Grade 7 Health Education, Unit 1 of 7. Personal Health: Understanding Health and Wellness. Overview

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1 Grade 7 Health Education, Unit 1 of 7 Personal Health: Understanding Health and Wellness Overview Overall Days: 2-4 days (1 day = minutes) Content to be learned Review health triangle. Explain the basic skills needed for good overall health. Explain the role that environment plays in total health. Describe how risk behavior affects your health. Explain the consequences of risk behaviors. Identify how to avoid risk behaviors. List factors to consider when developing a personal fitness program. 21 st Century Learning Expectations Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Utilize a variety of methods and resources to reason and think critically. Creatively solve problems by acquiring and applying new knowledge. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and the community. Become a flexible and collaborative learner able to work in and appreciate diverse groups environments and situations. Essential questions students should be able to answer by the end of the unit What are the skills needed to maintain good overall health? How does your environment affect your health? What are risk behaviors? What consequences do risky behaviors carry? Why is it important to have a fitness program? Providence Public Schools Health Education Curriculum Framework Committee D-43

2 Grade 7 Health Education, Unit 1 Written Curriculum Rhode Island State Standards/Instructional Outcomes Personal Health Instructional Outcomes Standard explain the relationship between positive health behaviors and the prevention of injury and premature death. REQUIRED TOPICS: concepts of physical activity, exercise, and performance-related fitness and health-related fitness; exercise and rest; aerobic exercise; positive contributions of physical activity to health, other benefits of various forms of physical activity describe the interrelationship of mental, emotional, social and physical health during adolescence. REQUIRED TOPIC: social and emotional benefits of physical activity and overall personal wellness describe how family, peers and environment are interrelated with the health of adolescents, including physical activity, nutrition and hygiene practices. REQUIRED TOPICS: family history; availability of resources for engaging in how improvements in the environment improve personal health. Standard distinguish between safe and risky or harmful behaviors. REQUIRED TOPICS: analyzing potential risks related to physical activity and the environment. Standard describe the influence of cultural and family beliefs on personal health behaviors and the use of personal health services. REQUIRED TOPICS: physical activity practices; use of physical activity services; expressions of culture through various forms of physical activity - e.g. dance, food selection and other practices analyze how information from peers influences and affects health choices about personal health. REQUIRED TOPICS: peer pressure to engage in risky behaviors; level of physical activity among peers. Standard use healthy ways to express needs, wants and feelings. Standard predict how decisions regarding risk-taking behaviors have consequences for self and others. REQUIRED TOPICS: cause and effect; risks and consequences develop a plan that addresses personal strengths, needs and health risks. REQUIRED TOPICS: selecting appropriate physical activity levels. Standard work cooperatively when advocating for individual, family and school and environmental safety. REQUIRED TOPIC: compliance and non-compliance with game rules and fair play. Notes Review key concepts from grade 6. D-44 Providence Public Schools Health Education Curriculum Framework Committee

3 Grade 7 Health Education, Unit 1 Taught Curriculum Learning Objectives Students will be able to: Identify the importance of good overall health skills. Describe how the environment plays a role in your health style. Give examples of risk behaviors and their consequences. Explain the importance of developing a personal fitness plan. Key Concepts Health and Wellness Heredity and Environment Health Risks and Behavior Fitness Plan Suggested Sequence Lessons 1, 2 Chapter 1 combine into one lesson. Materials Teen Health Course 2 Kit Resources Teen Health Course 2, Macmillan/McGraw-Hill Grade 7 Chapter 1 Lesson 1 o Teacher s Edition pp. 4-7 o Transparency 1-1 Lesson 2 o Teacher s Edition pp o Chapter 1 Workbook pp o Student Activities Workbook pp. 4-5 o Transparency 1-2 Lesson 3 o Teacher s Edition pp o Chapter 1 Workbook pp o Student Activities Workbook p. 6 o Transparency 1-3 Lesson 4 o Teacher s Edition pp o Chapter 1 Workbook pp o Student Activities Workbook p. 7 o Transparency 1-4 Teen Health Course 2, Macmillan/McGraw-Hill Grade 7 Chapter 3 Lesson 4 o Teacher s Edition pp o Chapter 3 Workbook pp pp o Student Activities Workbook p. 20 Providence Public Schools Health Education Curriculum Framework Committee D-45

