CPALMS Logo Generated on 9/18/2025 at 12:19 AM
The webpage this document was printed/exported from can be found at the following URL:
https://www.cpalms.org/PreviewAccessPoint/Preview/14105
Describe how the perception of common social norms may influence healthy and unhealthy behaviors, such as sexual abstinence, prescription-drug use, and marijuana use.
Access Point #: HE.8.C.2.In.h (Archived Access Point)
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • HE.8.C.2.8: Explain how the perceptions of norms influence healthy and unhealthy behaviors.
Access Point Information
Number:
HE.8.C.2.In.h
Category:
Independent
Standard:
Internal and External Influence - Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. : 
Access Point Courses
  • M/J Health Grade 8 Year (#0800020): The purpose of this course is to provide students with the opportunity to gain the knowledge and skills necessary to become health literate and practice responsible behaviors that promote a healthy lifestyle. This course also includes content necessary for optimal development of adolescents such as resiliency education: civic and character education and life skills education as well as substance use and abuse prevention.  

    The content should include, but is not limited to, the following:

    • Injury Prevention and Safety
    • Internet Safety
    • Nutrition
    • Personal Health
    • Prevention and Control of Disease
    • Substance Use and Abuse Prevention
    • Awareness of the Benefits of Abstinence
    • Prevention of Teen Dating Violence
    • Resiliency Education
    • Prevention of Child Trafficking
  • M/J Health & Career Planning Grade 8 Year (#0800025):
  • M/J Health Grade 8 Semester (#0800050): The purpose of this course is to provide students with the opportunity to gain the knowledge and skills necessary to become health literate and practice responsible behaviors that promote a healthy lifestyle. This course also includes content necessary for optimal development of adolescents such as resiliency education: civic and character education and life skills education as well as substance use and abuse prevention. 

    The content should include, but is not limited to, the following:

    • Injury Prevention and Safety
    • Internet Safety
    • Nutrition
    • Personal Health
    • Prevention and Control of Disease
    • Substance Use and Abuse Prevention
    • Awareness of the Benefits of Abstinence
    • Prevention of Teen Dating Violence
    • Resiliency Education
    • Prevention of Child Trafficking
  • M/J Access Health: 6-8 (#7820020):
  • M/J Peer Counseling 2 (#1400010):
  • M/J Wellness Education Grade 8 (#1508080): This semester-long Wellness Education course is designed for 8th grade students, the purpose of which is to further develop the knowledge, skills and values to enhance healthy behaviors that influence lifestyle choices and student health and fitness.  Students will realize the full benefit of this course when it is taught with an integral approach.

    Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards:

    This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.

    English Language Development (ELD) Standards Special Notes Section:

    Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: {{AzureStorageLink}}/uploads/docs/standards/eld/si.pdf.

     

  • M/J Peers as Partners in Learning (#1400025): This course is designed to provide reciprocal academic and social benefits to students with disabilities and their peers without disabilities.  Students enrolled in the course will learn and apply knowledge and skilled practices in the areas of academic engagement, communication, social barriers, leadership, problem solving, and other disability-related topics such as historical perspectives, inclusion, Universal Design for Learning, person-first language, presumed competence, equitable services for students with disabilities, and media representation of diverse people.

    The content and concepts should include, but not be limited to, the following:

    • Know and understand the legal and human rights of people with disabilities and their families.
    • Understand and apply the concepts of confidentiality and self-determination.
    • Understand historical events and aspects of disability and their influence on current attitudes, beliefs, and practices.
    • Build awareness and understanding, through research and communication, of disability rights issues in the local community and beyond.
    • Apply methods for problem-solving and advocacy (including self-advocacy for students with disabilities).
    • Apply knowledge and strategies to promote learning for people with disabilities, in inclusive settings, through academic, communication, physical and social supports.
    • Facilitate meaningful peer relationships in and out of school.
    • Understand and facilitate team and cooperative learning skills among all students.
    • Contribute to the concept of civic responsibility by researching and communicating information about equitable services in a democratic society.
    • Design and implement one or more projects to demonstrate knowledge, understanding, and application of course content and concepts.
    • Assess and evaluate the impact of course efforts on self and others.

    This course should be taught using the appropriate standards/benchmarks for the grade.