Colleen A. Thoma, PhD

Teacher's Manual

 Teacher's Manual

Self-Determination

The Self-Determined Learning Model of Instruction

Examples

Assessment

Evaluation

Lesson Plan Resources

Self-Determination and Standards of Learning

 

SOLS Tied to Self-Determination Skills for Middle School

Math | Science | History | English

 

Math

6.8       The student will solve multistep consumer-application problems involving fractions and decimals and present data and conclusions in paragraphs, tables, or graphs. Planning a budget will be included.

8.3       The student will solve practical problems involving rational numbers, percents, ratios, and proportions.  Problems will be of varying complexities and will involve real-life data, such as finding a discount and discount prices and balancing a checkbook.

  • solve practical problems using rational numbers (whole numbers, fractions, decimals) 

    and percents; and

  • solve consumer–application problems involving tips, discounts, sales tax, and

simple interest

    • The student will analyze problem situations, including games of chance, board   games, or grading scales, and make predictions, using knowledge of probability.

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Science

LS.13   The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key concepts include

  • the role of DNA;
  • the function of genes and chromosomes;
  • genotypes and phenotypes;
  • factors affecting the expression of traits;
  • characteristics that can and cannot be inherited;
  • genetic engineering and its applications; and

historical contributions and significance of discoveries related to genetics.

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Health

6.1      The student will apply critical thinking skills and personal management strategies to address issues and concerns related to personal health and well-being. Key concepts/skills include

  • the importance of significant friends or adult mentors;
  • the relationship between self-image and gang-related behaviors;
  • the effects of environmental influences on personal health;
  • refusal strategies related to alcohol, tobacco, and other drugs;
  • prevention of communicable and noncommunicable diseases.

6.2      The student will use knowledge of the body’s structure and function to make sound decisions related to personal health. Key concepts/skills include

  • relationships of dietary guidelines to eating habits;
  • the interconnection of the body systems;
  • the effects of disease on the functions of the body;
  • the relationship of drugs, alcohol, tobacco, and inhalants to body functioning.

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6.3      The student will describe the connections between mental and physical development as they relate to adolescence. Key concepts/skills include

  • the effects of stress;
  • respect for individual differences;
  • positive and negative responses to criticism;
  • the effects of peer pressure;
  • issues related to body image and weight management.

6.4      The student will analyze the consequences of personal choices on health and well-being. Key concepts/skills include

  • the connection between self-image and personal success;
  • the importance of accepting responsibility for personal actions;
  • the use of resistance skills to avoid violence, gangs, weapons, and drugs;
  • identification of risk behaviors;
  • strategies for preventing and responding to injuries.

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6.5      The student will demonstrate injury prevention and management skills to promote personal and family health. Key concepts/skills include

  • safety habits in vehicles and public areas;
  • first aid and safety practices;
  • strategies to avoid accidents;
  • the need for and use of protective gear;
  • awareness of behaviors that can result in violent acts.

6.6      The student will access and analyze information for the purpose of improving personal and family health. Key concepts/skills include

  • assessment of personal and family wellness;
  • recognition of the persuasive tactics used by various types of media;
  • interpretation of the contraindications for prescription drugs and over-the-counter medicines.

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6.7      The student will evaluate the benefits of becoming a positive role model within the family and the community. Key concepts/skills include

  • involvement in community and family projects;
  • development of increased leadership-role participation;
  • development of peer mediation techniques;
  • demonstrate respect for the opinions and beliefs of other individuals;

respect for rules and regulations.

7.1       The student will use knowledge of health concepts to make decisions related to personal safety and wellness. Key concepts/skills include

  • alternatives to gang-related behaviors and acts of violence;
  • recognition of harmful and risky behaviors;
  • the benefits of stress management;
  • strategies for coping with disappointment;
  • factors that affect school success;
  • the impact of difficult family situations;
  • development of interpersonal relationships.

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7.2      The student will describe and exhibit the behaviors associated with a physically active and healthy lifestyle. Key concepts/skills include

  • the effects of dietary habits on daily performance;
  • the importance of participating in recreational and leisure activities;
  • strategies for avoiding drugs, alcohol, tobacco, and inhalants;
  • the health benefits of regular physical activity and fitness;
  • the impact of sleep and rest on physical and mental performance.

7.3      The student will investigate and analyze the various factors that guide an individual’s decisions about health and well-being. Key concepts/skills include

  • the types of advertising techniques used to influence adolescents’ decisions;
  • the validity of information from different resources;
  • family practices and customs.