4 Grade 7 Health Education, Unit 1 Instructional Considerations Key Vocabulary advocacy conflict resolution environment fitness plan heredity interpersonal skills refusal skills risk behaviors Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that are culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction D-46 Providence Public Schools Health Education Curriculum Framework Committee

5 Grade 7 Health Education, Unit 1 Assessed Curriculum Formative Assessments Chapter Workbook quizzes pp. 26, 35 Journal Entry Questions and Answers Summative Assessments Chapter Workbook 1 Chapter Test 1 pp. 7-8 Short Answer Essay Teacher Designed Assessment Notes Providence Public Schools Health Education Curriculum Framework Committee D-47

6 Grade 7 Health Education, Unit 1 D-48 Providence Public Schools Health Education Curriculum Framework Committee

7 Grade 7 Health Education, Unit 2 of 7 Mental and Emotional Health: Building Healthy Relationships Overview Overall Days: 3-4 days (1 day = minutes) Content to be learned Communicate feelings in healthy ways. Describe characteristics of good friendships. Explain positive and negative peer pressure. Recognize the signs of conflict. Define bullying. Understand dating violence and cyberbullying. 21 st Century Learning Expectations Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Utilize a variety of methods and resources to reason and think critically. Creatively solve problems by acquiring and applying new knowledge. Apply a variety of technology skills and tools to access information, analyze data, and communicate ideas and information. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and the community. Essential questions students should be able to answer by the end of the unit What are healthy ways to communicate needs, wants, and feelings? What are ways (strategies) to build friendships? How can students resist negative peer pressure? What are some conflict resolutions skills? What is bullying? What are signs of dating violence? Providence Public Schools Health Education Curriculum Framework Committee D-49

8 Grade 7 Health Education, Unit 2 Written Curriculum Rhode Island State Standards/Instructional Outcomes Mental and Emotional Health Instructional Outcomes Standard describe how family, peers and environment influence mental and emotional health. REQUIRED TOPICS: peer pressure. Standard distinguish between safe and risky or harmful behaviors. REQUIRED TOPICS: identifying personal strengths; assuming responsibility for behavior choices. Standard analyze how positive and negative messages from media and other sources influence mental & emotional health. REQUIRED TOPICS: media portrayal of violence and aggression; influence of psycho-social & environmental factors on substance use. Standard use effective verbal and non-verbal communication skills to enhance mental health. REQUIRED TOPICS: listening skills; assertiveness; I statements; how problem-solving requires communication skills describe how the behavior of family and peers affects interpersonal communication and mental health. REQUIRED TOPICS: influence of self-perception on interactions with others; abuse; neglect; spreading rumors; results of alcohol abuse on family, others; effect on choices use healthy ways to express needs, wants and feelings communicate care, consideration and respect of self and others use communication skills needed to build and maintain healthy relationships. REQUIRED TOPICS: rules for working cooperatively; appropriately levels of sharing in various relationships; qualities of a good friend apply refusal and negotiation skills needed to enhance mental and emotional health and prevent substance use analyze the possible causes of conflict among youth in schools and communities. Notes Review key concepts from grade 6. Learning Objectives Taught Curriculum Students will be able to: Describe healthy ways to communicate needs, wants, and feelings. Identify characteristics of good friendships. Give examples of positive and negative peer pressure. Recognize the signs of conflict. Assess bullying behaviors. Explain steps to prevent violence. D-50 Providence Public Schools Health Education Curriculum Framework Committee

9 Grade 7 Health Education, Unit 2 Key Concepts Building Communication Skills Your Friendships and Peer Pressure Resolving Conflict Preventing Violence Bullying Safe Dates (Lesson 4) Suggested Sequence Lessons 1, 2, 3 Chapter 6 combine into one lesson. Materials Teen Health Course 2 Kit Safe Dates Curriculum Resources Teen Health Course 2, Macmillan/McGraw-Hill Grade 7 Chapter 6 Lesson 1 o Teacher s Edition pp o Transparency 6-1 Lesson 2 o Teacher s Edition pp o Transparency 6-2 Lesson 3 o Teacher s Edition pp o Chapter 6 Workbook pp o Student Activities Workbook p. 49 o Transparency 6-3 Teen Health Course 2, Macmillan/McGraw-Hill Grade 7 Chapter 7 Lesson 1 o Teacher s Edition pp o Chapter 7 Workbook pp. 3, 10, 12, 15 o Student Activities Workbook p. 57 o Transparency 7-1, 7-2 Lesson 2 o Teacher s Edition pp Additional Resources Safe Dates Curriculum Instructional Considerations Key Vocabulary acquaintance body language bullying communication compromise conflict dating violence mediation negotiation nonverbal communication peer pressure Providence Public Schools Health Education Curriculum Framework Committee D-51

