| Common Curriculum Goals |
Content Standards |
Benchmark 3
(Grade 8) |
HealthTeacher Lesson Plan |
| Health Skills |
| Demonstrate ability to use health skills, to obtain and interpret health information, to manage personal behaviors and to advocate for healthy and safety issues. |
Accessing Information
Demonstrate ability to access valid health and safety related information. |
Access home, school and community resources to meet specific health and safety needs. |
Accessing Community Health Resources |
Self-Management
Demonstrate self-management skills necessary to practice health-enhancing behaviors and reduce health risks. |
Use strategies that promote health and prevent unsafe situations. |
Safety on Motorized Vehicles |
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Water Safety |
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Using Public Transportation Safely |
Analyzing Influences
Demonstrate ability to analyze influences of culture, media, technology and other factors on health. |
Analyze influences on health and well-being (e.g., culture, family, media, technology, peers, body image, emotions, and physical and social environments). |
Positive Influences |
Interpersonal Communication
Demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. |
Demonstrate effective communication, peer resistance, assertiveness and conflict resolution skills. |
Styles of Communication |
Goal Setting
Demonstrate ability to use goal setting skills to enhance health and safety. |
Use a goal setting model to set short- and long-term goals for healthy living. |
Looking to My Future |
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Looking at Barriers |
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Food Guide Pyramid |
Decision Making
Demonstrate ability to use decision making skills to enhance health and safety. |
Use a decision making model that will enhance health and well-being. |
Making Healthful Decisions about Tobacco |
Advocacy
Demonstrate the ability to advocate for personal, family and community health and safety. |
Advocate to self, peers, family and community members, the benefits of health and safety enhancing practices. |
Reducing Health Risks |
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Your Air- Your Health |
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Living Longer through Labels |
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Abstinence |
| Alcohol, Drug and Other Drug Use Prevention |
| Demonstrate interpersonal communication, analyzing influences, and advocacy skills while understanding the impact of drug prevention. |
Explain the impact of alcohol, tobacco and other drug use on health and well-being. |
Describe the benefits of a tobacco and drug-free environment. |
Unsafe in Any Form |
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Be Smart- Don't Start! |
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It Makes No Cents |
| Demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. |
Demonstrate refusal skills around the use of alcohol, tobacco, inhalant and other drug use. |
Marijuana and THC |
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No Call for Alcohol |
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Saying the Right Thing |
| Demonstrate ability to analyze influences of culture, media, technology and other factors on health. |
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The Persuaders - Looking at Alcohol and Other Drug Ads |
| Demonstrate the ability to advocate for personal, family and community health and safety. |
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Accessing Community Health Resources |
| Prevention and Control of Disease |
| Demonstrate self-management and advocacy skills while understanding the relationships among health behavior and prevention of disease. |
Explain the relationship between positive and negative health behaviors and prevention of illness, disease and premature death. |
Describe personal health care practices that prevent the spread of communicable disease including HIV/AIDS and Hepatitis B and C. |
Preventing STD/HIV |
| Demonstrate self-management skills necessary to practice health-enhancing behaviors and reduce health risks. |
Demonstrate personal health care practices that prevent the spread of communicable disease. |
Primary Prevention (Universal Prevention) |
| Demonstrate the ability to advocate for personal, family and community health and safety. |
Advocate for personal health practices that prevent the spread of HIV/AIDS and Hepatitis B and C. |
Abstinence |
| Promotion of Healthy Eating |
| Demonstrate self-management, analyzing influences, goal setting and advocacy skills while understanding the components of healthy eating. |
Explain the components of a balanced diet and their importance to growth and wellness. |
Explain the importance of variety and moderation in food selection and consumption. |
Putting It All Together- Planning a Healthy Menu |
| Demonstrate self-management skills necessary to practice health-enhancing behaviors and reduce health risks. |
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Putting It All Together- Planning a Healthy Menu |
| Demonstrate ability to analyze influences of culture, media, technology and other factors on health. |
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Why Do We Eat What We Eat? |
| Demonstrate ability to use goal setting skills to enhance health and safety. |
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Physical Activity and Food: The Connection |
| Demonstrate the ability to advocate for personal, family and community health and safety. |
Track progress toward achieving a short-term personal goal related to variety and moderation within healthy eating. |
Food Guide Pyramid |
| Promotion of Mental, Social, and Emotional Health |
| Demonstrate accessing information and interpersonal communication skills while understanding the components of mental, social and emotional health. |
Explain the key components of mental, social and emotional health. |
Identify how emotions change during adolescence. |
Changing Minds |
| Demonstrate ability to access valid health and safety related information. |
Identify school, home and community resources for mental and emotional health concerns. |
Getting Help with Feelings |
| Demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. |
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Styles of Communication |
| Promotion of Sexual Health |
| Demonstrate accessing information, interpersonal communication and decision making skills while understanding the components of sexual health. |
Explain the key components to sexual health and their relationship to lifetime health and wellness. |
Identify possible short- and long-term consequences of sexual activity, including what it means to be responsible for the results of one's decisions. |
Looking at Barriers |
| Demonstrate ability to access valid health and safety related information. |
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It's OK to Say No |
| Demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. |
Practice effective communication skills to refuse sexual pressures and communicate the consequences of sexual activity. |
It's OK to Say No |
| Demonstrate ability to use decision making skills to enhance health and safety. |
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Abstinence |
| Unintentional Injury Prevention |
| Demonstrate accessing information, self-management, interpersonal communication, goal setting and decision making skills while understanding the components of injury prevention. |
Explain how to prevent dangerous or risky behaviors that might lead to personal injury and how to respond to potentially unsafe situations at home, at school and in the community. |
Explain ways to reduce risk of injuries while traveling to and from school and in the community. |
Using Public Transportation Safely |
| Demonstrate ability to access valid health related information. |
Identify rules and laws intended to prevent injuries. |
Safety on Motorized Vehicles |
| Demonstrate self-management skills necessary to practice health-enhancing behaviors and reduce health risks. |
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Avoiding Conflicts |
| Demonstrate ability to use interpersonal communication skills (verbal and non-verbal) to enhance health and safety. |
Demonstrate personal responsibility to follow safety related rules. |
Water Safety |
| Demonstrate ability to use goal setting skills to enhance health and safety. |
| Demonstrate ability to use decision making skills to enhance health and safety. |
Use the decision making process to use safety practices in and around motorized vehicles. |
Safety on Motorized Vehicles |
| Violence and Suicide Prevention |
| Demonstrate self-management, analyzing influences and advocacy skills while understanding individual, community and societal factors that prevent, reduce and/or contribute to violence and suicide. |
Explain individual, community and societal factors that prevent, reduce and/or contribute to violence and suicide. |
Explain how violence, aggression, bullying and harassment effects health and safety. |
Avoiding Gangs and Bullies |
| Demonstrate self-management skills necessary to practice health-enhancing behaviors and reduce health risks. |
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Feeling Positive about Yourself |
| Demonstrate ability to analyze influences of culture, media, technology and other factors on health. |
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Positive Influences |
| Demonstrate the ability to advocate for personal, family and community health and safety. |
Design an advocacy campaign for preventing violence, aggression, bullying and harassment. |
Avoiding Gangs and Bullies |
