Current through Register Vol. 47, No. 12, December 20, 2021
Section LIX-519 - Grade 8 Grade-Level ExpectationsA. Standard 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health. 1. Benchmark 1-M-1-describe interrelationships among physical, intellectual, emotional and social health. a. 1-M-1.1-explain how healthy and unhealthy behaviors impact various body systems.b. 1-M-1.2-discuss research related to the impact the dimensions of health have upon each other. (class project).c. 1-M-1.3-explore the relationship of nutrients to physical, intellectual, emotional, and social health.2. Benchmark 1-M-2-describe the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death. a. 1-M-2.1-identify preventive health measures to reduce or prevent injuries and other health problems.b. 1-M-2.2-explain how HIV is and is not transmitted.c. 1-M-2.3-explain the positive aspects of abstinence.d. 1-M-2.4-analyze behaviors and situations that may result in increased risk for HIV and other sexually transmitted infections (STIs).e. 1-M-2.5-describe the relationship between one's dating partner, one's health and the prevention of harm.3. Benchmark 1-M-3-analyze high risk behaviors to determine their impact on wellness. a. 1-M-3.1-discuss how high risk behavior consequences may extend beyond self to friends, family and community.b. 1-M-3.2-describe types of violence.c. 1-M-3.3-discuss the frequency of violence, and its consequences, in social relationships.d. 1-M-3.4-analyze the impact on health of selecting foods and beverages of various caloric and nutritional value.4. Benchmark 1-M-4-use appropriate strategies to prevent/reduce risk and promote well-being. a. 1-M-4.1-identify the causes, symptoms, treatment and prevention of various diseases and disorders.b. 1-M-4.2-set personal boundaries and limits related to physical intimacy and sexual behaviors.c. 1-M-4.3-analyze situations where assertive communication and refusal skills can be used to avoid and escape risky situations.d. 1-M-4.4-log selection of food and beverages low in fat, sugar, and salt and high in nutrients when eating out and preparing meals at home.5. Benchmark 1-M-5-recognize the interrelationships among organs in the male and female reproductive systems. a. 1-M-5.1-identify basic male and female reproductive body parts and their functions.b. 1-M-5.2-analyze the role of hormones in the reproductive maturation.c. 1-M-5.3-describe the physical, social and emotional changes that occur during puberty (e.g., changes in friends, crushes/attractions, mood shifts, body hair, body odor, menstruation)B. Standard 2. Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.1. Benchmark 2-M-1-describe the influence of others on health beliefs, practices and behaviors. a. 2-M-1.1-explain how the perceptions of cultural and peer norms influence healthy and unhealthy behaviors.b. 2-M-1.2-describe how some health risk behaviors can influence the likelihood of engaging in additional unhealthy behaviors.c. 2-M-1.3-compare the roles of heredity, food selection, and activity level in weight control.d. 2-M-1.4 -recognize health care disparities of different cultures, races and ethnic groups in the community.2. Benchmark 2-M-2-analyze how media and technology influence personal and family health behaviors.a. 2-M-2.1-identify how media influence the selection of health information and products.b. 2-M-2.2-describe the ways that technology positively affects health (e.g., high-technological medical equipment).c. 2-M-2.3-analyze ways that music, television and internet influence behaviors; such as risky sexual behavior, use of tobacco and alcohol and drugs.3. Benchmark 2-M-3-explain the influence of personal values and beliefs on individual health practices and behaviors. a. 2-M-3.1-describe factors that influence personal decisions to engage in behaviors which result in intentional or unintentional consequences (e.g., homicide, drinking and driving, wearing seat belt, lack of physical activity).b. 2-M-3.2-discuss influence of values and beliefs on healthy relationships (e.g., respecting others, self-respect, positive interactions with others).C. Standard 3. Students will demonstrate the ability to access valid information and products and services to enhance health. 