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Long Descriptions for Chapter One

Long descriptions for complex figures and tables in Chapter One of the Health Education Framework for California Public Schools, Kindergarten through Grade Twelve.

Title: The CDC’s Whole School, Whole Community, and Whole Child Model

This image portrays the collaborative and comprehensive approach to school health envisioned by the Whole School, Whole Community, and Whole Child model. The image consists of several concentric circles.

In the center of the image is a star with the figure inside of a child striking an active pose to indicate good health and wellbeing.

In the green band, the first circle from the center, are the words “Healthy,” “Safe,” “Engaged,” “Supported,” and “Challenged,” which are components of an effective educational environment that supports the whole child.

The words in the white band, the second circle from the center, are “Coordinating Policy, Process, and Practice,” which are necessary elements of the collaboration, and “Improving Learning and Improving Health”, which are the goals of the collaboration.

The words in the blue band, the third circle from the center, are the components that provide the full range of learning and health support systems to each child, in each school, and in each community: “Health Education,” Physical Education and Physical Activity,” “Nutrition Environment and Services,” “Health Services,” “Counseling, Psychological, and Social Services,” “Social and Emotional Climate,” “Physical Environment,” “Employee Wellness,” “Family Engagement,” and “Community Involvement.”

The word in the yellow outer edge of the image is “Community” to emphasize the role of the community in supporting the whole child.

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Title: The Eight Overarching Health Content Standards for K–12

Eight circles form a larger circle around the small circle. Arrows from the small circle in the center point to each of the eight circles. The small circle in the center has the words “Healthy Behaviors and Health Literacy.”

From the top moving clockwise, the eight circles are labeled as follows: “1. Essential Health Concepts,” “2. Analyzing Health Influences,” “3. Accessing Valid Health Information,” “4. Interpersonal Communications,” “5. Decision Making,” “6. Goal Setting,” 7. Practicing Health Enhancing Behaviors,” and “8. Health Promotion.”

Return to Chapter 1 (DOCX)

Title: How to Read the Health Education Standards

There are two elements in the graphic.

The first element of this graphic is a small rectangle with the words “Grade Two” superimposed over the image of the seal of the State Board of Education. Under this element are two examples of how the health education standards are presented in CDE documents.

The examples in the second element who how the standards appear in the Health Education Standards document (example one) and the Health Education Framework (example two). Both examples are for grade two standards in the Nutrition and Physical Activity content area under the overarching standard of Essential Concepts.

The first example has the words “Nutrition and Physical Activity” as its heading. Under the heading are the words “Standard 1: Essential Concepts,” which is the overarching standard being addressed. Under the overarching standard are two standards: “1.1.N Classify various foods into appropriate food groups.” and “1.2.N Identify the number of servings of food from each food group that a child needs daily.” To the right of this wording are two ovals. The green oval has the words “Content Area” and an arrow pointing to the words “Nutrition and Physical Activity.” The purple oval has the words “Overarching Standard” with an arrow pointing to the words “Standard 1: Essential Concepts.”

The second example has the words “Example in framework text” as its heading. Under the heading is a sentence: “Students will be able to identify the number of servings of food from each food group that a child need daily (2.1.2.N).” A red oval under the sentence has the words “Grade Level” and an arrow pointing to the first number in the parenthesis. A blue oval under the sentence has the word “Standard” and an arrow pointing to the third number in the parenthesis. The same green and purple ovals used in the first example are also used in this example. The green oval has the words “Content Area” and an arrow pointing to the letter “N” in the parenthesis. The “N” is a notation meaning the standard is one from the Nutrition and Physical Activity content area. The purple oval has the words “Overarching Standard” with an arrow pointing to the middle number in the parenthesis.

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Title: Standard-Based Instructional Design Process

This figure indicates the order of the steps in a standards-based instructional design process. At the top left is a rectangle with the words “Select a Standard” indicating it is the first step in the design process. Under that rectangle is an arrow connecting the first step to eight rectangles arranged in a circle. Each of these rectangles represents a step in the design process. There is an arrow between each of the eight rectangles indicating movement in a clockwise direction from one step in the design process to the next step. In clockwise order, the words on the eight rectangles, the steps in the design process, are: “Determine evidence of learning,” “Select assessment tool,” “Plan instruction,” “Create learning opportunities,” “Deliver effective instruction,” “Assess student learning,” Evaluate assessment data,” and “Move on or Reteach.”

There are two additional arrows in the image. One arrow extends from the rectangle with the words “Move on or Reteach” to the rectangle with the words “Select a Standard” to indicate the next step in the instructional design process if the students have learned the content or skills taught. The second arrow connects the rectangle with the words “Move on or Reteach” to the rectangle with the words “Plan instruction” to indicate the next step on the instructional design process if reteaching is necessary.

Return to Chapter 1 (DOCX)


Questions:   Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881
Last Reviewed: Wednesday, April 25, 2018
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