M/J Health & Career Planning Grade 7 Year   (#0800015)

Version for Academic Year:

Course Standards

General Course Information and Notes

General Notes

The purpose of this course is to provide students with the opportunity to gain the knowledge and skills necessary to become health literate and practice responsible behaviors to promote healthy living. This comprehensive course focuses on making wise personal decisions and respecting and promoting the health of others.

The content should include, but is not limited to:

  • Mental and emotional health (personal health care, screenings, counseling, negotiation skills, bullying, grief, loss and depression)
  • Prevention and control of disease (non-communicable, sexually transmitted diseases, STDs, and HIV/AIDS)
  • Consumer health (risk reduction behaviors, policies/laws, medical resources, and conflict resolution)
  • Family life (risk reduction behaviors, cultures, daily routines and rules)
  • Personal health (adolescence, communication skills, wellness, coping skills, social relationships and reproductive health)
  • Nutrition (weight management, fitness plan, eating disorders, and BMI)
  • Internet safety (security, threats, media, cyber-bullying parental controls, and monitoring)
  • Injury prevention and safety (rules, bullying, water safety, weapons safety, and first aid/CPR/AED)
  • Substance use and abuse (harmful effects of alcohol, tobacco, other drugs, and over-the-counter drugs)
  • Community health (local health organizations, technology, resources, and services)
  • Environmental health (adverse health effects, chemicals toxins and pollutants)
  • Consumer health (advertising, media influence, products and services)
  • Teen dating violence (dating, abuse and violence)

Instructional Practices: Teaching from a well-written, grade-level textbook enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

  1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
  2. Making close reading and rereading of texts central to lessons.
  3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4. Requiring students to support answers with evidence from the text.
  5. Providing extensive text-based research and writing opportunities (claims and evidence).

Any student whose parent makes written request to the school principal shall be exempted from the teaching of reproductive health or any disease, including HIV/AIDS, its symptoms, development, and treatment. A student so exempted may not be penalized by reason of that exemption. 

Career and Education Planning – Per section 1003.4156, Florida Statutes, the Career and Education Planning course must result in a completed, personalized academic and career plan for the student, that may be revised as the student progresses through middle and high school; must emphasize the importance of entrepreneurship and employability skills; and must include information from the Department of Economic Opportunity’s economic security report as described in Section 445.07, Florida Statutes.  The required, personalized academic and career plan must inform students of high school graduation requirements, including diploma designations (Section 1003.4285, Florida Statutes); requirements for a Florida Bright Futures Scholarship; state university and Florida College System institution admission requirements; and, available opportunities to earn college credit in high school utilizing acceleration mechanisms.  For additional information on the Middle School Career and Education Planning courses, visit http://www.fldoe.org/academics/college-career-planning/educators-toolkit/index.stml.

Career and Education Planning Course Standards – Students will:

1.0               Describe the influences that societal, economic, and technological changes have on employment trends and future training.

2.0               Develop skills to locate, evaluate, and interpret career information.

3.0               Identify and demonstrate processes for making short and long term goals.

4.0               Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship.

5.0               Understand the relationship between educational achievement and career choices/postsecondary options.

6.0               Identify a career cluster and related pathways through an interest assessment that match career and education goals.

7.0               Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals.

8.0               Demonstrate knowledge of technology and its application in career fields/clusters.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf

General Information

Course Number: 0800015
Course Path:
Abbreviated Title: M/J HEALTH/CP GR 7Y
Course Length: Year (Y)
Course Type: Elective Course
Course Level: 2
Course Status: Course Approved
Grade Level(s): 6,7,8

Educator Certifications

One of these educator certification options is required to teach this course.

Student Resources

Vetted resources students can use to learn the concepts and skills in this course.

Original Student Tutorials

How Events Influence Individuals and Ideas – Part Three:

Examine how a significant event can influence individuals and ideas in this tutorial series about one of the most studied human injuries of all time. Read excerpts from John Fleischman’s book, Phineas Gage: A Gruesome but True Story About Brain Science to learn about a young man’s remarkable survival after a near-fatal accident. 

