Course StandardsThe following standards focus on yearly instruction to ensure that students gain adequate exposure to health information and practices. Students advancing through the grades are expected to meet each year’s grade specific benchmarks and retain or further develop skills and understandings mastered in preceding grades.
|HE.8.B.3.1:|| Analyze valid and reliable health services and the cost of products.|
Current research and news/standard practice; prescriptions and generic vs. store brand/name brand; over-the-counter medicines, energy, vitamins, nutritional supplements/foods, skin-care products, nutritional supplements, and healthcare providers.
|HE.8.B.3.2:|| Analyze the accessibility, validity, and reliability of products and services that enhance home, school, and community health.|
Reliability of advertisements, articles, infomercials, and web-based products; health department; community agencies; and prescribed medications vs. over-the-counter.
|HE.8.B.3.3:|| Recommend a variety of technologies to gather health information.|
Glucose monitor, MRI, EKG, CAT-scan, scales [BMI], pedometer, Internet, and cell phone applications.
|HE.8.B.3.4:|| Determine situations when specific professional health services or providers may be required.|
Head injuries, infections, depression, and abuse.
|HE.8.B.4.1:|| Illustrate skills necessary for effective communication with family, peers, and others to enhance health.|
Refusal skills, nonverbal communication, asking questions, “I" messages, assertiveness, negotiation, and making requests.
|HE.8.B.4.3:|| Examine the possible causes of conflict among youth in schools and communities.|
Relationships, territory, jealousy, and gossip/rumors.
|HE.8.B.4.4:|| Compare and contrast ways to ask for and offer assistance to enhance the health of self and others.|
Compare responses, passive vs. assertive, written vs. spoken, and anonymous vs. face-to-face.
|HE.8.B.5.1:|| Determine when health-related situations require the application of a thoughtful prepared plan of action.|
Consumption of alcohol, sexual situations, use of marijuana, prescription-drug abuse, and dating violence.
|HE.8.B.5.2:|| Categorize healthy and unhealthy alternatives to health-related issues or problems.|
(Alcohol consumption, sleep requirements, physical activity, and time management.)
|HE.8.B.5.3:|| Compile the potential outcomes of each option when making a health-related decision.|
Consequences: injury, addiction, and legal, social, sexual, and financial.
|HE.8.B.5.4:|| Distinguish when individual or collaborative decision-making is appropriate.|
Pressure to consume alcohol, self-injury, weight management, sexual activity, and mental-health issues.
|HE.8.B.5.5:|| Evaluate the outcomes of a health-related decision.|
Addiction from alcohol consumption, brain damage from inhalant use, pregnancy from sexual activity, and weight management from proper nutrition.
|HE.8.B.6.1:|| Assess personal health practices.|
Physical activity, sleep habits, interpersonal skills, risky behaviors, and injury prevention.
|HE.8.B.6.2:|| Design an individual goal to adopt, maintain, or improve a personal health practice.|
Physical activity, eating habits, cyber bullying, social relationships, and sleep habits.
|HE.8.B.6.3:|| Apply strategies and skills needed to attain a personal health goal.|
Physical activity, nutrition modification, and anger management.
|HE.8.B.6.4:|| Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.|
Weight reduction, cost of healthier food, availability of exercise equipment, and general health.
|HE.8.C.1.2:|| Analyze the interrelationship between healthy/unhealthy behaviors and the dimensions of health: physical, mental/emotional, social, and intellectual.|
Sleep/studying for tests, road rage/vehicular crashes, bullying/depression, and healthy relationships/emotional health.
|HE.8.C.1.3:|| Predict how environmental factors affect personal health.|
Heat index, air/water quality, street lights and signs, bullying, gangs, and weapons in the community.
|HE.8.C.1.4:|| Investigate strategies to reduce or prevent injuries and other adolescent health problems.|
Recognize signs and symptoms of depression, accessing resources, abstinence to reduce sexually transmitted diseases, sexually transmitted infections, and pregnancy; places to avoid; and healthy relationship skills.
|HE.8.C.1.5:|| Identify major chronic diseases that impact human body systems.|
Cancer, hypertension and coronary artery disease, asthma, and diabetes.
|HE.8.C.1.6:|| Analyze how appropriate health care can promote personal health.|
Immunization for human papilloma virus and meningitis, sports physicals, and counseling for depression.
|HE.8.C.1.7:|| Explore how heredity and family history can affect personal health.|
Sickle-cell anemia, heart disease, diabetes, and mental health.
|HE.8.C.1.8:|| Anticipate the likelihood of injury or illness if engaging in unhealthy/risky behaviors.|
Death or injury from car crashes and underage drinking/distracted driving, injuries resulting from fighting and bullying, and respiratory infections from poor hygiene.
|HE.8.C.2.1:|| Assess the role of family health beliefs on the health of adolescents.|
Alternative medical care, family religious beliefs, and importance of physical activity.
|HE.8.C.2.2:|| Assess how the health beliefs of peers may influence adolescent health.|
Drug-use myths, perception of healthy body composition, and perceived benefits of energy drinks.
|HE.8.C.2.3:|| Analyze how the school and community may influence adolescent health.|
Drug-abuse education programs, volunteering opportunities, and availability of recreational facilities/programs.
|HE.8.C.2.4:|| Critique school and public health policies that influence health promotion and disease prevention.|
Speed-limit laws, immunization requirements, universal precautions, zero tolerance, report bullying, and cell phone/texting laws.
|HE.8.C.2.5:|| Research marketing strategies behind health-related media messages.|
Social acceptance of alcohol use, promotion of thinness as the best body type, sexual images to sell products, and normalization of violence.