10 Grade 7 Health Education, Unit 2 Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that are culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction Assessed Curriculum Formative Assessments Chapter 6 Workbook Quizzes pp. 17, 23, 29 Journal Entry Questions and Answers Summative Assessments Chapter 6 Workbook Short Answer Essay Teacher Designed Assessment D-52 Providence Public Schools Health Education Curriculum Framework Committee

11 Grade 7 Health Education, Unit 2 Notes Providence Public Schools Health Education Curriculum Framework Committee D-53

12 Grade 7 Health Education, Unit 2 D-54 Providence Public Schools Health Education Curriculum Framework Committee

13 Grade 7 Health Education, Unit 3 of 7 Nutrition Education: Planning Healthful Meals Overview Overall Days: 3-4 days (1 day = minutes) Content to be learned Analyze eating habits to determine a healthy eating plan. Describe how media and peers influence food choices. Explain the relationship between calories and weight. Explain the benefits of a positive body image. 21 st Century Learning Expectations Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Utilize a variety of methods and resources to reason and think critically. Creatively solve problems by acquiring and applying new knowledge. Apply a variety of technology skills and tools to access information, analyze data, and communicate ideas and information. Essential questions students should be able to answer by the end of the unit How can fast food be part of a healthy diet? How do media, culture, and peers influence your food choices? What is the relationship between the intake/expenditure of calories and weight gain/loss? Why is it beneficial to have a positive body image? Providence Public Schools Health Education Curriculum Framework Committee D-55

14 Grade 7 Health Education, Unit 3 Written Curriculum Rhode Island State Standards/Instructional Outcomes Nutrition Education Instructional Outcomes Standard describe the interrelationship between good nutrition and mental, emotional and physical health in adolescence. REQUIRED TOPICS: link between breakfast and ability to learn and perform, energy needs, physiological function of key nutrients; variety of nutrient requirements based on gender, age activity level; nutrients and chronic disease. 1.4a. describe how family, peers and environment influence nutritional status and nutrition behaviors. REQUIRED TOPICS: food choices; high fat/low fat foods; benefits of exercise. Standard access resources from home, school and community that provide valid nutrition information. REQUIRED TOPICS: reliable sources of information locate nutrition related products and services. REQUIRED TOPICS: why special foods and supplements are generally unnecessary explain roles played by different health providers in promoting good nutrition. REQUIRED TOPICS: counseling for weight management; nutrition and sports. Standard analyze eating habits to determine health strengths and risks. REQUIRED TOPICS: fast food restaurants. Standard describe the influence of cultural beliefs and cultural diversity with respect to nutritional differences and behaviors analyze how positive and negative messages from media and other resources influence nutrition behaviors, such as the selection of food. REQUIRED TOPICS: advertising and food choice. Standard analyze how nutrition-related decisions are influenced by individuals, peers, family or community values predict how decisions regarding nutrition behaviors have consequences for self and others. REQUIRED TOPICS: eating patterns; empty calories develop a nutrition plan that addresses personal strengths, needs and health risks. Standard work cooperatively when advocating for nutrition-related health issues concerning individuals, family and schools. Notes Review key concepts from grade 6. Learning Objectives Students will be able to: Develop a healthy eating plan. Taught Curriculum D-56 Providence Public Schools Health Education Curriculum Framework Committee

15 Grade 7 Health Education, Unit 3 Identify influences from media/peers that may impact food choices. Describe the relationship between calories and weight gain/loss. Understand the relationship between a healthy body image and positive self esteem. Key Concepts Creating a Healthy Eating Plan Maintaining a Healthy Weight Positive Self Esteem (Eating Disorders) Nutrition (SNAP ED) Suggested Sequence Lessons 1, 2, 3 Chapter 6 combine into one lesson. Materials Teen Health Course 2 Kit Resources Teen Health Course 2, Macmillan/McGraw-Hill Grade 7 Chapter 4 Lesson 2 o Teacher s Edition pp o Lesson 2 Review Questions o Chapter 4 Workbook pp. 15, 18 Lesson 3 o Teacher s Edition pp o Teacher s edition Health Skill Activity p. 120 o Teacher s Edition Reading Strategy p. 119 o Transparency 4-3 Lesson 5 o Teacher s Edition pp o Chapter 4 Workbook pp o Transparency 4-5 Lesson 6 o Teacher s Edition pp o Chapter 4 Workbook pp o Transparency 4-6 Additional Resources URI SNAP ED Program My Plate.gov Instructional Considerations Key Vocabulary body image BMI calorie eating disorders nutrients Teaching Strategies Providence Public Schools Health Education Curriculum Framework Committee D-57

