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, 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 insure 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 and provide assistance for 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 provides assistance for students to enhance conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners from various skill levels or provide scaffolding to enhance conceptual understanding. | ||
| I feel this textbook supports and engages readers with the many assessments and concepts. | ||||||
| Navigation | This resource contains directions that are clear and understandable and are easy to navigate through. | N/A | N/A | 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. | ||||||
Accessibility
| 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, and is free from advertising, e-commerce or political interest, and is in compliance with the law and community standards. | This series or title has material that may be interpreted as bias or promoting a commercial or political agenda, or may be considered to treat some groups unfairly. | N/A | This series or title has material that is clearly 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. | ||||||
| Adaptability | Instructional materials in this resource are easily updated and adaptable for teacher and student use in individualized or group instructional settings, and are accessible for an appropriate time period to facilitate a proper learning environment for all students. | Instructional materials in this resource have some features which are adaptable and are available for an acceptable time period. | N/A | Instructional materials in this resource are not adaptable or easily incorporated into a variety of educational settings. | ||
| The textbook is set up for classroom educating. I could do activities, group work, and assessments with the information given. | ||||||
| Technical Standards | This curriculum meets the requirements of federal and state laws and accepted technical standards. 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 for error free installation and use without purchase of additional components. | N/A | N/A | This curriculum is limited by specifications that may require additional materials or technical assistance, or additional hardware, software, or infrastructure. | ||
| It completely meets all the technical standards. | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | 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 somewhat fragile in construction and provides limited tactile experiences for students. | N/A | In physical terms, this resource is designed to be disposable and temporary. | ||
| This would be a great textbook to use in a classroom setting. | ||||||
| Instructional Support | Provided materials reference numerous available supplemental resources. | Provided materials reference some available supplemental resources. | N/A | Provided materials do not refer to other supplemental resources. | ||
| The resources with the teacher addition, Spanish addition, and online resources is all beneficial to use. | ||||||
| Supplemental Resources | No criteria provided. | No criteria provided. | No criteria provided. | No criteria provided. | ||
| No criteria provided. | ||||||
| Assessments | These instructional resources contain a variety of formative and summative assessments that are aligned with core objectives, provide appropriate intervention strategies, and lead to observable performance and real-world experience. | These instructional resources contain a limited number of assessments without intervention strategies. | N/A | These instructional resources do 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. | ||||||
UTAH STATE BOARD OF EDUCATION
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Salt Lake City, UT 84111-3204
Phone: 801.538.7807