Common Planner
K–12 Standards

Grade 8

Other Louisiana Health Education sets

Students will comprehend concepts related to health promotion and disease prevention to enhance health.

  • 1-M-1.

    Describe interrelationships among physical, intellectual, emotional and social health.1-M-1

    1. 1.

      Explain how healthy and unhealthy behaviors impact various body systems.1-M-1.1

    2. 2.

      Discuss research related to the impact the dimensions of health have upon each other. (class project)1-M-1.2

    3. 3.

      Explore the relationship of nutrients to physical, intellectual, emotional, and social health.1-M-1.3

  • 1-M-2.

    Describe the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death.1-M-2

    1. 1.

      Identify preventive health measures to reduce or prevent injuries and other health problems.1-M-2.1

    2. 2.

      Explain how HIV is and is not transmitted.1-M-2.2

    3. 3.

      Explain the positive aspects of abstinence.1-M-2.3

    4. 4.

      Analyze behaviors and situations that may result in increased risk for HIV and other sexually transmitted infections (STIs).1-M-2.4

    5. 5.

      Describe the relationship between one's dating partner, one's health and the prevention of harm.1-M-2.5

  • 1-M-3.

    Analyze high risk behaviors to determine their impact on wellness.1-M-3

    1. 1.

      Discuss how high risk behavior consequences may extend beyond self to friends, family and community.1-M-3.1

    2. 2.

      Describe types of violence.1-M-3.2

    3. 3.

      Discuss the frequency of violence, and its consequences, in social relationships.1-M-3.3

    4. 4.

      Analyze the impact on health of selecting foods and beverages of various caloric and nutritional value.1-M-3.4

  • 1-M-4.

    Use appropriate strategies to prevent/reduce risk and promote well-being.1-M-4

    1. 1.

      Identify the causes, symptoms, treatment and prevention of various diseases and disorders.1-M-4.1

    2. 2.

      Set personal boundaries and limits related to physical intimacy and sexual behaviors.1-M-4.2

    3. 3.

      Analyze situations where assertive communication and refusal skills can be used to avoid and escape risky situations.1-M-4.3

    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.1-M-4.4

  • 1-M-5.

    Recognize the interrelationships among organs in the male and female reproductive systems.1-M-5

    1. 1.

      Identify basic male and female reproductive body parts and their functions.1-M-5.1

    2. 2.

      Analyze the role of hormones in the reproductive maturation.1-M-5.2

    3. 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).1-M-5.3

Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

  • 2-M-1.

    Describe the influence of others on health beliefs, practices and behaviors.2-M-1

    1. 1.

      Explain how the perceptions of cultural and peer norms influence healthy and unhealthy behaviors.2-M-1.1

    2. 2.

      Describe how some health risk behaviors can influence the likelihood of engaging in additional unhealthy behaviors.2-M-1.2

    3. 3.

      Compare the roles of heredity, food selection, and activity level in weight control.2-M-1.3

    4. 4.

      Recognize health care disparities of different cultures, races and ethnic groups in the community.2-M-1.4

  • 2-M-2.

    Analyze how media and technology influence personal and family health behaviors.2-M-2

    1. 1.

      Identify how media influence the selection of health information and products.2-M-2.1

    2. 2.

      Describe the ways that technology positively affects health (e.g., high-technological medical equipment).2-M-2.2

    3. 3.

      Analyze ways that music, television and internet influence behaviors; such as risky sexual behavior, use of tobacco and alcohol and drugs.2-M-2.3

  • 2-M-3.

    Explain the influence of personal values and beliefs on individual health practices and behaviors.2-M-3

    1. 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).2-M-3.1

    2. 2.

      Discuss influence of values and beliefs on healthy relationships (e.g., respecting others, self-respect, positive interactions with others).2-M-3.2

Students will demonstrate the ability to access valid information, products and services to enhance health.

  • 3-M-1.

    Utilize resources at home, school and community to access valid health information and services.3-M-1

    1. 1.

      Determine the accessibility of services and products that enhance health (e.g., clinics, farmers markets).3-M-1.1

    2. 2.

      Differentiate accurate from inaccurate health information on varying topics (e.g., sexual health information, alcohol and drugs and tobacco use).3-M-1.2

    3. 3.

      Evaluate the accuracy of claims about dietary supplements and popular diets.3-M-1.3

    4. 4.