16 Grade 7 Health Education, Unit 3 Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that are culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction Assessed Curriculum Formative Assessments Chapter 4 Workbook Quizzes pp. 31, 43, 49 Journal Entry Questions and Answers Summative Assessments Chapter 4 Workbook Chapter Test pp. 7-8 Short Answer Essay Teacher Designed Assessment Notes D-58 Providence Public Schools Health Education Curriculum Framework Committee

17 Grade 7 Health Education, Unit 4 of 7 Sexuality and Family Life: Growing and Changing Overview Overall Days: 3-4 days (1 day = minutes) Content to be learned Identify questions and concerns about puberty and sexual issues. Describe healthy ways of expressing emotions. Explain physiological changes that occur during puberty. Discuss accurate information about sexual health issues. 21 st Century Learning Expectations Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Apply a variety of technology skills and tools to access information, analyze data, and communicate ideas and information. Engage in and demonstrate an awareness of how elements of the arts and culture communicate values. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and community. Become a flexible and collaborative learner able to work in and appreciate diverse groups, environments, and situations. Essential questions students should be able to answer by the end of the unit Where can teens go to get reliable information concerning puberty and sexual issues? What are healthy ways to express needs, wants, and feelings? What are the physiological changes that occur to males and females during puberty? How can teens ensure that all people are treated with respect and equality regardless of their sexual orientation? Providence Public Schools Health Education Curriculum Framework Committee D-59

18 Grade 7 Health Education, Unit 4 Written Curriculum Rhode Island State Standards/Instructional Outcomes Sexuality and Family Life Instructional Outcomes Standard explain how reproductive health is influenced by the interaction of body systems. REQUIRED TOPICS: the components of the male and female reproductive systems, menstruation describe the interrelationships of mental, emotional, social and physical health which males and females experience during puberty and adolescence. REQUIRED TOPICS: gender roles and gender role stereotyping, definition of sexual orientation, difference between like, infatuation and love, types of dating, how body image affects feelings and behaviors, feelings about body changes, development of sexual and romantic feelings, how talents, characteristics, strengths and hopes are equally found in boys and girls; sexual health including its enhancement of life and relationships; people as sexual beings with a sexual identity; definition of masturbation describes ways to reduce risks related to sexual health. REQUIRED TOPICS: abstinence from sexual intercourse as the acceptable form of sexual expression for pre-teenagers and adolescents; need for adolescents to set limits regarding sexual expression. Standard identify and access appropriate resources for teens to answer questions or concerns about puberty and growing up, relationship and family issues; sexuality issues such as sexual activity, sexual orientation, etc explain the role of health care providers (e.g. physicians, nurses, etc.) in puberty, maturing, contraceptive decision making and other reproductive health, sexuality and family life issues identify professional health care providers, trusted adults, faith communities and other resources available for someone with questions about sexuality and growing up. Standard identify and use ways to reduce and/or avoid threatening situations including sexual abuse and sexual assault. Standard use healthy ways to express needs, wants and feelings communicate care, consideration and respect of self and others. REQUIRED TOPICS: importance of respecting different value systems in friends and families; respect of others regardless of personal choice of expression use communication skills for dealing with sexual pressure from peers and from one s girlfriend/boyfriend. REQUIRED TOPICS: pressure to date and/or be sexually active; saying no and communicating limits, etc. Standard predict how decisions regarding sexual behaviors have consequences for self and others. REQUIRED TOPICS: couples have choices regarding sharing sexual feelings with each other identify how people can help protect themselves against the possibility of rape. REQUIRED TOPICS: self defense, assessing situations, avoiding drugs and alcohol, etc. Standard to influence and support others in making positive personal health choices about family issues, relationships, sexuality and growing up. REQUIRED TOPICS: how people and communities can help homosexual and bisexual people who are often mistreated, called hurtful names, or denied their rights because of their sexual orientation identify barriers to effective communication of information, ideas, feelings and opinions about sexuality, family and relationship issues. REQUIRED TOPICS: various methods for people to access help with personal questions or concerns about sexuality or relationships. D-60 Providence Public Schools Health Education Curriculum Framework Committee

