Health - 7th Grade Curriculum

Chicago Ridge District 127.5

7th Health Education Curriculum Map

Unit

Content Focus

Standards

Unit 1:

   

Health and Wellness

  • * Describe the three parts of the health triangle
  • * Understand the difference between health and wellness
  • * Identify the ten skills needed for good health
  • * Examine the roles of heredity and environment in health
  • * Understand how to access reliable health information

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.A.3a Describe possible causes and consequences of conflict and violence among youth in schools and communities.

24.B.3a Apply a decision-making process to an individual health concern.

Unit 2:

   

Social, Mental and Emotional

  • * Explain what decision making is
  • * Understand how decisions and values are related
  • * Comprehend and apply goal setting strategies
  • * Identify traits of good character

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.A.3a Describe possible causes and consequences of conflict and violence among youth in schools and communities.

24.A.3b Demonstrate methods for addressing interpersonal differences without harm (e.g., avoidance, compromise, cooperation)

24.A.3c Explain how positive communication helps to build and maintain relationships at school, at home and in the workplace.

24.B.3a Apply a decision-making process to an individual health concern.

Unit 3:

   

Nutrition and Fitness

  • * Identify benefits of physical activity and how body composition affects fitness
  • * Describe functions of the circulatory system, how blood circulates, and how to keep the circulatory system healthy.
  • * Create a fitness plan
  • * Understand injury prevention strategies
  • * Identify nutrients the body needs
  • * Understand influences of health choices
  • * Explain the process of digestion
  • * Examine body image, BMI, and influences on body image
  • * List the benefits of health weight

State Goal 20:  Achieve and maintain a healthy-enhancing level of physical fitness based upon continual self-assessment.

20.A.3a Identify the principles of training: frequency, intensity, time and type (FITT).

20.A.3b Identify and participate in activities associated with the components of health related and skill related fitness.

20.B.3a Monitor intensity of exercise through a variety of methods (e.g., perceived exertion, pulse, heart rate monitors), with and without the use of technology.

20.B.3b Evaluate the strengths and weaknesses contained in a personal fitness profile

20.B.3c Discuss and understand the importance of fitness as it relates to academic performance.

20.C.3a Set realistic short-term and long term goals for a health related fitness component.

20.C.3b Identify opportunities within the community for regular participation in physical activities.

20.C.3c Apply the principles of training to health-related fitness goals.

State Goal 21:  Develop team building skills by working with others through physical activity.

 21.A.3a Follow directions and decisions of responsible individuals (e.g., teachers, peer leaders, squad leaders).

21.A.3b Participate in establishing procedures for group physical activities.

21.A.3c Remain on task independent of distraction (e.g., peer pressure, environmental stressors).

21.B.3a Work cooperatively with others to accomplish a set goal in both competitive and noncompetitive situations (e.g., baseball, choreographing a dance).

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 23: Understand human body systems and factors that influence growth and development.

23.B.3a Explain the effects of health related actions upon body systems (e.g., fad diets, orthodontics, avoiding smoking, alcohol use, and other drug use).

23.C.3a Describe the relationships among physical, mental, and social health factors during adolescence (e.g., the effects of stress on physical and mental performance, effects of nutrition on growth).

23. D.3a Explain how the brain is affected by movement.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

Unit 4

   

Growth and Body Systems

  • * Explain how to take care of teeth, gums, skin, hair, and nails
  • * Understand what a consumer is and what influences buying decisions
  • * Describe different types of medicines
  • * Identify types and goals of health care
  • * Identify changes that occur during adolescence
  • * Understand the various stages of growth and development
  • * Identify the function, organs, structures, and problems of the reproductive systems
  • * Understand fetal development
  • * Comprehend the stages of life

State Goal 23: Understand human body systems and factors that influence growth and development.

23.A.3a Explain how body systems interact with each other (e.g., blood transporting nutrients from the digestive system and oxygen from the respiratory system, muscular/skeletal systems [movement] and structure of the brain).

23.B.3a Explain the effects of health related actions upon body systems (e.g., fad diets, orthodontics, avoiding smoking, alcohol use, and other drug use).

23.C.3a Describe the relationships among physical, mental, and social health factors during adolescence (e.g., the effects of stress on physical and mental performance, effects of nutrition on growth).

23. D.3a Explain how the brain is affected by movement.

Unit 5

   

Alcohol, Tobacco, Steroids, and Other Drugs

-Peer Pressure

  • * Identify the harmful ingredients in tobacco
  • * Understand the relationship between tobacco use and lung disease
  • * List the effects of tobacco on non-smokers
  • * Identify the benefits of being tobacco free
  • * Examine the dangers of alcohol
  • * Explain how to maintain a healthy nervous system
  • * Understand teen alcohol use and the effects on the body
  • * Identify alternatives to alcohol
  • * Distinguish between drug use and abuse and the risks associated
  • * Explain the effects of different drugs on the body
  • * Compare the relationship between drug use and crime
  • * Identify reasons to be drug free

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 23: Understand human body systems and factors that influence growth and development.

23.B.3a Explain the effects of health related actions upon body systems (e.g., fad diets, orthodontics, avoiding smoking, alcohol use, and other drug use).

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.C.3a Apply refusal and negotiation skills to potentially harmful situations.

Unit 6

   

Disease  Prevention

  • * Identify the different causes of non-communicable disease (behavior/lifestyle, environment, unknown)
  • * Identify the different types of non-communicable disease (congenital, degenerative, autoimmune)
  • * Supply examples of different disease
  • * Identify common risk factors for various diseases
  • * Determine the difference between malignant and benign
  • * For each of the various diseases describe major characteristics, symptoms, treatment
  • * Determine factors to enhance health and prevent non-communicable diseases
  • * Analyze family history of disease

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.B.3a Describe how the individual influences the health and well-being of the workplace and the community (e.g., volunteerism, disaster preparedness, proper care to prevent the spread of illness).

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.C.3a Apply refusal and negotiation skills to potentially harmful situations.







 

Unit 7

   

Safety and Environment

-Hands ONLY CPR

  • * Explain what it means to be safety conscious
  • * Understand how to protect yourself from fire
  • * Describe various types of weather emergencies
  • * Describe causes and effects of pollution and hazardous products
  • * Identify how to keep air and waters clean and reduce pollution
  • * Identify potential internet dangers
  • * Explain safe uses of the internet
  • * Know how to position a victim for various life saving skills.
  • * Demonstrate CPR on the manikin.
  • * Demonstrate first aid for a conscious and unconscious adult choking victim.

State Goal 22:  Understanding principles of health promotion and the prevention and treatment of illness and injury.

22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g., exercise, diet, refusal of harmful substances).

22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).

22.A.3c Explain routine safety precautions in practical situations (e.g., in motor vehicles, on bicycles, in and near water, as a pedestrian).

22.A.3d Identify various careers in health promotion, health care and injury prevention.

22.B.3a Describe how the individual influences the health and well-being of the workplace and the community (e.g., volunteerism, disaster preparedness, proper care to prevent the spread of illness).

22.C.3a Identify potential environmental conditions that may affect the health of the local community (e.g., pollution, land fill, leadbased paint).

22.C.3b Develop potential solutions to address environmental problems that affect the local community’s health.

22.D.3a Identify and communicate with others within your school, family, and community regarding health issues.

State Goal 24:  Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.A.3a Describe possible causes and consequences of conflict and violence among youth in schools and communities.

24.B.3a Apply a decision-making process to an individual health concern.