Common Planner
K–12 Standards

Grade 8

Other South Carolina Health and Safety Education sets

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

  • 1.

    Discuss the reasons that individuals use and abuse alcohol, tobacco, and other drugs (ATOD).D-8.1.1

  • 2.

    Examine the short and long-term effects and consequences of ATOD use, including the impact on society.D-8.1.2

  • 3.

    Explain ways to access laws relating to ATOD use, possession, and sales.D-8.1.3

  • 1.

    Explain how roles, including rules and responsibilities of the members in a family, change over time (e.g., parental responsibilities when parenting a teenager versus parental responsibilities when parenting an infant).G-8.1.1

  • 2.

    Compare and contrast the structures and functions of the male and female reproductive systems.G-8.1.2

  • 3.

    Describe health issues that can affect male and female reproductive systems.G-8.1.3

  • 4.

    Discuss the advantages of abstinence.G-8.1.4

  • 5.

    Describe signs and symptoms and effective treatments of sexually transmitted infections and diseases (STIs/STDs), human immunodeficiency virus (HIV), and acquired immunodeficiency disease (AIDS).G-8.1.5

  • 6.

    Explain effective methods for the prevention of STIs/STDs, HIV, AIDS, and unintended pregnancy.G-8.1.6

  • 7.

    Discuss South Carolina laws relating to the sexual conduct of minors, including criminal sexual conduct through the use of technology.G-8.1.7

  • 8.

    Examine the scientific process of fertilization, prenatal care and development, childbirth, and postnatal care.G.8.1.8

  • 1.

    Identify ways to reduce risk of unintentional and intentional injuries in the home, school, and community.I-8.1.1

  • 2.

    Research the impact of gang activity on individuals, peers, family, school, and the community.I-8.1.2

  • 3.

    Define human trafficking.I-8.1.3

  • 1.

    Examine factors that contribute to a positive self-concept.M-8.1.1

  • 2.

    Discuss the interrelationship among mental, emotional, social, and physical health during adolescence.M-8.1.2

  • 3.

    Describe the characteristics of resiliency.M-8.1.3

  • 4.

    Demonstrate effective ways to communicate personal boundaries and show respect for the boundaries of others.M-8.1.4

  • 1.

    Examine the benefits of choosing healthy foods while following the current federal Dietary Guidelines for Americans.N-8.1.1

  • 2.

    Discuss ways that disordered eating impacts an individual's health, including oral health.N-8.1.2

  • 3.

    Explain the mental, social and physical benefits of moderate to vigorous physical activity.N-8.1.3

  • 1.

    Explain the components of personal wellness.P-8.1.1

  • 2.

    Discuss how heredity, lifestyle, behaviors, environment, and medical care influence an individual's health.P-8.1.2

  • 3.

    Research ways in which organ, tissue, and blood donations enhance health promotion.P-8.1.3

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

  • 1.

    Discuss the influence of family, peers, culture, and the media on an individual's opioid use, abuse and dependence.D-8.2.1

  • 2.

    Evaluate the influence of family, peers, culture, and the media on an individual's ATOD use.D-8.2.2

  • 1.

    Explain ways that culture and the media influence families and relationships.G-8.2.1

  • 2.

    Discuss the influence of family, peers, culture, and the media on personal decisions about sexual behavior.G-8.2.2

  • 1.

    Explain the effect of gangs on personal safety in the community.I-8.2.1

  • 2.

    Discuss the risk factors, prevention, and support for someone who is involved in human trafficking.I-8.2.2

  • 1.

    Examine how family, peers, and the media influence the mental, emotional, and social health of adolescents.M-8.2.1

  • 2.

    Evaluate how external influences affect feelings of depression, as well as the risk of self-harm and suicide.M-8.2.2

  • 3.

    Explain ways that the media influences an individual's body image.M-8.2.3

  • 1.

    Describe ways that personal economics and geographic location influence food choices and availability.N-8.2.1

  • 2.

    Discuss the influence of the environment on a person's physical activity.N-8.2.2

  • 1.

    Discuss the ways that social norms influence healthy and unhealthy decisions and behaviors.P-8.2.1

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

  • 1.

