Anchor Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
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Health Promotion
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7.1.1) Summarize the interrelationship of emotional, social, and physical health. a. Determine how peers may affect the six dimensions of health. b. Illustrate how changing family dynamics can affect health. Examples: divorce, relocating, death |
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7.1.2) Predict the risk of injury or illness if engaging in unhealthy behaviors. Examples: riding in the bed of a pick-up truck, biking without a helmet, riding without a seat belt a. Give examples of dangers associated with the use of alcohol, tobacco or other drugs. |
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7.1.3) Determine barriers to practicing healthy behaviors. Examples: lack of finances, access to health services, social support a. Examine how nutritional choices and psychological issues may lead to eating disorders. |
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7.1.4) Predict the consequences of engaging in unhealthy behaviors. a. Discuss ways to prevent obesity. b. Determine health risks associated with body piercings or tattoos. |
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7.1.5) Research family medical history and how it impacts personal health now and in the future. a. Discuss hereditary diseases that impact personal health and wellness. |
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Anchor Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
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Analyzing Influences
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7.2.1) Describe how family values and behaviors influence the health of adolescents. Examples: eating family meals daily, participating in physical activity, practicing open communication |
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7.2.2) Explain how communities can affect personal health practices and behaviors. Examples: public policies regarding water pollution, air quality, tobacco use |
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7.2.3) Describe how the media can send mixed messages about health. Examples: advertisements concerning tobacco, alcohol, and nutrition |
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7.2.4) Explain how school and public health policies can influence health promotion and disease prevention. Examples: vending machine selections, vaccination requirements, wellness check-ups |
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7.2.5) Discuss how risky choices influence the likelihood of unhealthy behaviors, including tobacco use increasing the risk of using other drugs and peer pressure to consume alcohol. |
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Anchor Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.
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Access to Information/
Products/ Services
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7.3.1) Distinguish between facts and myths of health information. a. Examine beliefs concerning the transmission of HIV/AIDS; distinguish between fact and fallacy. |
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7.3.2) Demonstrate the ability to locate valid school and community health resources. Examples: health clinic, school wellness committee, school nurse, local health department |
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Anchor Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
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Interpersonal Communication
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7.4.1) Discuss effective conflict management or resolution strategies. Example: five steps to resolve conflict: calm down, state and understand the problem, apologize, promote solution finding, follow-up |
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7.4.2) Model refusal skills that avoid or reduce health risks. Examples: role playing how to effectively handle bullying, harassment, and peer pressure situations |
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7.4.3) Demonstrate skills that avoid conflict. Examples: asking someone respectfully not to smoke, practice active listening, reacting sensibly, communicating clearly, practicing patience |
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Anchor Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
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Decision-Making
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7.5.1) Distinguish when a self-decision should be made or if help should be sought from a responsible adult. Examples: friends begin drinking, unsafe situation arises at school, suicidal friend, suspected abuse, seat belt use, suicidal thoughts a. Determine when it is necessary to ask for assistance when making a health choice. Examples: friend begins to self-harm, negative peer pressure |
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7.5.2) Analyze healthy alternatives over unhealthy alternatives when making decisions. Examples: eating regular meals vs. skipping meals, choosing healthy snacks vs. junk food, getting proper exercise vs. too much screen time |
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Anchor Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
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Goal-Setting
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7.6.1) Assess current personal health practices and set a goal to adopt, maintain, or improve one or more health practices. |
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7.6.2) Describe changing abilities, priorities, and responsibilities that impact personal health goals. Examples: age, injuries, changing jobs, leaving active school life to work, sedentary to walking, walking to jogging, jogging to running; eating poorly to making healthy food choices leading to weight loss or weight gain |
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Anchor Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
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Self-Management
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7.7.1) State the importance of assuming responsibility for personal health behaviors and avoiding risky behaviors. Examples: fast food vs. My Plate recommendations, screen time vs. active living |
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7.7.2) Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. Examples: practicing proper use of prescription medications, good nutrition, proper rest, regular exercise; avoiding driver distractions |
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Anchor Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.
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Advocacy
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7.8.1) Create ways to influence and support others in making positive health choices. Examples: using social media campaigns, YouTube live campaign, posters; addressing local school board with the need for quality physical education and healthier food choices |
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7.8.2) Describe which advertising appeals are being used in various advertisements. Examples: bandwagon appeal, brand loyalty appeal, sex appeal |