      Discuss a credible Internet source for health information (e.g., types of diets, energy drinks, best vegetables to eat).3-M-1.4

  • 3-H-2.

    Evaluate the validity of health information, products, and services using a variety of resources.3-H-2

    1. 1.

      Identify criteria for evaluating the validity of health claims of products in advertisements.3-H-2.1

    2. 2.

      Evaluate the validity of health claims in advertisements found in various media (e.g., websites, magazines, television).3-H-2.2

    3. 3.

      Evaluate the cost effectiveness of alternative health products.3-H-2.3

    4. 4.

      Evaluate the accuracy of sources of information on sexual health.3-H-2.4

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

  • 4-M-1.

    Demonstrate healthy ways to express needs, wants, feelings and respect of self and others.4-M-1

    1. 1.

      Demonstrate refusal skills to avoid or reduce health risks (e.g., sexual contact, alcohol use).4-M-1.1

    2. 2.

      Demonstrate how to communicate clear expectations and boundaries for personal safety. (e.g., refusing to ride with someone who has been drinking).4-M-1.2

    3. 3.

      Describe effective strategies for dealing with difficult relationships with family members, peers and boyfriends or girlfriends.4-M-1.3

    4. 4.

      Identify the warning signs of an abusive relationship.4-M-1.4

  • 4-M-2.

    Demonstrate how to ask for assistance to enhance the health of self and others.4-M-2

    1. 1.

      Problem-solve situations with help from trusted adults and community professionals.4-M-2.1

  • 4-M-3.

    Demonstrate effective conflict management or resolution strategies.4-M-3

    1. 1.

      Role-play appropriate ways to respond to feedback from others.4-M-3.1

    2. 2.

      Justify the use of effective strategies for resolving conflict with another person in non-violent ways.4-M-3.2

    3. 3.

      Demonstrate the use of conflict resolution models in interpersonal conflicts.4-M-3.3

  • 4-M-4.

    Exhibit characteristics needed to be a responsible friend and family member.4-M-4

    1.  

      Describe possible outcomes of using effective communication skills in maintaining healthy family relationships.

Students will demonstrate the ability to use decision-making skills to enhance health.

  • 5-M-1.

    Discuss how emotional health affects decision-making.5-M-1

    1. 1.

      Discuss the impact of stress and coping skills on decision-making.5-M-1.1

    2. 2.

      Demonstrate how to overcome barriers that can hinder healthy decision-making.5-M-1.2

    3. 3.

      Analyze how decisions about food choices should be different depending on age, gender, and activity level.5-M-1.3

  • 5-M-2.

    Determine when health-related situations require the application of a thoughtful decision-making process.5-M-2

    1. 1.

      Analyze the positive and negative consequences of a health-related decision.5-M-2.1

    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).5-M-2.2

Students will demonstrate the ability to use goal setting skills to enhance health.

  • 6-M-1.

    Identify goals to adopt, maintain or improve a personal health practice.6-M-1

    1. 1.

      Revise personal health goals in response to changing information, abilities, priorities, and responsibilities.6-M-1.1

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

  • 7-M-1.

    Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.7-M-1

    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).7-M-1.1

    2. 2.

      Chart progress toward behavior changes.7-M-1.2

    3. 3.

      Evaluate the results of the behavior changes.7-M-1.3

  • 7-M-2.

    Demonstrate behaviors that avoid or reduce health risks to self and others.7-M-2

    1. 1.

      Identify specific abusive behaviors in social relationships (by discussing the Power and Control Wheel).7-M-2.1

    2. 2.

      Discuss the Cycle of Abuse (dynamics of an abusive relationship).7-M-2.2

    3. 3.

      Describe impulsive behaviors and strategies for controlling them.7-M-2.3

Students will demonstrate the ability to advocate for personal, family and community health.

  • 8-M-1.

    Analyze various communication methods to accurately express health ideas and opinions.8-M-1

    1. 1.

      Identify barriers to effective communication about health issues.8-M-1.1

    2. 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).8-M-1.2

  • 8-M-2.

    Demonstrate how to influence and support others to make positive health choices.8-M-2

    1. 1.

      Demonstrate the ability to work cooperatively when advocating for healthy individuals, families, and schools (e.g., advocate for school policy change).8-M-2.1

Frequently asked questions

What grade levels do these standards cover?
Grade 8
When were these standards adopted?
2011
Where can I read the official document?
Louisiana Health Education Grade-Level Expectations

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Keep exploring Health Education standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

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