Health (Grades 5–12) Subtest 2

Subarea II. Health Advocacy and Literacy

0011

Understand how to use risk appraisal, problem solving, goal setting, and decision making to enhance health.

recognizing characteristics, purposes, and functions of lifestyle assessments, health-risk assessments, and goal-setting and decision-making models
demonstrating knowledge of methods of evaluating lifestyle behaviors and health risks and the short- and long-term consequences of positive and negative health choices
identifying strategies for making health-related decisions and appropriate ways to implement decisions to reduce risks and enhance health
recognizing strategies and skills for establishing personal health goals that address strengths, needs, and areas for improvement and for monitoring progress toward personal health goals
analyzing various influences on health behaviors and strategies for promoting responsibility for making informed choices about personal, family, and community health
demonstrating the ability to apply critical-thinking, problem-solving, and decision-making techniques and skills to health issues and problems

0012

Understand methods and skills for locating, analyzing, evaluating, and selecting health-promoting information, products, and services.

recognizing types, sources, and characteristics of health-related information (e.g., health professionals, agencies, government databases)
applying knowledge of skills for researching, locating, and accessing health information, including online information
analyzing the validity and reliability of sources of health information
distinguishing among criteria and procedures for evaluating and selecting health-related products, services, and technology
identifying the characteristics and roles of health-care providers, agencies, delivery systems, and insurance systems (e.g., physicians, clinics, Medicaid)
determining appropriate criteria and techniques for evaluating and selecting health-care providers and health services

0013

Understand the influence of advertising, media, technology, and social norms on health behaviors.

recognizing ways in which advertisers attempt to influence consumer behavior and how to evaluate messages related to health products and services
analyzing ways in which various forms of media send mixed messages about body image and appearance; sexual activity; the use of tobacco, alcohol, and other drugs; and the use of violence to resolve conflicts
determining whether advertisements, promotional claims, and marketing appeals are accurate, exaggerated, or misleading
analyzing how attitudes, perceptions, and behaviors related to health are influenced by family, peers, and social norms
evaluating the impact of technology on health behaviors
recognizing the contributions of technological advances in relation to personal, family, and community health (e.g., disease prevention, food production)

0014

Understand the content and methods for developing subject-area reading skills to support students' reading and learning in health education.

demonstrating knowledge of key components and processes involved in reading and reading comprehension (e.g., print processing abilities, including decoding skills; motivation; background and discourse knowledge; how a reader's interest influences comprehension)
applying knowledge of how to use a wide range of instructional practices, approaches, methods, and curriculum materials, including electronic resources, to support subject-area reading and writing (e.g., familiarizing students with organizational structures used in print and digital texts)
recognizing the complexities involved in the development of academic language and strategies for promoting students' academic language and vocabulary development, including their knowledge of domain-specific content words
applying knowledge of strategies for facilitating students' comprehension of subject-area texts before, during, and after reading in order to develop students' reading and metacognitive abilities
applying knowledge of how to develop students' critical literacy skills by encouraging them to question texts and analyze texts from multiple viewpoints or perspectives
identifying principles, practices, and methods for matching subject-area reading materials, both print and digital, to the cognitive levels of readers in order to support their developmental, cultural, and linguistic differences (e.g., differentiating instruction to meet the needs of students with various reading proficiency levels and linguistic backgrounds)