This tutorial is Part Three of a three-part series. Make sure to complete the other parts first.

Click HERE to launch Part One.

Click HERE to launch Part Two. 

Type: Original Student Tutorial

How Events Influence Individuals and Ideas – Part Two:

Examine how a significant event can influence individuals and ideas in this tutorial series about one of the most studied human injuries of all time. Read excerpts from John Fleischman’s book Phineas Gage: A Gruesome but True Story About Brain Science to learn about a young man’s remarkable survival after a near-fatal accident. 

This tutorial is Part Two in a three-part series. Make sure to complete Part One first. Click HERE to launch Part One.

Then, make sure to complete Part Three! Click HERE to launch Part Three.

Type: Original Student Tutorial

How Events Influence Individuals and Ideas – Part One:

Examine how a significant event can influence individuals and ideas in this interactive tutorial series about one of the most studied human injuries of all time. Read excerpts from John Fleischman’s book Phineas Gage: A Gruesome but True Story About Brain Science to learn about a young man’s remarkable survival after a near-fatal accident. Phineas Gage, at the age of twenty-six, survived a traumatic brain injury that would not only challenge the scientific understandings of his time but would also provide interesting revelations about the human brain to this day.

In Part One, you’ll begin to identify what makes a particular event significant, such as how a life-altering injury—like what happened to Phineas Gage—can influence an individual. 

This tutorial is Part One of a three-part series. Make sure to complete all three parts!

Click HERE to launch Part Two.

Click HERE to launch Part Three.

Type: Original Student Tutorial

Avoiding Plagiarism and Citing Sources:

Learn more about that dreaded word--plagiarism--in this interactive tutorial that's all about citing your sources and avoiding academic dishonesty!

Type: Original Student Tutorial

Frederick Douglass: The Art of Interaction:

Analyze the interactions between individuals, ideas, and events in an excerpt from the famous autobiography, The Narrative of the Life of Frederick Douglass with this interactive tutorial.

Type: Original Student Tutorial

Arguing Mars :

Learn how to identify explicit evidence and understand implicit meaning in a text.

In this tutorial, you will learn how to identify a speaker’s argument or claim. You will also learn how to evaluate the evidence and reasoning presented in a speech.

Type: Original Student Tutorial

Perspectives Video: Experts

Mathematically Exploring the Wakulla Caves:

The tide is high!  How can we statistically prove there is a relationship between the tides on the Gulf Coast and in a fresh water spring 20 miles from each other?

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

MicroGravity Sensors & Statistics:

Statistical analysis played an essential role in using microgravity sensors to determine location of caves in Wakulla County.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

Using Statistics to Estimate Lionfish Population Size:

It's impossible to count every animal in a park, but with statistics and some engineering, biologists can come up with a good estimate.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

Perspectives Video: Professional/Enthusiast

Sampling Bird Populations to Track Environmental Restoration:

Sometimes scientists conduct a census, too! Learn how population sampling can help monitor the progress of an ecological restoration project.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

Problem-Solving Task

Mr. Brigg's Class Likes Math:

In a poll of Mr. Briggs's math class, 67% of the students say that math is their favorite academic subject. The editor of the school paper is in the class, and he wants to write an article for the paper saying that math is the most popular subject at the school. Explain why this is not a valid conclusion and suggest a way to gather better data to determine what subject is most popular.

Type: Problem-Solving Task

Virtual Manipulative

Plinko Probability:

The students will play a classic game from a popular show. Through this they can explore the probability that the ball will land on each of the numbers and discover that more accurate results coming from repeated testing. The simulation can be adjusted to influence fairness and randomness of the results.

Type: Virtual Manipulative

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this course.

*(Benchmark examples listed within parenthesis are neither prescriptive nor limiting.)