7th+Grade+Health+Standards

 Standard: 2. Physical and Personal Wellness in Health
 > 1. Analyze factors that influence healthy eating behaviors ||  > 2. Demonstrate the ability to make healthy food choices in a variety of settings ||  > 3. Compare and contrast healthy and unhealthy relationships (family, peer, and dating) ||  > 4. Analyze the internal and external factors that influence sexual decision-making and activity ||  > 5. Define sexually transmitted diseases (STDs), including human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills to engage in lifelong healthy eating] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Analyze how family, peers, media and culture influence food choices (DOK 1-4)
 * 2) Analyze how social and cultural messages about food and eating influence nutrition choices (DOK 1-4)
 * 3) Analyze the influence that adults and role models have on one's food choices (DOK 1-4)
 * 4) Analyze internal influences on one's food choices (DOK 1-4)
 * 5) Recognize that people with eating disorders may need professional help (DOK 1)
 * 6) Describe the signs, symptoms, and consequences of common eating disorders (DOK 1-2)
 * 7) Identify internal and external influences on one's body image (DOK 1-4) || **Inquiry Questions:**
 * 8) What internal and external influences affect your eating choices?
 * 9) How do family habits or traditions, peers, role models, cultural heritage, and societal norms affect food choices?
 * 10) What would happen if your body did not tell you when you were hungry or full?
 * 11) Why do people have eating disorders?
 * Relevance & Application:**
 * 1) Cultural perspectives influence food choices.
 * 2) Making unhealthy foods more expensive is meant to influence food choices.
 * 3) A variety of strategies are used to market food products to individuals and these strategies will change as technology advances.
 * 4) Portion sizes have increased over time.
 * 5) It is important to recognize signs or symptoms of eating disorders and seek treatment.
 * Nature Of:**
 * 1) Healthful living requires an individual to analyze all available information about good nutrition and to use such information to make healthy choices, even when doing so means breaking comfortable habits. ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills to engage in lifelong healthy eating] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Develop strategies for making healthier food and beverage choices in a variety of settings such as eating out, at home, with friends, or at school (DOK 1-3)
 * 2) Demonstrate interpersonal skills that deal with negative influences on healthy eating (DOK 1-3) || **Inquiry Questions:**
 * 3) What is a healthy weight?
 * 4) How can a healthy diet for one person be unhealthy for another?
 * 5) Why do people on restrictive diets often end up gaining more weight?
 * Relevance & Application:**
 * 1) Food choices have an impact on the environment.
 * 2) Individuals must determine for themselves which food choices lead to their optimal health and weight goals.
 * Nature Of:**
 * 1) Healthy eating can influence physical, emotional, and environmental health. ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Describe the characteristics of healthy relationships, and discuss factors that support and sustain them (DOK 1-4)
 * 2) Explain the purpose of friendship in different stages of the life cycle, and describe how friends can support one another in making healthy decisions (DOK 1-4)
 * 3) Describe effective strategies for dealing with difficult relationships with family members, peers, and boyfriends or girlfriends (DOK 1-3)
 * 4) Describe the emotional effects of breaking up in a dating relationship (DOK 1-3)
 * 5) Explain the role of dating in personal growth (DOK 1-4) || **Inquiry Questions:**
 * 6) What is "dating"?
 * 7) How might "unhealthy" family and peer relationships influence future dating relationships?
 * Relevance & Application:**
 * 1) Various cultures date and select life partners differently.
 * 2) Technological advances provide increased opportunities to develop relationships anytime and anyplace with a worldwide audience.
 * 3) Healthy relationships require many things of both people.
 * Nature Of:**
 * 1) Understanding the various aspects of human relationships assists in making healthy choices. ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Describe a variety of external influences such as parents, the media, culture, peers, and society that affect sexual decision-making and sexual activity (DOK 1-3)
 * 2) Describe how internal influences such as curiosity, hormones, interests, desires, fears, and feelings affect sexual decision-making and activity (DOK 1-3)
 * 3) Describe how personal, peer, and family values influence decisions about sexual and reproductive health (DOK 1-3)
 * 4) Analyze the discrepancies between perceived and actual sexual activity (DOK 1-4) || **Inquiry Questions:**
 * 5) How do I discern media and cultural messages that support optimal health versus those that undermine optimal health regarding sexual decision-making and activity?
 * 6) How does what my family thinks about sexual activity affect me?
 * 7) How does what my friends and peers think about sexual activity affect me?
 * Relevance & Application:**
 * 1) The internet and other forms of media influence sexual decision-making.
 * 2) Families, peers, the media, culture, and society influence what a person thinks about people who have infectious or chronic diseases, such as HIV infection, AIDS, and cancer.
 * 3) Families, peers, the media, culture, and society influence what one thinks about attractiveness and relationships.
 * Nature Of:**
 * 1) External factors and situations that present themselves as well as internal factors?such as hormones, curiosity, desire, attraction, fear, and other feelings?may influence a person's healthy decision-making and behavior. ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Describe the effects of HIV infection on the body (DOK 1-2)
 * 2) Explain how HIV is and is not contracted (DOK 1-2)
 * 3) Define common STDs (DOK 1) || **Inquiry Questions:**
 * 4) Is it safe to be around people who are infected with HIV? Why or why not?
 * 5) Why is HIV/AIDS generally thought to be more dangerous than other STDs?
 * Relevance & Application:**
 * 1) The human immunodeficiency virus affects the body's immune.
 * 2) Universal precautions are recommended for anyone who comes into contact with bodily fluids.
 * Nature Of:**
 * 1) Tolerance, appreciation, and understanding of the conditions of others demonstrate humanity and empathy.
 * 2) There are many different kinds of sexually transmitted diseases. Some can be treated and/or cured and some cannot, and all can lead to serious health complications. ||

