Grade 7 Health Missouri standards Standards

Compare peer pressure to peer support and evaluate how each influences the making of informed and reasoned decisions regarding TAOD use.

Substance Use vs. Non-Use

Substance Education

Make informed decisions to reduce the risk of injuries during exercise, sports and other activities.

Activity Related Injuries and Environmental Conditions

Demonstrate basic first aid procedures such as the abdominal thrust, rescue breathing and CPR, poisoning, burns, control bleeds, RICE.

First Aid Procedures

Assess home and school environments for potential unsafe situations and recommend corrective action.

Safety for Home, School, and Communities

Injury Prevention and Safety

Describe how to protect self and others from STI (sexually transmitted infections) and explain the role of abstinence for prevention.

Abstinence, Prevention Behaviors, and Teen Pregnancy

Compare and contrast signs and symptoms or HIV/AIDS.

HIV/AIDS Prevention Education

Describe the patterns of transmission, treatments, and prevention of sexually transmitted infections.

Name and discuss common STIs (sexually transmitted infections).

Recognize the importance of regular check-ups for various types of cancer (e.g., breast, testicular, skin).

Adolescent Health Issues and Sexually Transmitted Infections

Disease Prevention and Control

Risk Assessment and Reduction

Discuss sexual harassment issues and create a plan to address these issues.

Harassment/Bullying and Violence Prevention

Analyze various techniques designed to enhance coping abilities and manage stress (e.g., stay healthy, relax, positive outlook, physically active, talk it out).

Stress Management and Coping Skills

Examine the impact that peer pressure refusal skills have on self-perception and the perception of others.

Refusal/Assertive Skills and Conflict Resolution

Analyze and evaluate how the decision making process can help an individual in life situations.

Decision Making and Problem Solving

Life Management Skills

Examine the different types of health care systems (e.g., HMOs - employer-provided health insurance).

Connect the appropriate resource in the community to determine their role in prevention and treatment of health related problems (e.g., American Cancer Society, March of Dimes, American Hearth Association).

Community Services/Careers

Consumer Health and Safety

Apply nutrition knowledge to compare the nutrient contribution of a food to its energy contribution.

Food Energy and Physical Activity

Apply the four basic rules of food handling (e.g., clean, chill, cook, separate) to different food preparation situations.

Food Handling and Safety

Analyze and critique food labeling information to determine calories, nutrients, serving size, types of ingredients and nutritional value in a product.

Food Labels

Recognize the symptoms of various eating disorders and proper referral sources.

Evaluate factors that influence food choices (e.g., culture, family, emotions, peers, media) and their impact on nutrition and health.

Balance, Variety and Moderation

Apply nutrition knowledge to compare the nutrient contribution of a food to its energy contribution.

Essential Nutrients and Food Groupings

Nutrition

Distinguish the differences between health and skill related fitness.

Health and Skill Related Fitness

Sequence the process and events of the human life cycle including fertilization, fetal development and birth.

Growth and Development

Predict problems that may occur due to insufficient or lack of preventive care for health needs.

Preventive Care

Critique personal behaviors and their cause and effect that relate to the following choices: eating breakfast daily; refraining from the use of tobacco and alcohol; sleeping six to eight hours a night; maintaining a healthy weight; daily moderate to vigorous physical activities; making healthy food choices (fruits, vegetables, whole grains, portion sizes).

Personal Health

Personal and Family Health

Health Maintenance and Enhancement

Formulate scenarios that will illustrate potential problems or difficult situations.

Communication Skills

Social, Emotional and Mental Health

Distinguish between dominant and recessive traits.

Reproductive System

Relate how health behaviors affect the urinary/excretory system.

Urinary/Excretory System

Describe how healthy lifestyle choices (e.g., exercise, diet, sleep) affect the functioning of the central nervous system and peripheral nervous system (e.g., exercise increases endorphins, stress relief, mental alertness).

Nervous System

Measure respiratory rates during inactivity and activity.

Respiratory System

Analyze how aerobic exercise impacts an individual physically, mentally, and emotionally.

Cardio-respiratory/Circulatory System

Explain how the skeletal system supports and protects other body systems (e.g., circulatory, muscular, nervous).

Skeletal System

Explain how muscles work in pairs for movement to occur and provide examples (e.g., flexors and extensors, bicep contracts and tricep extends to flex your elbow bringing hand to shoulder.

Muscular System

Structure and Functions of the Body

Functions and Interrelationships of Systems

Students will demonstrate the ability to advocate for personal, family, and community health.

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Students will demonstrate the ability to use goal-setting skills to enhance health.

Students will demonstrate the ability to use decision-making skills to enhance health.

Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Students will demonstrate the ability to access valid information and products and services to enhance health.

Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Students will comprehend concepts related to health promotion and disease prevention to enhance health.