New Colorado P-12 Academic Standards

Current Display Filter: Comprehensive Health - Seventh Grade

Content Area: Comprehensive Health
Grade Level Expectations: Seventh Grade
Standard: 2. Physical and Personal Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

1. Analyze factors that influence healthy eating behaviors

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:

  1. What internal and external influences affect your eating choices?
  2. How do family habits or traditions, peers, role models, cultural heritage, and societal norms affect food choices?
  3. What would happen if your body did not tell you when you were hungry or full?
  4. 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)

Concepts and skills students master:

2. Demonstrate the ability to make healthy food choices in a variety of settings

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:

  1. What is a healthy weight?
  2. How can a healthy diet for one person be unhealthy for another?
  3. 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)

Concepts and skills students master:

3. Compare and contrast healthy and unhealthy relationships (family, peer, and dating)

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:

  1. What is "dating"?
  2. 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)

Concepts and skills students master:

4. Analyze the internal and external factors that influence sexual decision-making and activity

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:

  1. How do I discern media and cultural messages that support optimal health versus those that undermine optimal health regarding sexual decision-making and activity?
  2. How does what my family thinks about sexual activity affect me?
  3. 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)

Concepts and skills students master:

5. Define sexually transmitted diseases (STDs), including human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS)

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:

  1. Is it safe to be around people who are infected with HIV? Why or why not?
  2. 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.

Content Area: Comprehensive Health
Grade Level Expectations: Seventh Grade
Standard: 3. Emotional and Social Wellness in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

1. Demonstrate effective communication skills to express feelings appropriately

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:

  1. How will I know who to trust with my personal emotional health issues?
  2. How can I keep my friends if I disagree with them?
  3. How can I express my feelings and concerns if I am shy or feel embarrassed?
  4. 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)

Concepts and skills students master:

2. Develop self-management skills to prevent and manage stress

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:

  1. If you were angry all the time, how would your body respond?
  2. If you were happy all the time, how would your body respond?
  3. Why would it be important to know different ways to manage stress effectively?
  4. 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.

Content Area: Comprehensive Health
Grade Level Expectations: Seventh Grade
Standard: 4. Prevention and Risk Management in Health

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

1. Analyze the consequences of using alcohol, tobacco, and other drugs

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:

  1. Would people still use tobacco if it did not have an addictive quality?
  2. What are the cosmetic effects of using tobacco?
  3. Why does someone become addicted?
  4. 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)

Concepts and skills students master:

2. Demonstrate safety procedures for a variety of situations

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:

  1. What are the challenges of creating an emergency plan?
  2. What are the creative ideas that can emerge from building an emergency plan?
  3. 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.