Health, Movement, Fitness
Health Education
04010000010: Health Education II
Health Education
04010000010: Health Education II
Recommendation
Recommended Student Resource
Evaluation
This textbook would contribute to a classroom setting for Health Education. It covers almost all of the core standards. However, I do wish it would have gone more into dep with Cell Phone addictions and social media. I feel that is very severe now with depression and anxiety and needs to be addressed more. Overall, everything was covered and I liked the Skills Assessments when chapters had them.
Educators Using These Materials
No educators found.
Rubric : Generic
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched, and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| The content aligns completely with the standards. | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students to enhance conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| I feel this textbook supports and engages readers with the many assessments and concepts. | ||||||
| Navigation | Students can navigate the material independently. Instructions are clear and understandable. | This resource contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this resource are unclear, and navigation is difficult. | ||
| This content is clear and easy to understand. Chapters are divided perfectly to each section of content. | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Instructional Support | The material provides multiple examples and strong support to educators of ways to deliver instruction. These may include: Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, Family Involvement. *Furthermore this material is supportive of content integration. | The material provides some examples to educators of ways to deliver instruction. Containing a few of the following: Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, Family Involvement. | The material contains limited instructional support on using the material with diverse groups of students and various skill levels and student needs. | The material does not provide instructional support or examples for the educator. | ||
| The resources with the teacher addition, Spanish addition, and online resources is all beneficial to use. | ||||||
| Supplemental Resources | The material provides a wide variety of supplemental resources that are evidence-based and are linked to real-world circumstances and current events. | The materials reference numerous available supplemental resources. | The materials reference some available supplemental resources. | The materials do not refer to any supplemental resources. | ||
| No criteria provided. | ||||||
| Assessments | This instructional resource contains a variety of formative and summative assessments that are aligned with Utah Core Standards, Personal Competency Learning, and Universal Design for Learning and provide appropriate intervention strategies that lead to observable performance and real-world experience for students. The assessments are ADA-compliant. | The instructional resource contains summative assessments aligned with Utah State Core Standards with few interventions. | This instructional resource contains a limited number of assessments without intervention strategies. | This instructional resource does not provide assessment materials. | ||
| The assessments in the textbook would be beneficial for teachers to use. All of my quizzes are on Canvas, but the chapter assessments would be beneficial to help the educator come up with questions for their online assessments. If the educator doesn't use blended learning then the chapter assessments would be benefit their curriculum. The skill assessments would be use in my classroom setting. I would want my students to walk away with skills based learning instead of just knowledge based. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | The design of the material is ADA-compliant and can be utilized by all students. In physical terms, this resource is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. The resource contains modern, up-to-date, and relatable visuals, including diverse groups of people. | In physical terms, this resource is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. | In physical terms, this resource is fragile in construction and provides limited tactile experiences for students. | In physical terms, this resource is designed to be disposable and temporary. | ||
| This would be a great textbook to use in a classroom setting. | ||||||
| Technical Standards | This curriculum goes above and beyond meeting all the technical standards, ensures student data privacy is safeguarded, and can be easily installed or accessed without technical assistance. Licensing information is clearly stated in the description. | This curriculum meets all the requirements of federal and state laws and accepted technical standards. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, student data privacy, and software and web access restrictions are adequately described and noted, and allow error free installation or access and use without purchasing additional components. | This curriculum is limited by specifications requiring additional materials, technical assistance, hardware, software, or infrastructure. Student data privacy could be at risk. Resources within the curriculum end after a trial period. | The curriculum requires additional technical assistance, hardware, software, or infrastructure. Student data privacy is at risk. | ||
| It completely meets all the technical standards. | ||||||
| Adaptability | This material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. This resource can be customized for the needs of diverse learners. | This material is currently adaptable for a teacher or student to use in a limited instructional setting across a few content areas. This resource can be utilized by diverse learners (not customizable). | Instructional materials in this resource have some features that are adaptable for students in at least one content area. The material has limited options to address the needs of diverse learners. | This material is not adaptable or easily incorporated into various educational settings or with various diverse learners. | ||
| The textbook is set up for classroom educating. I could do activities, group work, and assessments with the information given. | ||||||
Culture of Learning and Belonging
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and can be used by all students regardless of gender, race, ethnicity, or disability. It is free from advertising, e-commerce, or political interest and is in compliance with the law and community standards. This material also focuses on shared identity, is free from discrimination, and is inclusive of the unique characteristics & cultural differences of students in Utah. The material does not support stereotyping of character traits, including hard work ethic. This material supports civic and character education (R277-328., 53G-10-206., 53E-4-204.1., 53G-10-204., 53G-10-202(4).) | This material does not promote e-commerce or political agenda. The material may be interpreted as neutral with no bias but does not actively promote civic and character education (53G-10-204.) However, it may contain some aspects of shared identity, unique characteristics, or cultural awareness. | This material may be interpreted as biased or promoting e-commerce or political agenda or may be considered to regard or treat some groups unfairly. The material does not support civic and character education (53G-10-204.) and does not focus on shared identity or cultural awareness. | This material has elements that do not comply with the Utah State Code. This material is biased and favors a point of view that may be distracting to the educational experience of students. | ||
| I agreed with all of this, but my question is when they talk about Gender they don't talk about how people are now choosing their gender. I know it's not in the Standards, but Jodi Parker really emphasized that in a conference once that I went too. | ||||||
| Cultural Awareness | This item has not been graded. | |||||
| Inclusive Tools | This item has not been graded. | |||||
| Localizing and Common Values | This item has not been graded. | |||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807