Middle School Health
Course Description:
This course will help the student understand the importance of making decisions that will affect his or her physical, emotional, mental and social health. This course will provide students with the knowledge and resources they will need to make responsible informed decisions about their health. Students will have an opportunity to evaluate their own values, opinions and attitudes about health.
Course Details:
| Course Title (District): | Middle School Health | ||||||||||
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| Course Title (NCES SCED) : | Health Education | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Accelerate Education | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | Michigan Grade Level Content Expectations | ||||||||||
| Alignment Document : | https://docs.google.com/document/d/1DTammuK0U_ODm-vgmPQnDt0UeXO29EpGkFapsCTjwUI/edit?usp=sharing | ||||||||||
| Academic Terms : | Semester, Open Entry / Fixed End | ||||||||||
| NCES SCED Code : 08051 |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
|---|---|
| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Explain the terms “health” and “wellness.” and identify skills that will help you stay healthy.
- Identify good sources of health information in print, in person, in mass media, and on the Internet and how to use reliable health information.
- Define “mental health.” and “self-concept” and identify ways to build a positive self-concept.
- Identify what a healthy relationship looks like, how peer pressure can be positive or negative and ways to deal with negative peer pressure.
- Define “nutrition” and explain why food choices are important and the functions of common nutrients in the body.
- Identify appropriate serving sizes for each food group and explain healthy ways to maintain an appropriate weight.
- Explain the benefits of physical activity and ways to increase a person’s level of physical and list the health risks of being sedentary.
- Identify communicable diseases, how they are spread, and identify the body’s defenses against disease.
- Identify causes of noncommunicable diseases and ways to avoid or control them.
- Explain how alcohol, tobacco, and other drugs affect a person’s physical and mental health.
- Identify the physical, social, mental, and emotional changes that typically occur during adolescence and describe common physical and intellectual developmental differences.
- Describe how environmental pollution can affect health and ways people can help protect the air, water, and land from pollution.
Additional Cost Description:
None
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | All Michigan Virtual course offerings contain a quick access widget on class homepages displaying the instructor's name, photograph, contact information, office hours, and personalized messages. Additionally, instructors post a welcome letter for students in their Getting Started module describing further biographical and professional information. |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | Michigan Virtual Student Orientation to Online Learning lesson content, linked in the Getting Started module common to all course offerings, describes in detail expectations and responsibilities for learners as well as for their instructors. Additionally, the course quick links located on the class homepage includes a link to Michigan Virtual policies, including policies for academic integrity, acceptable use, accommodations and web accessibility guidelines, anti-bullying, terms and conditions for dropping a course, student privacy, and purchasing terms and conditions. |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. It is the responsibility of schools or parents/guardians enrolling their students to provide them with the necessary hardware and internet access. However, if the course requires additional software downloads, then this information is provided to students within the technology requirements description and/or in additional guidance located in the Getting Started module of the course. |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. Additionally, the course quick links menu located on the class homepage includes a link to Getting Help, detailing who to contact for various common needs, a link to the online Knowledge Base articles maintained by Michigan Virtual, and contact information for the Michigan Virtual Customer Care Center. |
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met | All Michigan Virtual students complete the Student Orientation to Online Learning module, containing introductory lessons and four assessments, prior to beginning their other coursework. Additionally, all courses include as their first activity an introductory discussion board as an opportunity to engage with the instructor and other classmates. |
| Rating | Comments | |
|---|---|---|
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | |
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Fully Met | The current alignment document for the course aligns with the MDE Health Education Standards. They are measurable and describe what students should be able to demonstrate. |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Fully Met | Michigan Virtual provides a pacing guide to students. Point values are located in the Brightspace grade book and listed in the lesson assignment |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Fully Met | An up-to-date alignment document has been created by Michigan Virtual for the course that aligns with MDE Common Core standards. |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Fully Met | Michigan Virtual courses provide an additional resources section for supplemental resources |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | Pictures included throughout the course depict a multicultural approach. |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Partially Met | Information including sex education/HIV/AIDS would be beneficial to add to meet state standards. Eliminating some content such as, but not limited to environmental pollution and developmental disabilities. In addition, increasing the depth of material covered already covered such as alcohol, tobacco, and other drugs. |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | No advertisements appear in the course as there are limited links/videos to click on. |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met | The course provides teacher resources with rubrics, syllabus and pacing guide |
| Rating | Comments | |
|---|---|---|
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | The content reads as age appropriate |
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Partially Met | The course provides teacher resources with rubrics, syllabus and pacing guide |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | Course assignments and learning activities match with objectives stated at the beginning of each Unit. |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | Course navigation is simple and easy to follow. Each lesson is set up in exactly the same way, All external links appear to be working properly. |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | All Michigan Virtual students complete the Student Orientation to Online Learning module, containing introductory lessons and four assessments, prior to beginning their other coursework. Additionally, all courses include as their first activity an introductory discussion board as an opportunity to engage with the instructor and other classmates. |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | The content reads as age appropriate |
