M/J Health Grade 6 Semester and Career Planning (#0800035) 

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Course Standards

Name Description
HE.6.B.3.1: Examine the validity of health information, and determine the cost of health products, and services.
Advertisements, Internet, infomercials, articles, flyers, diet supplements, generic vs. name brand, individual fitness plan vs. gym membership, and private lessons vs. recreational play.
HE.6.B.3.3: Investigate a variety of technologies to gather health information.
Thermometer, television, Internet, audio books, and technology tools.
HE.6.B.3.4: Describe situations when professional health services may be required.
Injuries, influenza, depression, substance use and abuse, child abuse, and domestic violence.
HE.6.B.4.1: Determine strategies to improve effective verbal- and nonverbal-communication skills to enhance health.
Role playing, short stories, and open-ended scenarios.
HE.6.B.4.2: Practice refusal skills and negotiation skills to reduce health risks.
Assertiveness, compromising, and use of "I" messages.
HE.6.B.4.3: Demonstrate effective conflict-management and/or resolution strategies.
Talk to an adult, anger management, and conflict mediation.
HE.6.B.4.4: Compile ways to ask for assistance to enhance the health of self and others.
Verbalize, write, and ask others for help.
HE.6.B.5.1: Investigate health-related situations that require the application of a thoughtful decision-making process.
Peer pressure, exposure to unsupervised firearms, and tobacco use.
HE.6.B.5.2: Choose healthy alternatives over unhealthy alternatives when making a decision.
Not smoking, limiting sedentary activity, and practicing good character.
HE.6.B.5.3: Specify the potential outcomes of each option when making a health-related decision.
Physical, social, emotional, financial, and legal consequences, and emergency preparedness.
HE.6.B.5.4: Distinguish between the need for individual or collaborative decision-making.
Consider the severity of the situation, consider personal skills, and consider when someone is a danger to self or others.
HE.6.B.5.5: Predict the potential outcomes of a health-related decision.
Prescription drug use/abuse, eating disorders, depression, and sexual behavior.
HE.6.B.6.1: Use various methods to measure personal health status.
BMI, surveys, heart-rate monitors, pedometer, blood-pressure cuff, and stress-management techniques.
HE.6.B.6.2: Develop an individual goal to adopt, maintain, or improve a personal health practice.
Physical activity, eating habits, safety habits, computer use/safety, bullying-prevention skills, and personal hygiene.
HE.6.B.6.3: Determine strategies and skills needed to attain a personal health goal.
Journaling, daily checklists, calorie counting, use of pedometers, participation in support groups, and injury-prevention measures.
HE.6.B.6.4: Monitor progress toward attaining a personal health goal.
Checklist, diary, log, computer software, and websites.
HE.6.C.1.2: Describe how the physical, mental/emotional, social, and intellectual dimensions of health are interrelated.
Nutrition/mental alertness, interpersonal conflicts/emotional stress, sleep/physical stamina, and hunger/solving problems.
HE.6.C.1.3: Identify environmental factors that affect personal health.
Air and water quality, availability of sidewalks, contaminated food, and road hazards.
HE.6.C.1.4: Identify health problems and concerns common to adolescents including reproductive development.
Acne, eating disorders, suicide/depression, and puberty.
HE.6.C.1.5: Explain how body systems are impacted by hereditary factors and infectious agents.
Cystic fibrosis affects respiratory and a digestive system, sickle-cell anemia affects the circulatory system, and influenza affects the respiratory system.
HE.6.C.1.6: Examine how appropriate health care can promote personal health.
Orthodontia, substance-abuse misuse prevention, hearing and vision screening, and prevention of communicable diseases.
HE.6.C.1.7: Recognize how heredity can affect personal health.
Risk factors for diseases such as heart disease or cancers, poor vision, and allergies/asthma.
HE.6.C.1.8: Examine the likelihood of injury or illness if engaging in unhealthy/risky behaviors.
Obesity related to poor nutrition and inactivity, cancer and chronic lung disease related to tobacco use, injuries caused from failure to use seat restraint, and sexually transmitted diseases caused by sexual activity.
HE.6.C.2.1: Examine how family influences the health of adolescents.
Controls for media viewing and social networking, consistent family rules, family's diet and physical activity, and family modeling relationship behaviors.
HE.6.C.2.2: Examine how peers influence the health of adolescents.
Conflict resolution skills, reproductive-health misinformation, and spreading rumors.
HE.6.C.2.3: Identify the impact of health information conveyed to students by the school and community.
First-aid education program, refusal-skills practice, and healthy body composition: BMI.
HE.6.C.2.4: Investigate school and public health policies that influence health promotion and disease prevention.
Fitness reports for students, school zone speeding laws, school district wellness policies, and helmet laws.
HE.6.C.2.5: Examine how media influences peer and community health behaviors.
Derogatory lyrics in music, anti-drug PSAs, sports beverage commercials, and Internet safety.
HE.6.C.2.6: Propose ways that technology can influence peer and community health behaviors.
Internet social media/networking sites, heart-rate monitors, and cross-walk signals.
HE.6.C.2.7: Investigate cultural changes related to health beliefs and behaviors.
School breakfast programs, fast- food menus, and nutritional guidelines for snack machines, fitness programs, and school wellness programs.
HE.6.C.2.8: Determine how social norms may impact healthy and unhealthy behavior.
Alcohol, tobacco and inhalant-use, bullying behaviors, and walking/biking vs. riding in a vehicle to a close location.
HE.6.C.2.9: Identify the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.
Curiosity, interests, fears, likes, and dislikes.
HE.6.P.7.1: Explain the importance of assuming responsibility for personal-health behaviors.
Medical/dental checkups, resisting peer pressure, and healthy relationships.
HE.6.P.7.2: Write about healthy practices and behaviors that will maintain or improve personal health and reduce health risks.
Hygiene, healthy relationship skills, sleep, fitness, influences of advertising, internet safety, and avoidance of substance abuse including inhalants.
HE.6.P.8.1: Practice how to influence and support others when making positive health choices.
Encourage others to read food labels, promote physical activity, encourage practice of universal precautions, and leading by example.
HE.6.P.8.2: State a health-enhancing position on a topic and support it with accurate information.
Tobacco laws, zero-tolerance policies, drinking laws, and bullying laws.
HE.6.P.8.3: Work cooperatively to advocate for healthy individuals, families, and schools.
Media campaigns, posters, skits, and PSAs.
HE.6.P.8.4: Identify ways health messages and communication techniques can be targeted for different audiences.
Surveys, advertisements, music, and clothing.
LAFS.6.RI.3.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
LAFS.6.SL.2.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
LAFS.6.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
  1. Introduce claim(s) and organize the reasons and evidence clearly.
  2. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
  3. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
  4. Establish and maintain a formal style.
  5. Provide a concluding statement or section that follows from the argument presented.
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.
MAFS.6.SP.1.1: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
MAFS.6.SP.1.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
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 lifestyle and healthy living. This course focuses on the comprehensive health issues core to the optimal development of adolescents.†

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

  • 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)

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.

Instructional Practices

Teaching from a well-written, grade-level textbook enhances studentsí 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).

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

General Information

Course Number: 0800035 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 6S CP
Course Attributes:
  • Florida Standards Course
Course Type: Elective Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 6

Educator Certifications

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

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