 Standard: 3. Emotional and Social Wellness in Health
 > 1. Demonstrate effective communication skills to express feelings appropriately ||  > 2. Develop self-management skills to prevent and manage stress ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Utilize knowledge and skills to enhance mental, emotional, and social well-being] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Demonstrate the ability to engage in active listening (DOK 1-2)
 * 2) Practice the use of "I" statements (DOK 1-2)
 * 3) Demonstrate negotiation skills to support the healthy expression of personal needs (DOK 1-3)
 * 4) Demonstrate the ability to state personal needs and articulate limits (DOK 1-3)
 * 5) Practice verbal and nonverbal ways to ask for help from trusted adults or friends (DOK 1-3) || **Inquiry Questions:**
 * 6) How will I know who to trust with my personal emotional health issues?
 * 7) How can I keep my friends if I disagree with them?
 * 8) How can I express my feelings and concerns if I am shy or feel embarrassed?
 * 9) How can I be a better listener?
 * Relevance & Application:**
 * 1) Hostage negotiators rely on using their verbal and non-verbal communications skills to diffuse dangerous situations
 * 2) Setting boundaries provides a framework for responsible decision-making and can contribute to the development of a positive self-image.
 * Nature Of:**
 * 1) Effective communication skills affect mental and social health, and are life-long skills. ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Utilize knowledge and skills to enhance mental, emotional, and social well-being] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Compare and contrast positive and negative ways of dealing with stress (DOK 1-3)
 * 2) Define stress (DOK 1)
 * 3) Identify personal stressors (DOK 1-2)
 * 4) Explain the body's physical and psychological responses to stressful situations (DOK 1-2)
 * 5) Develop personal strategies to deal with stressors (DOK 1-4)
 * 6) Practice strategies such as physical activity, relaxation techniques, journaling, and talking with someone to reduce stress (DOK 1-4) || **Inquiry Questions:**
 * 7) If you were angry all the time, how would your body respond?
 * 8) If you were happy all the time, how would your body respond?
 * 9) Why would it be important to know different ways to manage stress effectively?
 * 10) Under what circumstances is stress a good thing?
 * Relevance & Application:**
 * 1) Attitude plays an important role in managing stress.
 * 2) Laughter is the best medicine.
 * 3) Personal stressors at home, with friends, in school and the community, and in the environment can effect one's feelings and emotions
 * Nature Of:**
 * 1) Healthy coping strategies exist to help people deal with stress in order to maintain emotional and physical health. ||

 Standard: 4. Prevention and Risk Management in Health
 > 1. Analyze the consequences of using alcohol, tobacco, and other drugs ||  > 2. Demonstrate safety procedures for a variety of situations ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply knowledge and skills to make health-enhancing decisions regarding the use of alcohol, tobacco, and other drugs] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Examine the social, economic, health and cosmetic consequences of alcohol, tobacco including chewing tobacco), and other drug use, (DOK 1-3)
 * 2) Explain how alcohol, tobacco, and other drugs are addictive (DOK 1-2)
 * 3) Explain family rules, school policies, and community laws related to the sale and use of alcohol, tobacco, and other drugs (DOK 1-2)
 * 4) Explain how alcohol, tobacco, and other drugs alter the body and the brain (DOK 1-2)
 * 5) Describe how exercise, nutrition, and positive relationships can mitigate the use of alcohol, tobacco, and other drugs (DOK 1-3)
 * 6) Analyze the effects of alcohol, tobacco, and other substances on a person's ability to make decisions (DOK 1-4) || **Inquiry Questions:**
 * 7) Would people still use tobacco if it did not have an addictive quality?
 * 8) What are the cosmetic effects of using tobacco?
 * 9) Why does someone become addicted?
 * 10) Who benefits from the sale of cigarettes?
 * Relevance & Application:**
 * 1) Researchers have found that drug use in adolescence rewires the brain, making them more susceptible to addiction.
 * 2) There are social, emotional, and financial consequences to addiction.
 * Nature Of:**
 * 1) Research has clearly established that use of alcohol, tobacco, and other drugs have a variety of harmful effects on the human body ||
 * **Prepared Graduates:** //(Click on a Prepared Graduate Competency to View Articulated Expectations)//
 * [|Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury] ||
 * **Concepts and skills students master:**
 * **Evidence Outcomes** || **21st Century Skill and Readiness Competencies** ||
 * **Students Can:**
 * 1) Describe first-response procedures needed to treat injuries and other emergencies (DOK 1-2)
 * 2) Identify accepted procedures for emergency care and lifesaving care (DOK 1-2)
 * 3) Identify methods of preventing injuries, e.g. transportation, climate (DOK 1-2)
 * 4) Describe actions to take during severe weather or trauma-related emergencies (DOK 1-2)
 * 5) Analyze the role of peers, family, and media in causing or preventing injuries (DOK 1-4) || **Inquiry Questions:**
 * 6) What are the challenges of creating an emergency plan?
 * 7) What are the creative ideas that can emerge from building an emergency plan?
 * 8) Who can I trust to tell me how to be safe?
 * Relevance & Application:**
 * 1) Every community has emergency plans unique its region.
 * 2) Every community or region has unique risks associated with living there.
 * 3) Individual behaviors and the environmentinteract tocause or prevent injuries.
 * Nature Of:**
 * 1) Basic first aid is a lifelong skill. ||