*(Benchmark examples listed within parenthesis are neither prescriptive nor limiting.)
|HE.7.B.3.1:|| Analyze the validity of health information, products, and services.|
Advertisements, health-claim articles, personal-care product claims, and tobacco-use information, internet searches, store visits, newspaper use, phonebook search, and personal call to sources for information.
|HE.7.B.3.3:|| Compare a variety of technologies to gather health information.|
WebMD vs. Wikipedia, home blood pressure/thermometer vs. physician’s office equipment, and mobile diagnostic imaging vs. hospital MRI.
|HE.7.B.3.4:|| Differentiate among professional health services that may be required.|
Dentist vs. orthodontist, family physician vs. specialist, and school guidance counselor vs. psychologist.
|HE.7.B.4.1:|| Apply effective communication skills when interacting with others to enhance health.|
Clear and concise words, nonverbal language, discussion, "I" messages, and assertive vs. passive or aggressive communication.
|HE.7.B.4.2:|| Demonstrate refusal, negotiation, and collaboration skills to enhance health and reduce health risks.|
Working together, compromise, direct statement, peer mediation, personal boundaries, and reflective listening.
|HE.7.B.4.3:|| Articulate the possible causes of conflict among youth in schools and communities.|
Ethnic prejudice and diversity, substance use, group dynamics, relationship issues/dating violence, gossip/rumors, and sexual identity.
|HE.7.B.4.4:|| Demonstrate how to ask for assistance to enhance the health of self and others.|
“I” messages, ask on behalf of a friend, written request, riding in a vehicle with someone who is intoxicated, and bullying.
|HE.7.B.5.2:|| Select healthy alternatives over unhealthy alternatives when making a decision.|
Proper prescription-drug use, using safety equipment, Internet safety, and managing stress.
|HE.7.B.5.4:|| Determine when individual or collaborative decision-making is appropriate.|
Over-the-counter drug use, harassment, gang involvement; and can the outcome result in harm or loss of life?
|HE.7.B.5.5:|| Predict the short and long-term consequences of engaging in health-risk behaviors.|
Driving under the influence, lack of exercise, and poor diet.
|HE.7.B.6.1:|| Analyze personal beliefs as they relate to health practices.|
Weight management through physical activity, disease prevention through hand washing, sharing personal information, and abstinence.
|HE.7.B.6.2:|| Devise an individual goal (short or long term) to adopt, maintain, or improve a personal health practice.|
Participation in organized activities/sports, eating breakfast, safety habits, computer use/safety, and conflict resolution.
|HE.7.B.6.3:|| Explain strategies and skills needed to assess progress and maintenance of a personal health goal.|
Journaling, daily checklists, calorie counting, use of pedometers, participation in support groups, and rewarding milestones.
|HE.7.C.1.1:|| Compare and contrast the effects of healthy and unhealthy behaviors on personal health, including reproductive health.|
Teen pregnancy, caloric balance, time management, and conflict resolution.
|HE.7.C.1.2:|| Explain how physical, mental/emotional, social, and intellectual dimensions of health are interrelated.|
Stress/exams, self-esteem/body weight, emotional stress/illness, and interpersonal relationships/peer refusal.
|HE.7.C.1.3:|| Analyze how environmental factors affect personal health.|
Food refrigeration, appropriate home heating and cooling, air/water quality, and garbage/trash collection.
|HE.7.C.1.4:|| Describe ways to reduce or prevent injuries and adolescent health problems.|
Helmet use, seat-belt use, pedestrian safety, unsupervised handling of firearms, and proper use of over-the-counter medications.
|HE.7.C.1.5:|| Classify infectious agents and their modes of transmission to the human body.|
HIV by sexual transmission and/or shared needles, Lyme disease by vectors, and staphylococcus by direct/indirect contact.
|HE.7.C.1.6:|| Explain how appropriate health care can promote personal health.|
Registered dietitian to plan healthy meals, asthma action plan, and immunization.
|HE.7.C.1.7:|| Describe how heredity can affect personal health.|
Sickle-cell anemia, diabetes, and acne.
|HE.7.C.1.8:|| Explain the likelihood of injury or illness if engaging in unhealthy/risky behaviors.|
Abuse of over-the-counter medications, sexually transmitted diseases and sexually transmitted infections from sexual relationships, injury, or death from unsupervised handling of firearms, and physical/emotional injury, or impact from abusive dating partner.
|HE.7.C.2.1:|| Examine how family health behaviors influence health of adolescents.|
Family meals together, smoking in home, alcohol consumption by family members, and mental illness in the family.
|HE.7.C.2.2:|| Examine how peers may influence the health behaviors of adolescents.|
Modeling self-confidence, trying new food, prejudices, modeling unhealthy/violent behavior, and pressure to smoke and drink.
|HE.7.C.2.3:|| Examine how the school and community may influence the health behaviors of adolescents.|
Gun-lock promotion, fire/tornado drills, school dress codes, banning gang items, and food choices in school.
|HE.7.C.2.5:|| Analyze how messages from media influence health behaviors.|
Sports figures promoting fast food, provocative images in film/print advertisements; coolness/appeal of smoking; and dangerous, life- threatening stunts.
|HE.7.C.2.6:|| Evaluate the influence of technology in locating valid health information.|
Specific health sites to acquire valid health information: CDC, NIH, NIDA, and local health organizations; and Internet and cell phone apps.
|HE.7.C.2.7:|| Determine how cultural changes related to health beliefs and behaviors impact personal health.|
Americanization of fast food across the globe; infant feeding, breast vs. bottle; prevalence of diabetes; cell- phone use; and timeliness of emergency response.
|HE.7.C.2.8:|| Evaluate how changes in social norms impact healthy and unhealthy behavior.|
Secondhand smoke, menu items at restaurants, anti-bullying behavior, and social norms that justify/promote violence.
|HE.7.C.2.9:|| Explain the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.|
Social conformity, social status/appearance, experimentation with drugs, food relationships, and spirituality.
|HE.7.P.7.1:|| Examine the importance of assuming responsibility for personal-health behaviors.|
Physical activity, eating habits, stress management, quality of life, sexual behaviors, and adequate sleep.
|HE.7.P.7.2:|| Experiment with behaviors that will maintain or improve personal health and reduce health risks.|
Peer-refusal skills, problem-solving skills, and engaging in respectful equality-based relationships.
|HE.7.P.8.1:|| Utilize the influence of others to promote positive health choices.|
Seeking help from school support staff, practicing conflict resolution, and making wise consumer purchases.
|HE.7.P.8.2:|| Articulate a position on a health-related issue and support it with accurate health information.|
Bullying prevention, Internet safety, and nutritional choices.
|HE.7.P.8.3:|| Work cooperatively to advocate for healthy individuals, peers, and families.|
Assist with or conduct needs assessments, write advocacy letters, and volunteer at information kiosks.
|HE.7.P.8.4:|| Analyze ways health messages can target different audiences.|
Print media, broadcast media, billboards, and Internet resources.
|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.7.RI.1.3:||Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).|
|LAFS.7.RI.3.8:||Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.|
|LAFS.7.SL.1.1:|| Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
|LAFS.7.SL.2.6:||Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.|
|LAFS.7.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.|
|MAFS.7.SP.1.1:||Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.|
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: 0800015||
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 7Y|
|Course Type: Elective Course||Course Level: 2|
|Course Status: Course Approved|
|Grade Level(s): 6,7,8|
| Health Education (Secondary Grades 7-12)|
| Health (Elementary and Secondary Grades K-12)|