Name |
Description |
HE.68.R.1.1: | Demonstrate the ability to respond with empathy in a variety of contexts and situations.Clarifications: Clarification 1: Instruction includes identifying others’ feelings, perspectives, circumstances, experiences, and active listening. | |
HE.68.R.1.3: | Identify sources of relational conflicts and healthy approaches to conflict resolutions. |
HE.68.R.2.9: | Identify healthy responses to negative peer pressure. |
HE.7.CEH.1.2: | Describe community health problems and concerns common to adolescents.Clarifications:
Clarification 1: Instruction includes community health problems may include teen dating violence and teen pregnancy. Clarification 2: Instruction includes human trafficking awareness and prevention.
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HE.7.CEH.2.2: | Evaluate how changes in social norms impact healthy and unhealthy behavior.Clarifications: Clarification 1: Instruction includes impact of substance abuse, including secondhand smoke or driving/operating under the influence. | |
HE.7.CEH.2.3: | Evaluate how media/social media influences peer and community health behaviors.Clarifications:
Clarification 1: Instruction includes social media platforms influencing health behaviors and practices. Clarification 2: Instruction includes permanency of sharing materials online.
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Examples: Example: Music lyrics that encourage risky health behaviors, vaping and tobacco ads targeting younger populations, body image influence on social media. | |
HE.7.CEH.3.2: | Explain how injury or illness stemming from unhealthy or risky behaviors impacts the community.Clarifications:
Clarification 1: Instruction includes how increased community illnesses burdens local resources, such as healthcare and workforce. Clarification 2: Instruction includes the impact of death, illness, or injury of a community member.
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HE.7.CEH.4.2: | Articulate a position on a health-related issue and support it with accurate health information.
Examples: Example: Health-enhancing positions may include tobacco and vaping laws, zero-tolerance policies, and bullying rules. | |
HE.7.CH.1.1: | Explain how appropriate health care can promote personal health.Clarifications: Clarification 1: Instruction includes having a health action plan or provider to contact when help is needed. |
Examples: Example: Asthma action plan, registered dietitian to plan healthy meals, doctor to prescribe medicine. | |
HE.7.CH.2.1: | Analyze ways consumer health messages can target different audiences through internet and social media sources.Clarifications: Clarification 1: Instruction includes how organizations/companies use a variety of public service announcements, celebrities, social media posts, and platforms. | |
HE.7.CH.2.3: | Evaluate the influence of technology in locating valid health information.Clarifications: Clarification 1: Instruction includes evaluation of a variety of health websites, apps, health devices, and organizations to receive information. | |
HE.7.CH.3.1: | Analyze the validity of health information, products, and services.Clarifications: Clarification 1: Instruction includes reviewing a variety of resources including advertisements, health-claim articles, and personal claims. | |
HE.7.PHC.1.1: | Explain how physical, mental, social, and intellectual dimensions of health are interrelated.Clarifications:
Clarification 1: Instruction includes mental stress that may arise from exam season at school. Clarification 2: Instruction includes mental stress leading to physical illness. Clarification 3: Instruction includes peer relationship conflict leading to decreased self-esteem.
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HE.7.PHC.1.2: | Classify infectious diseases and their modes of transmission to the human body.
Examples: Example: Malaria and Zika through mosquitoes, transmission of viruses through sharing of personal items, human immunodeficiency virus. | |
HE.7.PHC.1.4: | Differentiate among professional health services that may be required.Clarifications:
Clarification 1: Instruction includes difference between dentist vs. orthodontist. Clarification 2: Instruction includes difference between family physician vs. specialist.
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HE.7.PHC.2.2: | Analyze how environmental factors affect personal health.Clarifications:
Clarification 1: Instruction includes safe food handling practices to avoid foodborne illnesses. Clarification 2: Instruction includes appropriate home heating and cooling, air, and water quality.
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HE.7.PHC.2.3: | Analyze how friends and peers influence the health of adolescents.Clarifications: Clarification 1: Instruction includes how friends and peers can influence self-confidence, behaviors, and relationships. |
Examples: Example: Teen dating violence and abuse. | |
HE.7.PHC.2.4: | Analyze how family and cultural changes influence the health of adolescents.Clarifications:
Clarification 1: Instruction includes family communication behaviors. Clarification 2: Instruction includes smoking in home and alcohol consumption by family members.
