HEALTH EDUCATION
8th Grade
The health education framework is based on (a) health literacy as defined in the National Health Education
Standards, (b) the ten content areas of health instruction as recognized by the Centers for Disease Control and
Prevention and the National Health Education Standards document, and (c) the six dimensions of health identified by
the Joint Committee on National Health Education Standards. The organizational structure of the document is by grade
and the ten content areas, with the six dimensions of health integrated into standards. Within each of the ten content
areas, specific content standards are identified.
Standards are identified for each grade and grouped under the following ten content areas:
Community Health
Consumer Health
Environmental Health
Family Health
Personal Health
Mental and Emotional Health
Nutrition
Injury Prevention and Safety
Prevention and Control of Disease
Substance Use and Abuse
Classroom instruction in Grade 8 focuses on providing students with opportunities to practice effective
interpersonal communication skills to enhance relationships. The curriculum also reinforces peer pressure resistance
skills that decrease adolescent health risks. Health behaviors and their consequences, influences of heredity on health,
and cultural differences that affect health behaviors receive emphasis. Additional learning opportunities include
participation in authentic health-related activities that encourage students to accept responsibility for individual and
community health.
The State Department of Education recommends that Health be taught at least 60 minutes weekly for the entire
year or the equivalent thereof.
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COURSE CONTENT
Subject HEALTH EDUCATION
Grade Grade 8
Text: Holt Decisions for Health: Level Blue June 2007
CS CONTENT STANDARD RESOURCES / INSTRUCTIONAL Pacing Date Taught
STRATEGIES and/or ACTIVITIES Guide
FIRST NINE WEEKS
1 Apply health advocacy strategies. SE: pp. 12-21, 24-27, 32-37, 62-71,
Examples: writing and recording public service 86-89, 96-101, 134-135, 138-139,
announcements for school or community broadcasts, 160-163, 214-215, 515-525, 542-
writing letters to editors of local newspapers, implementing 545, 551-553
a school improvement project
2 Locate accurate health information for personal use. SE: pp. 12-13, 18-21, 48-49, 96-101,
Examples: cancer prevention- American Cancer Society; 134-135, 166-167, 184-185, 208-
Heart health – American Heart Association; 209, 220-221, 225, 310, 381, 389,
Respiratory health – American Lung Association; 398-401, 420-425, 459, 469, 492-
Good mental health – school counselor, pediatrician 493, 510-527, 542-545, 548-549,
551, 568-569
3 Identify how public laws protect the environment. SE: pp. 542-545, 548-553
Examples: imposing fines to eliminate dumping of trash,
enforcing laws to limit access to aquifers
SECOND NINE WEEKS
4 Recognize cultural influences that impact health behaviors. SE: pp. 28-31, 46, 190, 202, 268-
Examples: family perceptions of trust in health occupa- 271, 273, 283, 300, 306-307
tions, family perceptions of healthy body image, societal
expectations of remaining abstinent until married
5 Analyze how environment and personal health are SE: pp. 8-11, 90-93, 340-343, 360-
interrelated. 363, 365, 464-474, 530-553, 562
Example: avoiding dark and isolated areas at night to reduce
risk of personal injury
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CS CONTENT STANDARD RESOURCES / INSTRUCTIONAL Pacing Date Taught
STRATEGIES and/or ACTIVITIES Guide
6 Explain the impact of personal health behaviors on the SE: pp. 4-7, 12-21, 56-59, 70-71, 76-
functioning of body systems. 81, 90-95, 100-103, 106-139,
Examples: effects of sexual behavior on the reproductive 146-149, 158-159, 164, 166-167,
system, effects of smoking on the respiratory system, 210-215, 221, 225, 340-351, 364-
effects of exposure to sun on development of abnormal 365, 370-373, 376-377, 386-391,
cellular changes in the skin 396-397, 400, 402-403, 406-417,
424-425, 430-433, 437, 442-451,
458-459, 464-477, 480-483, 486-
501, 518-525, 558, 565
THIRD NINE WEEKS
7 Develop a positive personal health behavior plan. SE: pp. 7, 12-18, 20-21, 34-41, 46-
47, 62-69, 134-135, 146-147,
150-157, 165, 196-199, 210-211,
252-255, 360-363, 384-385, 418-
419, 448-449, 480-485, 488-489
8 Identify barriers to effective communication about health SE: pp. 12-17, 42-43, 83, 262-265,
issues. 290-293, 309, 324, 356-359,
Examples: fear, embarrassment, lack of vocabulary, 383-383, 515, 522-523
limited access to health professionals
9 Apply decision-making skills to improve a personal SE: pp. 24-41, 46-49, 196-199, 213,
health behavior. 280-281, 360-363, 365– 367, 384-
385, 391-393, 418-419, 425, 509-
511
FOURTH NINE WEEKS
10 Assess the consequences of poor nutrition. SE: pp. 188-199, 204-215, 456-459,
Examples: increased risk for heart disease, obesity, 462-463, 469
cancer; delayed development and disability; fatigue; poor
academic performance; osteoporosis
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CS CONTENT STANDARD RESOURCES / INSTRUCTIONAL Pacing Date Taught
STRATEGIES and/or ACTIVITIES Guide
11 Practice behaviors that prevent injury. SE: pp. 14-17, 96-99, 101, 158-165,
Example: wearing protective eyewear when mowing 178-182, 310-311, 318-321, 360-
grass, using seat belts in a car, using a bicycle helmet, 363, 384-385, 420-423, 442, 448-
handling flammable materials properly, using equipment 449, 480-505, 558, 561-567
safely, following recommended procedures for severe
weather conditions
12 Describe the physical, social, and emotional effects of SE: pp. 220, 224, 280-281, 442-447
different types of sexually transmitted infections.
Examples: sterility, death, or disability of fetus;
cognitive impairment
13 Identify the short- and long-term effects of using alcohol SE: pp. 340-351, 370-381, 386-
and other drugs, including legal and illegal substances. 391, 402-417, 424-427
Examples: arrest and conviction, loss of privileges and
rights, accidents, injuries, disability, death
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