Healthy habits and daily choices
Students start the year learning how sleep, food, movement, and screen time affect how they feel. They look at what shapes their habits, from family routines to ads and social media.
What does a student learn in
This is the stretch when health class shifts from following rules to making real choices. Students learn to spot what shapes their habits, from friends and family to ads and social media, and to tell a trustworthy source from a sketchy one. They practice handling tough conversations, setting goals they can actually track, and thinking through decisions before acting. By spring, students can walk through a real-life health choice and explain why they picked it.
- Healthy habits
- Peer and media influence
- Finding trustworthy info
- Decision making
- Goal setting
- Communication skills
- Speaking up for health
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Finding trustworthy health information
Students learn where to go for real answers about their bodies and minds. They practice telling a reliable source from a sketchy one and figuring out who to ask when something feels off.
- 3
Talking through tough situations
Students build skills for honest conversations with friends, family, and adults. They practice saying no, handling pressure, and working through conflict without making things worse.
- 4
Making decisions and setting goals
Students walk through a clear process for thinking before they act and for setting goals they can actually reach. They look at small choices that add up over weeks and months.
- 5
Putting healthy behaviors into practice
Students try out the habits they have been studying, from managing stress to staying safe online and around substances. The focus shifts from knowing what to do to actually doing it.
- 6
Speaking up for health
Students finish the year learning how to stand up for themselves and others. They practice raising concerns, supporting a friend, and sharing accurate health information with people around them.
Mastery Learning Standards
The required skills a student should display by the end of Grade 6.
Health Education
Health Education
- Grades 6-8
Use functional knowledge of health concepts to support health and well-being of…
Students apply what they know about health to make real decisions, like choosing what to eat, how to handle stress, or how to support a friend going through something hard.
- Grades 6-8
Analyze influences that affect health and well-being of self and others
Students look at what shapes health choices, including friends, family, ads, and social media, and explain how those forces can push a person toward better or worse decisions.
- Grades 6-8
Access valid and reliable resources to support health and well-being of self…
Students learn to tell the difference between trustworthy health information and unreliable sources, then use what they find to make better decisions for themselves and the people around them.
- Grades 6-8
Use interpersonal communication skills to support health and well-being of self…
Students practice the conversations that protect health: asking for help, setting a boundary, or checking in on a friend. The goal is knowing what to say and how to say it when something important is on the line.
- Grades 6-8
Use a decision-making process to support health and well-being of self and…
Students practice a step-by-step process for making choices about health, like what to eat, how to handle stress, or when to ask for help. The goal is making decisions that protect their own wellbeing and the people around them.
- Grades 6-8
Use a goal-setting process to support health and well-being of self and others
Students pick a personal health goal, then map out concrete steps to reach it. The process covers tracking progress and adjusting the plan when something isn't working.
- Grades 6-8
Demonstrate practices and behaviors to support health and well-being of self…
Students practice real habits that protect their own health and the health of the people around them, like handwashing, sleep routines, or speaking up when someone needs help.
- Grades 6-8
Advocate to promote health and well-being of self and others
Students identify a health issue that matters to them, then make a clear case for change by speaking up, writing, or taking action to improve health for themselves or their community.
| Standard | Definition | Code |
|---|---|---|
| Use functional knowledge of health concepts to support health and well-being of… Grades 6-8 | Students apply what they know about health to make real decisions, like choosing what to eat, how to handle stress, or how to support a friend going through something hard. | PA-HE.1.6-8 |
| Analyze influences that affect health and well-being of self and others Grades 6-8 | Students look at what shapes health choices, including friends, family, ads, and social media, and explain how those forces can push a person toward better or worse decisions. | PA-HE.2.6-8 |
| Access valid and reliable resources to support health and well-being of self… Grades 6-8 | Students learn to tell the difference between trustworthy health information and unreliable sources, then use what they find to make better decisions for themselves and the people around them. | PA-HE.3.6-8 |
| Use interpersonal communication skills to support health and well-being of self… Grades 6-8 | Students practice the conversations that protect health: asking for help, setting a boundary, or checking in on a friend. The goal is knowing what to say and how to say it when something important is on the line. | PA-HE.4.6-8 |
| Use a decision-making process to support health and well-being of self and… Grades 6-8 | Students practice a step-by-step process for making choices about health, like what to eat, how to handle stress, or when to ask for help. The goal is making decisions that protect their own wellbeing and the people around them. | PA-HE.5.6-8 |
| Use a goal-setting process to support health and well-being of self and others Grades 6-8 | Students pick a personal health goal, then map out concrete steps to reach it. The process covers tracking progress and adjusting the plan when something isn't working. | PA-HE.6.6-8 |
| Demonstrate practices and behaviors to support health and well-being of self… Grades 6-8 | Students practice real habits that protect their own health and the health of the people around them, like handwashing, sleep routines, or speaking up when someone needs help. | PA-HE.7.6-8 |
| Advocate to promote health and well-being of self and others Grades 6-8 | Students identify a health issue that matters to them, then make a clear case for change by speaking up, writing, or taking action to improve health for themselves or their community. | PA-HE.8.6-8 |
Common Questions
What does middle school health cover?
Students learn how to take care of their bodies and minds during a stretch of big changes. Topics usually include nutrition, sleep, exercise, mental health, friendships, online safety, and the basics of how alcohol, vaping, and drugs affect a growing brain.
How can I help at home if health feels awkward to talk about?
Short side-by-side conversations work better than sit-down talks. Bring things up while driving or cooking, ask what they already know, and answer honestly. If a question catches you off guard, it is fine to say you will look it up together.
What should students be able to do by the end of eighth grade?
Students should be able to spot what affects their choices, find a trustworthy source of health information, talk through a decision before making it, and set a small goal like getting more sleep or drinking more water. They should also know when and how to ask an adult for help.
How do I sequence health topics across the three years?
A common arc moves from self-awareness in grade 6 (sleep, hygiene, emotions) to relationships and influences in grade 7 (peers, media, communication) to higher-stakes decision-making in grade 8 (substances, mental health, advocacy). Revisit decision-making and goal-setting in every unit so the skills stick.
How do I teach refusal and communication skills without it feeling like a script?
Give students realistic situations they actually face, like a group chat or a party invite, and let them practice in pairs. Coach the tone and body language, not just the words. Debrief what felt natural and what did not.
How do I know if my child is getting solid health information online?
Ask where they heard something and check the source together. Government and hospital sites are usually reliable; influencers and short videos often are not. Teaching students to pause and cross-check one fact is more useful than blocking content.
Which skills tend to need the most reteaching?
Goal-setting and decision-making. Students can name the steps but skip them under pressure. Build in quick weekly check-ins where students review a goal, adjust it, and explain one decision they made that week.
My child is anxious about body changes and social stuff. What helps?
Normalize that puberty and friendship shifts are uneven and uncomfortable for almost everyone. Keep regular sleep, food, and movement routines, and watch for changes that last more than a couple of weeks. If worry starts blocking school or sleep, talk to a doctor or counselor.
How do students show mastery in a subject without a lot of tests?
Look for skills in action: a student researching a health question and citing the source, role-playing a tough conversation, writing a realistic goal with steps, or making a short campaign about an issue they care about. Performance tasks show more than a quiz.
How do I know my child is ready for high school health topics?
They can explain how a choice today affects their health later, find a reliable source when they have a question, and tell a trusted adult when something feels wrong. Readiness is less about facts memorized and more about habits they actually use.