|HE.8.C.2.6:|| Analyze the influence of technology on personal and family health.|
TV advertisements for unhealthy foods, volume of headphones, websites, and social marketing for health information.
|HE.8.C.2.7:|| Describe the influence of culture on health beliefs, practices, and behaviors.|
Medical procedures such as male circumcision, sexual abstinence, and prescription drug-use.
|HE.8.C.2.8:|| Explain how the perceptions of norms influence healthy and unhealthy behaviors.|
Sexual abstinence, prescription-drug use, marijuana use, and perception that certain abusive-relationship behaviors are “normal.”
|HE.8.C.2.9:|| Analyze the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.|
Social conformity, desires, and impulses.
|HE.8.P.7.1:|| Assess the importance of assuming responsibility for personal-health behaviors, including sexual behavior.|
Sexual abstinence, skin care, and drug abuse.
|HE.8.P.7.2:|| Apply healthy practices and behaviors that will maintain or improve personal health and reduce health risks.|
Participate in various physical activities, foster healthy relationships, set healthy goals, make healthy food choices, and practice Internet safety, resist negative peer pressure, get adequate sleep, and engage in respectful equality-based relationships.
|HE.8.P.8.1:|| Promote positive health choices with the influence and support of others.|
Promotion of oral health, sexual abstinence, no alcohol, tobacco, and other drug abuse.
|HE.8.P.8.2:|| Justify a health-enhancing position on a topic and support it with accurate information.|
Abstinence from unhealthy behaviors, gun-safety laws, legal- age limits, bullying laws, and zero tolerance.
|HE.8.P.8.3:|| Work cooperatively to advocate for healthy individuals, peers, families, and schools.|
Promote community initiatives; create media campaigns, peer-led prevention campaigns, and school wellness councils.
|HE.8.P.8.4:|| Evaluate ways health messages and communication techniques can be targeted for different audiences.|
Advertising, social media campaign, and health fairs.
|LAFS.68.WHST.2.6:||Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.|
|LAFS.8.RI.2.6:||Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.|
|LAFS.8.RL.1.3:||Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.|
|LAFS.8.SL.2.5:||Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.|
|LAFS.8.W.1.1:|| Write arguments to support claims with clear reasons and relevant evidence.
|LAFS.8.W.3.8:||Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
General Course Information and Notes
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 to promote healthy living. This comprehensive course focuses on making wise personal decisions and respecting and promoting the health of others.
The content should include, but is not limited to:
- Mental and emotional health (personal health care, screenings, counseling, negotiation skills, bullying, grief, loss and depression)
- Prevention and control of disease (non-communicable, sexually transmitted diseases, STDs, and HIV/AIDS)
- Consumer health (risk reduction behaviors, policies/laws, medical resources, and conflict resolution)
- Family life (risk reduction behaviors, cultures, daily routines and rules)
- Personal health (adolescence, communication skills, wellness, coping skills, social relationships and reproductive health)
- Nutrition (weight management, fitness plan, eating disorders, and BMI)
- Internet safety (security, threats, media, cyber-bullying parental controls, and monitoring)
- Injury prevention and safety (rules, bullying, water safety, weapons safety, and first aid/CPR/AED)
- Substance use and abuse (harmful effects of alcohol, tobacco, other drugs, and over-the-counter drugs)
- Community health (local health organizations, technology, resources, and services)
- Environmental health (adverse health effects, chemicals toxins and pollutants)
- Consumer health (advertising, media influence, products and services)
- Teen dating violence (dating, abuse and violence)
Instructional Practices: Teaching from a well-written, grade-level textbook enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:
- Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
- Making close reading and rereading of texts central to lessons.
- Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
- Requiring students to support answers with evidence from the text.
- Providing extensive text-based research and writing opportunities (claims and evidence).
Any student whose parent makes written request to the school principal shall be exempted from the teaching of reproductive health or any disease, including HIV/AIDS, its symptoms, development, and treatment. A student so exempted may not be penalized by reason of that exemption.
Career and Education Planning – Per section 1003.4156, Florida Statutes, the Career and Education Planning course must result in a completed, personalized academic and career plan for the student, that may be revised as the student progresses through middle and high school; must emphasize the importance of entrepreneurship and employability skills; and must include information from the Department of Economic Opportunity’s economic security report as described in Section 445.07, Florida Statutes. The required, personalized academic and career plan must inform students of high school graduation requirements, including diploma designations (Section 1003.4285, Florida Statutes); requirements for a Florida Bright Futures Scholarship; state university and Florida College System institution admission requirements; and, available opportunities to earn college credit in high school utilizing acceleration mechanisms. For additional information on the Middle School Career and Education Planning courses, visit http://www.fldoe.org/academics/college-career-planning/educators-toolkit/index.stml.
Career and Education Planning Course Standards – Students will:
1.0 Describe the influences that societal, economic, and technological changes have on employment trends and future training.
2.0 Develop skills to locate, evaluate, and interpret career information.
3.0 Identify and demonstrate processes for making short and long term goals.
4.0 Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship.
5.0 Understand the relationship between educational achievement and career choices/postsecondary options.
6.0 Identify a career cluster and related pathways through an interest assessment that match career and education goals.
7.0 Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals.
8.0 Demonstrate knowledge of technology and its application in career fields/clusters.
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: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
|Course Number: 0800025||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: Health Education > SubSubject: General >
|Abbreviated Title: M/J HEALTH/CP GR 8Y|
|Course Type: Elective Course||Course Level: 2|
|Course Status: Course Approved|
|Grade Level(s): 8|
| Health Education (Secondary Grades 7-12)|
| Health (Elementary and Secondary Grades K-12)|