Grade Standard or Content Evidence Assessment Notes for Teachers Level from Standard 4 Use food labels to Use of food labels to Use the food labels for Teachers prepare and determine nutrient and determine nutrient and these foods to help you provide students with sugar content. 4.3.2.N sugar content. find out how much sugar actual food labels from a is in each food. Fill in the diverse group of foods. chart with the amount of They also provide a sugar in each food. chart in which students record their findings regarding the amount of sugar in each food. 7–8 Identify trusted adults to Identification of trusted Who are the adults on Collection of this report to if people are in adults to report to if campus who are trusted evidence may include danger of hurting people are in danger of and you can tell if people some varying responses themselves or others. hurting themselves or are in danger of hurting based on student others. themselves or others? relationships and knowledge. Identify local resources Identification of local What resources The students may want 9–12 concerning reproductive resources concerning (organizations, people, to compile a list of local and sexual health, FDA-approved or other forms of resources from the including all contraceptives. information) in our information they have community can you gathered and distribute it contraceptives, HIV/STD access to learn more in class. (STI) testing, and about FDA-approved medical care. contraceptives? Box 1: Accessing Valid and Reliable Information Online Finding valid and trusted information for personal health products and services.
Grade Level Standard or Content from Standard Evidence Assessment Notes for Teachers 4 Use food labels to determine nutrient and sugar content. 4.3.2.N Use of food labels to determine nutrient and sugar content. Use the food labels for these foods to help you find out how much sugar is in each food. Fill in the chart with the amount of sugar in each food. Teachers prepare and provide students with actual food labels from a diverse group of foods. They also provide a chart in which students record their findings regarding the amount of sugar in each food. 7–8 Identify trusted adults to report to if people are in danger of hurting themselves or others. Identification of trusted adults to report to if people are in danger of hurting themselves or others. Who are the adults on campus who are trusted and you can tell if people are in danger of hurting themselves or others? Collection of this evidence may include some varying responses based on student relationships and knowledge. 9–12 Identify local resources concerning reproductive and sexual health, including all contraceptives, HIV/STD (STI) testing, and medical care. Identification of local resources concerning FDA-approved contraceptives. What resources (organizations, people, or other forms of information) in our community can you access to learn more about FDA-approved contraceptives? The students may want to compile a list of local resources from the information they have gathered and distribute it in class. Box 1: Accessing Valid and Reliable Information Online Finding valid and trusted information for personal health products and services.
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