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HE.7.PHC.2.5: | Describe how personal health choices can affect hereditary risk factors.Clarifications: Clarification 1: Instruction includes healthy choices that reduce the impact of hereditary diseases such as sickle cell disease, diabetes, and acne. | |
HE.7.PHC.2.6: | Analyze personal beliefs as they relate to health practices.Clarifications:
Clarification 1: Instruction includes weight management through physical activity. Clarification 2: Instruction includes disease prevention through hand washing. Clarification 3: Instruction includes knowing when sharing personal information is safe and secure.
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HE.7.PHC.2.7: | Explain the influence of personal values, attitudes, and beliefs about individual health practices and behaviors.Clarifications: Clarification 1: Instruction includes how a healthy level of self-respect deters unhealthy choices and behaviors. | |
HE.7.PHC.3.1: | Predict when health-related situations require the application of a thoughtful decision-making process.
Examples: Example: Riding in a vehicle with underage drivers, drug use, determining whether a relationship is healthy or not. | |
HE.7.PHC.3.2: | Select healthy alternatives over unhealthy alternatives when making a decision.
Examples: Example: Prescription drug use, using safety equipment, selecting nutritious food, internet safety, managing stress. | |
HE.7.PHC.3.4: | Predict the short and long-term consequences of engaging in health-risk behaviors.Clarifications:
Clarification 1: Instruction includes risky behaviors such as driving under the influence. Clarification 2: Instruction includes poor health maintenance such as lack of exercise and poor diet. Clarification 3: Instruction includes consequences of teenage pregnancy.
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HE.7.PHC.3.5: | Devise an individual goal (short or long term) to adopt, maintain, or improve a personal health practice.Clarifications:
Clarification 1: Instruction includes participation in organized activities/sports. Clarification 2: Instruction includes safety habits, internet use and safety, and conflict resolution.
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HE.7.PHC.3.6: | Explain strategies and skills needed to assess progress and maintenance of a personal health goal.Clarifications:
Clarification 1: Instruction includes journaling, daily checklists, and rewarding milestones. Clarification 2: Instruction includes use of pedometers, monitoring healthy food intake, and identification of groups for support.
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HE.7.PHC.3.7: | Compare and contrast the effects of healthy and unhealthy behaviors on personal health.
Examples: Example: Smoking vs. nonsmoking, fast food vs. well-balanced diet. | |
HE.7.PHC.3.8: | Describe ways one can reduce or prevent injuries and adolescent health problems.Clarifications: Clarification 1: Instruction includes helmet use, seat belt use, pedestrian safety, unsupervised handling of firearms, and proper use of over-the-counter medications. | |
HE.7.PHC.3.9: | Practice behaviors that will maintain or improve personal health and reduce health risks, including reproductive health.Clarifications:
Clarification 1: Instruction includes refusal skills, problem solving, and engaging in respectful relationships. Clarification 2: Instruction includes engaging or reengaging abstinence.
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HE.7.PHC.4.1: | Articulate ways to request access to healthy products, services, and environments.Clarifications: Clarification 1: Instruction includes appropriate communication to a trusted adult that products or services are needed. |
Examples: Example: Accessing first aid, band-aids, hygiene products, counseling services, smoke free environments, healthy food options. | |
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.
Clarifications: 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.
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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.
Clarifications: 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.
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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.
Clarifications: 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.
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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.
Clarifications: 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.
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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.
Clarifications: 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.
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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.
Clarifications: 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.
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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.
Clarifications: 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.
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ELA.K12.EE.1.1: | Cite evidence to explain and justify reasoning.Clarifications: 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.
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ELA.K12.EE.2.1: | Read and comprehend grade-level complex texts proficiently.Clarifications: See Text Complexity for grade-level complexity bands and a text complexity rubric. | |
ELA.K12.EE.3.1: | Make inferences to support comprehension.Clarifications: 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.Clarifications: 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.
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ELA.K12.EE.5.1: | Use the accepted rules governing a specific format to create quality work.Clarifications: 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.Clarifications: 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 Notes
All benchmarks related to the prevention and control of disease are appropriate for the grade and age of the students and reflective of current theory, knowledge and practice, as outlined in Section 1003.46, Florida Statutes.
Provisions in Section 1003.42(5), Florida Statutes, allow any student whose parent makes written request to the school principal to be exempted from instruction related to reproductive health or any disease, including HIV/AIDS, its symptoms, development and treatment. Each school district shall, on the district’s website homepage, notify parents of this right and the process to request an exemption.
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. To access Mathematics Resources please visit B.E.S.T Mathematics Resources (fldoe.org).
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.