19 Grade 7 Health Education, Unit 4 Notes Review key concepts from grade 6. Taught Curriculum Learning Objectives Students will be able to: Identify the physical, mental, and social changes that occur during adolescence. List resources that address questions and concerns about puberty and sexual issues. Explain how to care for the male and female reproductive systems. Recognize ideas, feelings, and opinions about sexuality and sexual orientation. Key Concepts Puberty Male and Female Reproductive Systems Sexual Orientation Sexuality Materials Teen Health Course 2 Kit Resources Teen Health Course 2, Macmillan/McGraw-Hill Grade 7 Chapter 12 Lesson 1 o Teacher s Edition pp o Transparency 12-1 Lesson 3 o Teacher s Edition pp o Student Activities Workbook p. 98 Lesson 4 o Teacher s Edition pp o Chapter 12 Workbook p. 30 Glencoe Professional Health Series Dealing with Sensitive Issues Activity 6: Sexual Behavior pp Additional Resources Alliance for Gay/Lesbian G.L.A.D. CDC. gov Human Relation Media online resource Katie Brown Program Teaching Sexual Health Providence Public Schools Health Education Curriculum Framework Committee D-61

20 Grade 7 Health Education, Unit 4 Instructional Considerations Key Vocabulary adolescence homosexuality hormones menstrual cycle ovaries penis puberty uterus Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that are culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction D-62 Providence Public Schools Health Education Curriculum Framework Committee

21 Grade 7 Health Education, Unit 4 Assessed Curriculum Formative Assessments Chapter 12 Workbook Quizzes pp. 14, 29, 35 Journal Entry Questions and Answers Summative Assessments Chapter 12 Workbook Chapter Test p. 7 Teacher Designed Assessment Notes Providence Public Schools Health Education Curriculum Framework Committee D-63

22 Grade 7 Health Education, Unit 4 D-64 Providence Public Schools Health Education Curriculum Framework Committee

23 Grade 7 Health Education, Unit 5 of 7 Disease Prevention and Control: Preventing Diseases Overview Overall Days: 3-4 days (1 day = minutes) Content to be learned Identify communicable and noncommunicable diseases. Identify common sexually transmitted diseases. Explain how to protect yourself from sexually transmitted diseases. Distinguish between safe and risky behaviors to prevent the spread of HIV/AIDS. 21 st Century Learning Expectations Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Utilize a variety of methods and resources to reason and think critically. Creatively solve problems by acquiring and applying new knowledge. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and community. Become a flexible and collaborative learner able to work in and appreciate diverse groups, environments, and situations. Essential questions students should be able to answer by the end of the unit What is the difference between a communicable and noncommunicable disease? What is a sexually transmitted disease? How can a sexually transmitted disease affect your health status? How can decisions regarding exposure to STDs/STIs have consequences for yourself and others? How can HIV be transmitted? What can be done to prevent the spread of AIDS? Providence Public Schools Health Education Curriculum Framework Committee D-65

