M/J Health Grade 8 Year (#0800020) 

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Course Standards

*(Benchmark examples listed within parenthesis are neither prescriptive nor limiting.)

Name Description
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.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.


Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
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 become healthy, productive citizens. This comprehensive course focuses on the development of positive life-long knowledge, attitudes, and behaviors, which promote an active and healthy lifestyle.

The content should include, but is not limited to:
  • Mental and emotional health (personal health care, screenings, counseling, negotiation skills, bullying, coping skills 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 (cultures, daily routines and rules)
  • Personal health (risk reduction behaviors, communication skills, social relationships, wellness, 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, media, abuse and violence)
Special Notes - 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:
  1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
  2. Making close reading and rereading of texts central to lessons.
  3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4. Requiring students to support answers with evidence from the text.
  5. 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.

The 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.

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: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

General Information

Course Number: 0800020 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 GR 8Y
Course Attributes:
  • Florida Standards Course
Course Type: Elective Course Course Level: 2
Course Status: State Board Approved
Grade Level(s): 8

Educator Certifications

Health Education (Secondary Grades 7-12)
Health (Elementary and Secondary Grades K-12)

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