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7.4      The student will describe how family and community priorities influence an individual’s ability to reduce diseases and other health problems. Key concepts/skills include

  • the relationship of social and environmental factors to individual and community health;
  • the financial resources in the community dedicated to benefiting health programs;
  • the community’s support of health services and partnerships;
  • the community’s support of recreational and leisure activities.

7.5      The student will work cooperatively with others to support and promote healthy schools, families, and communities. Key concepts/skills include

  • implementation of appropriate health practices and behaviors;
  • appropriate methods of expressing opinions on health issues;
  • the benefits of community service.

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8.1      The student will analyze and evaluate the relationship between health-risk behaviors and the onset of health problems that can impact health and well-being during the adolescent years. Key concepts/skills include

  • the pathogenic, genetic, age, cultural, environmental, and behavioral factors that influence the degree of risk for contracting specific diseases;
  • the roles of preventative health measures, immunization, and treatment in disease prevention;
  • the short- and long-term health issues related to alcohol abuse and tobacco use;
  • the impact of failing to recognize issues related to emotional and mental health;
  • the health risks associated with feelings of immortality;
  • the consequences of involvement in potentially dangerous situations;
  • the results of a sedentary lifestyle;
  • the risk factors associated with communicable and noncommunicable diseases.

8.2      The student will apply health concepts and skills to the management of personal and family health. Key concepts/skills include

  • the risks associated with gang-related activities;
  • the benefits of using resistance, problem-solving, and decision-making skills for resolving health issues;
  • the importance of developing relationships that are positive and promote wellness;
  • the benefits of developing and implementing short- and long-term health and fitness goals that are achievable and purposeful.

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8.3      The student will make choices that demonstrate an understanding of the relationship among dietary habits and emotional and physical health. Key concepts/skills include

  • causes and effects of compulsive behaviors such as eating disorders;
  • the relationship between personal health and cognitive performance.

8.4      The student will interpret and evaluate how health information, products, services, and agencies are targeted to impact adolescents. Key concepts/skills include

  • a personal system for reviewing appropriateness of print, audiovisual, and electronic media images;
  • the influence of multiple media resources on personal choices;

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  • consumer rights related to health products and services.

8.5      The student will investigate and evaluate ways in which peers, families, and other community groups can work together to build a safe and healthy community. Key concepts/skills include

  • methods used to reduce health hazards and risks;
  • the health risks associated with yielding to peer pressure;
  • the similarities among practices associated with healthy environments;
  • opportunities for community service.

English

6.1       The student will analyze oral participation in small-group activities.

  • Communicate as leader and contributor.
  • Evaluate own contributions to discussions.
  • Summarize and evaluate group activities.
  • Analyze the effectiveness of participant interactions.

6.2       The student will listen critically and express opinions in oral presentations.

  • Distinguish between fact and opinion.
  • Compare and contrast viewpoints.
  • Present a convincing argument.
  • Paraphrase what is heard.
  • Summarize what is heard.
  • Use grammatically correct language and vocabulary appropriate to audience, topic, and purpose.

7.1       The student will give and seek information in conversations, in group discussions, and in oral presentations.

  • Use oral vocabulary and style appropriate for listeners.
  • Communicate ideas and information orally in an organized and succinct manner.
  • Ask probing questions to seek elaboration and clarification of ideas.
  • Make supportive statements to communicate agreement with or acceptance of others’ ideas.
  • Use grammatically correct language and vocabulary appropriate to audience, topic, and purpose.

7.2       The student will identify the relationship between a speaker’s verbal and nonverbal messages.

  • Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice.
  • Use nonverbal communication skills, such as eye contact, posture, and gestures.
  • Compare/contrast a speaker’s verbal and nonverbal messages.

7.3       The student will describe persuasive messages in nonprint media, including television, radio, and video.

  • Identify persuasive technique used.
  • Distinguish between fact and opinion.
  • Describe how word choice conveys viewpoint.

8.1       The student will use interviewing techniques to gain information.

  • Prepare and ask relevant questions for the interview.
  • Make notes of responses.
  • Compile and report responses.
  • Evaluate the effectiveness of the interview.

8.2       The student will develop and deliver oral presentations in groups and individually.

  • Choose topic and purpose appropriate to the audience.
  • Choose vocabulary and tone appropriate to the audience, topic, and purpose.
  • Use appropriate verbal and nonverbal presentation skills.
  • Respond to audience questions and comments.
  • Use grammatically correct language.
  • Critique oral presentations.

8.3       The student will analyze mass media messages.

  • Evaluate the persuasive technique being used.
  • Describe the possible cause-effect relationships between mass media coverage and public opinion trends.
  • Evaluate sources, including advertisements, editorials, and feature stories, for relationships between intent and factual content.