1. Benchmark 3-M-1 -utilize resources at home, school and community to access valid health information and services. a. 3-M-1.1 -determine the accessibility of services and products that enhance health (e.g., clinics, farmers markets).b. 3-M-1.2-differentiate accurate from inaccurate health information on varying topics (e.g., sexual health information, alcohol and drugs and tobacco use).c. 3-M-1.3-evaluate the accuracy of claims about dietary supplements and popular diets.d. 3-M-1.4-discuss a credible Internet source for health information (e.g., types of diets, energy drinks, best vegetables to eat).D. Standard 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 1. Benchmark 4-M-1-demonstrate healthy ways to express needs, wants, feelings and respect of self and others. a. 4-M-1.1-demonstrate refusal skills to avoid or reduce health risks (e.g., sexual contact, alcohol use).b. 4-M-1.2-demonstrate how to communicate clear expectations and boundaries for personal safety (e.g., refusing to ride with someone who has been drinking).c. 4-M-1.3-describe effective strategies for dealing with difficult relationships with family members, peers and boyfriends or girlfriends.d. 4-M-1.4-identify the warning signs of an abusive relationship.2. Benchmark 4-M-2 -demonstrate how to ask for assistance to enhance the health of self and others. a. 4-M-2.1-problem-solve situations with help from trusted adults and community professionals.3. Benchmark 4-M-3-demonstrate effective conflict management or resolution strategies. a. 4-M-3.1-role-play appropriate ways to respond to feedback from others.b. 4-M-3.2-justify the use of effective strategies for resolving conflict with another person in non-violent ways.c. 4-M-3.3-demonstrate the use of conflict resolution models in interpersonal conflicts.4. Benchmark 4-M-4-exhibit characteristics needed to be a responsible friend and family member. a. 4-M-4.1-describe possible outcomes of using effective communication skills in maintaining healthy family relationships.E. Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health. 1. Benchmark 5-M-1 -discuss how emotional health affects decision-making. a. 5-M-1.1-discuss the impact of stress and coping skills on decision-making.b. 5-M-1.2-demonstrate how to overcome barriers that can hinder healthy decision making.c. 5-M-1.3-analyze how decisions about food choices should be different depending on age, gender, and activity level.2. Benchmark 5-M-2-determine when health-related situations require the application of a thoughtful decision-making process. a. 5-M-2.1-analyze the positive and negative consequences of a health-related decision.b. 5-M-2.2-prepare a report on the short and long-term consequences of healthy and unhealthy choices (e.g., abstinence, sexual risk behaviors, alcohol and tobacco use, exercise and healthy eating).F. Standard 6. Students will demonstrate the ability to use goal-setting skills to enhance health. 1. Benchmark 6-M-1 -identify goals to adopt, maintain or improve a personal health practice. a. 6-M-1.1 -revise personal health goals in response to changing information, abilities, priorities, and responsibilities.G. Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 1. Benchmark 7-M-1 -demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. a. 7-M-1.1-formulate a contract for behavior change (e.g., controlling portion sizes, reading labels, implementing a physical activity plan, improving school attendance, breakfast eating, anger management, tobacco reduction or cessation, reduction in texting, and abstinence or return to abstinence).b. 7-M-1.2-chart progress toward behavior changes.c. 7-M-1.3-evaluate the results of the behavior changes.2. Benchmark 7-M-2 -demonstrate behaviors that avoid or reduce health risks to self and others. a. 7-M-2.1 -identify specific abusive behaviors in social relationships (by discussing the Power and Control Wheel).b. 7-M-2.2-discuss the Cycle of Abuse. (dynamics of an abusive relationship).c. 7-M-2.3-describe impulsive behaviors and strategies for controlling them.H. Standard 8. Students will demonstrate the ability to advocate for personal, family and community health. 1. Benchmark 8-M-1 -analyze various communication methods to accurately express health ideas and opinions. a. 8-M-1.1-identify barriers to effective communication about health issues.b. 8-M-1.2-use effective interpersonal skills to advocate for healthy behaviors with family, friends and others. (e.g., use of "I" statements, use of active listening).2. Benchmark 8-M-2 -demonstrate how to influence and support others to make positive health choices. a. 8-M-2.1-demonstrate the ability to work cooperatively when advocating for healthy individuals, families, and schools (e.g., advocate for school policy change).
La. Admin. Code tit. 28, § LIX-519Promulgated by the Department of Education, Board of Elementary and Secondary Education, LR 37:2112 (July 2011).AUTHORITY NOTE: Promulgated in accordance with R.S. 17:24.4 et seq.