    Evaluate the availability of valid information, community resources, and testing locations related to reproductive health and STIs/STDs.G-8.3.1

  • 2.

    Access valid information and resources related to bullying, cyberbullying, dating violence, sexual harassment, sexual abuse, and sexual assault.G-8.3.2

  • 1.

    Locate valid health information, products, and services.M-8.3.1

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

  • 1.

    Discuss effective verbal and nonverbal communication skills for healthy parent, family, and peer relationships.G-8.4.1

  • 2.

    Utilize communication and refusal skills to promote sexual abstinence and to avoid risk behaviors.G-8.4.2

  • 3.

    Compare and contrast ways to communicate with parents, family members, and other safe adults about reproductive health and responsible behaviors.G-8.4.3

  • 1.

    Apply refusal and negotiation skills to reduce the risk of injury and promote personal safety.I-8.4.1

  • 1.

    Demonstrate communication skills that foster healthy relationships.M-8.4.1

  • 1.

    Explain to others the importance of variety and moderation in food selection and consumption with emphasis on healthy foods and beverages.N-8.4.1

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

  • 1.

    Examine ways that a person's decisions about ATOD affect his or her family and peers, as well as society.D-8.5.1

  • 2.

    Explain when and how to ask for assistance in dealing with ATOD abuse with family members.D-8.5.2

  • 1.

    Apply a decision-making process to promote abstinence and to avoid risk behaviors, including the use of the internet.G-8.5.1

  • 1.

    Apply a decision-making process to deal with situations involving personal safety and risk when using technology, including the internet, social media, texting, and sexting.I-8.5.1

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

  • 1.

    Set a personal specific, measurable, attainable, realistic, and timely (SMART) goal to protect oneself from STIs/STDs, HIV, and AIDS.G-8.6.1

  • 2.

    Explain effective methods for the prevention of unintended pregnancy in the context of future family planning.G-8.6.2

  • 1.

    Implement a stress-management plan.M-8.6.1

  • 1.

    Create a personal SMART goal to achieve a balanced nutrition plan, monitor the progress of that goal, and make the necessary adjustments to reach it.N-8.6.1

  • 2.

    Develop and implement a plan to increase physical activity.N-8.6.2

  • 3.

    Develop and implement a personal balanced nutritional plan that benefits oral health as well as overall health.N-8.6.3

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

  • 1.

    Explain how to effectively support a person who has been a victim of sexual assault, sexual abuse, rape, domestic violence, or dating violence.G-8.7.1

  • 1.

    Demonstrate behaviors and strategies to manage conflict in healthy ways.I-8.7.1

  • 2.

    Plan protective strategies to reduce the risk of violence in the home, school, and community.I-8.7.2

  • 1.

    Implement strategies to maintain or improve mental, emotional, and social health.M-8.7.1

  • 2.

    Demonstrate effective skills to negotiate agreements about the use of technology in relationships.M-8.7.2

  • 3.

    Discuss coping strategies to increase resiliency.M-8.7.3

  • 4.

    Describe the potential impacts of power differences such as age, status, or position within relationships.M-8.7.4

  • 1.

    Articulate the importance of assuming personal responsibility for consuming healthy foods and beverages, and engaging in physical activity.N-8.7.1

  • 1.

    Explain behaviors that may lead to the spread of communicable diseases.P-8.7.1

  • 2.

    List actions to include in an oral health plan (e.g., floss, receive regular dental cleanings, brush twice a day).P-8.7.2

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

  • 1.

    Advocate for positive alternatives to ATOD use.D-8.8.1

  • 1.

    Encourage others to provide active bystander-interventions when others are at risk.I-8.8.1

  • 1.

    Implement an advocacy plan to promote healthy food and beverage choices, and physical activity in the community.N-8.8.1

  • 1.

    Demonstrate ways to encourage others to avoid risk behaviors.P-8.8.1

  • 2.

    Demonstrate ways to advocate for a healthy environment.P-8.8.2

Frequently asked questions

What grade levels do these standards cover?
Grade 8
When were these standards adopted?
2017

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