| C7. The online course provides regular opportunities for learner-learner interaction. | Not Met | There is only one opportunity for learner-to-learner interaction through the introductory discussion in unit 1. |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Partially Met | There are limited teacher-learner interaction through basic teacher feedback on assignments. |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Fully Met | There is a consistent flow of material presented to students. Assignments match the objectives and a variety of different assessment options to check for understanding are included. |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Fully Met | There is an alignment document included in the course stating each type of assessment as it relates to the learning objectives. |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | Each lesson is set up the same way. Assessments include at least one critical thinking question similar to ones you would see in a textbook, a worksheet/activity, and a quiz for each lesson (multiple choice/true and false). In addition, a unit-level quiz with multiple choice and short answer questions. |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Fully Met | Each lesson has at least one knowledge check question for student practice. Although, to improve the course there could be more built-in practice opportunities |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | Each lesson is set up the same way. Assessments include at least one critical thinking question similar to ones you would see in a textbook, a worksheet/activity, and a quiz for each lesson (multiple choice/true and false). In addition, a unit-level quiz with multiple choice and short answer questions. |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Fully Met | Rubrics are provided in the assignment section of each lesson. Directions/instruction are provided for all assignments in the lesson as stated "Your work on this assignment will be evaluated according to the following rubric" |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | Rubrics are provided in the assignment section of each lesson. Directions/instruction are provided for all assignments in the lesson as stated "Your work on this assignment will be evaluated according to the following rubric" |
| E2. The online course design facilitates readability.* | Fully Met | The course reads like a textbook with consistent headings and paragraphs. |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Partially Met | There appears to be no Alt text or descriptions for pictures within the course. There is a toolbar with the ability to highlight text, have text read, etc.. but very difficult to find. A student would need to click exactly on the top to navigate this multimedia tool as it is not visible. |
| E4. Course multimedia facilitate ease of use.* | Fully Met | All course materials are easy to use and operate |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. Copyright is listed as well. |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Fully Met | Student data within Michigan Virtual's learning management system are password-protected and require single sign-on from a secure student information system in full compliance with FERPA requirements. |
| F2. The online course tools support the learning objectives or competencies.* | Fully Met | Basic LMS tools are used to submit assignments within the course. |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Partially Met | Instructor role permissions within Michigan Virtual's learning management system permit instructors to add supplemental content and external resources both within lessons and announcements. Additionally, the learning management system permits online accommodations including text-to-speech tools, extended testing time, provision of multiple attempts, and scoring exemptions for extenuating circumstances. Course content is desgined, however, to meet state and national content standards alignment and provide a guaranteed and viable curriculum to all enrolled learners, and therefore there are restrictions on instructor permissions to modify the scope and sequence of course assessments. |
| F4. The course allows instructors to control the release of content.* | Partially Met | Michigan Virtual provides for flexible pacing and asynchronous delivery of its online course offerings. In order to maximize these opportunities for personalized learner preferences and flexibility concerning frequency or timing of individual learner availability or participation in courses during academic terms, with few exceptions, all course content is made available at all times throughout the term, and generally only midterm or final exams are password protected. Conditional release of content is intentionally avoided or used sparingly within Michigan Virtual course design and instructional delivery models. |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met | Michigan Virtual ensures that the gradebook items are pre-populated in its course offerings, and the association of grade items with individual assessments, and the inclusion of grade categories, progress check calculations, and total point scoring established prior to the enrollment of learners. |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | Michigan Virtual regularly examines enrollment trends, student performance data, student completion rates, student responses to end-of-course surveys, and technical support requests to continuously examine the quality and effectiveness of individual course offerings. |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | All Michigan Virtual course offerings offered by third party content providers undergo formal evaluation and review for their degree of alignment to course design and content standards, including the currency of content where appropriate. |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met | Michigan Virtual maintains a continuous cycle of monitoring course functionality through multiple support ticketing systems for internal and external users, annual reviews of performance and perception data, as well as a 3 to 5 year cycle of updating, replacing, or retiring course versions in an effort to maintain currency. |
Review Conducted By: Michigan Virtual
Date of Review:
08/22/2022
Module 1: What are Health and Wellness?
Module 2: Caring for Your Own Mental Health
Module 3: What is Nutrition?
Module 4: Physical Activity
Module 5: Preventing Disease
Module 6: Human Growth and Development
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 01/17/2025 | 01/03/2025 | 05/23/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 01/24/2025 | 01/10/2025 | 05/30/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 01/31/2025 | 01/17/2025 | 06/06/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/07/2025 | 01/24/2025 | 06/13/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/14/2025 | 01/31/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/21/2025 | 02/07/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/28/2025 | 02/14/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 03/07/2025 | 02/21/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 03/14/2025 | 02/28/2025 | 06/20/2025 | 100 | $350 | |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 03/21/2025 | 03/07/2025 | 06/20/2025 | 100 | $350 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 23-24 | 15 | 11 | 73.33% | |
| 22-23 | 50 | 33 | 66.0% |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/