24 Grade 7 Health Education, Unit 5 Written Curriculum Rhode Island State Standards/Instructional Outcomes Disease Prevention and Control Instructional Outcomes Standard describe relationships between personal health behaviors and individual well-being. REQUIRED TOPICS: distinguish among illness, disease and health; relationship between positive feelings of self and taking care of one s body; disease causing agents; factors which contribute to disease and infection; difference between communicable and noncommunicable disease; how diseases and disorders affect feelings and actions). Communicable diseases: REQUIRED TOPICS: definition of HIV/AIDS, sexually transmitted diseases (STD)/sexually transmitted infections (STI) signs, symptoms, incubation periods, disease agents, transmission and health risks; testing and treatment options; specific STD/STI -- gonorrhea, chlamydia, genital warts/condyloma); other communicable diseases (e.g. TB, hepatitis, influenza, meningitis). Non-communicable diseases: REQUIRED TOPICS: cardiovascular disease (heart attack, stroke, high blood pressure, hypertension); risk factors related to heart disease; effects of cigarette smoking on body systems; cancer; stress and its relationship to heart disease, ulcers, and other disorders; physically challenged individuals describe ways to reduce risks related to disease control and prevention during early adolescence. REQUIRED TOPICS: HIV infection: people with HIV may not look or feel sick; incubation period of approximately 6 months; virus remains in body throughout life; sexual orientation is not the cause of HIV and AIDS. Standard distinguish between safe and risky or harmful behaviors. REQUIRED TOPICS: avoiding needle sharing, body piercing; steroid use; universal precautions; use of latex barriers, i.e. condoms, to help prevent HIV, STD transmission. Standard apply refusal and negotiation skills needed to prevent disease transmission. REQUIRED TOPICS: high risk behaviors leading to disease transmission, such as sexual activity, drug use, needle sharing, etc. Standard predict how decisions regarding exposure to disease agents and lifestyle have consequences for self and others. REQUIRED TOPICS: impact of STD/STI; development of heart disease, cancer or long term disability resulting from injury; laws regarding toxic waste disposal, littering, community recycling programs. Notes Review key concepts from grade 6. Learning Objectives Taught Curriculum Students will be able to: Explain how communicable and noncommunicable disease effect overall health. Understand how sexually transmitted diseases spread. Describe how to protect yourself from HIV/AIDS and STDs/STIs. D-66 Providence Public Schools Health Education Curriculum Framework Committee

25 Grade 7 Health Education, Unit 5 Key Concepts Communicable Diseases Noncommunicable Diseases STDs/STIs HIV/AIDS Refusal Skills Suggested Sequence Lessons 2, 3 Chapter 14 combine into one lesson. Materials Teen Health Course 2 Kit Human Relation Media Resources Teen Health Course 2, Macmillan/McGraw-Hill Grade 7 Chapter 13 Lesson 1 o Teacher s Edition pp. 42 o Chapter 13 Workbook p. 10 o Transparency 13-1 Lesson 5 o Teacher s Edition pp o Chapter 13 Workbook pp o Student Activities Workbook pp o Transparency 13-5 Lesson 6 o Teacher s Edition pp o Chapter 13 Workbook pp o Transparency 13-6 Teen Health Course 2, Macmillan/McGraw-Hill Grade 7 Chapter 14 Lesson 1 o Teacher s Edition pp o Transparency 14-1 Lesson 2 (Heart Disease) o Teacher s Edition pp o Chapter 14 Workbook pp Lesson 3 o Teacher s Edition pp o Chapter 14 Workbook p. 21 o Transparency 14-3 Additional Resources CDC. gov The Rhode Island School Nurses Teachers infectious disease reference manual (online resource) Providence Public Schools Health Education Curriculum Framework Committee D-67

26 Grade 7 Health Education, Unit 5 Instructional Considerations Key Vocabulary cancer communicable heart attack HIV/AIDS noncommunicable STI/STD Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that are culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction D-68 Providence Public Schools Health Education Curriculum Framework Committee

27 Grade 7 Health Education, Unit 5 Formative Assessments Chapter 13 Workbook Quizzes pp. 41, 47 Journal Entry Questions and Answers Summative Assessments Chapter 13 Workbook Chapter Test p. 7 Teacher Designed Assessment Assessed Curriculum Notes Providence Public Schools Health Education Curriculum Framework Committee D-69

28 Grade 7 Health Education, Unit 5 D-70 Providence Public Schools Health Education Curriculum Framework Committee

29 Grade 7 Health Education, Unit 6 of 7 Substance Use and Abuse Prevention: Alcohol, Tobacco, and Other Drugs Overview Overall Days: 3-4 days (1 day = minutes) Content to be learned Review the short and long term effects of tobacco, alcohol, and drug use. Describe ways to reduce risks of substance abuse. Analyze how positive and negative messages from media influence substance use and abuse. Describe reasons drug use is harmful to teens. 21 st Century Learning Expectations Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Apply a variety of technology skills and tools to access information, analyze data, and communicate ideas and information. Engage in and demonstrate an awareness of how elements of the arts and culture communicate values. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and community. Become a flexible and collaborative learner able to work in and appreciate diverse groups, environments, and situations. Essential questions students should be able to answer by the end of the unit Why would teens use and abuse alcohol, tobacco, and other drugs? What are the risks involved in using and abusing alcohol, tobacco, and other drugs? How does the media effect teens choices in using alcohol, tobacco, and other drugs? How does peer pressure influence choices regarding alcohol, tobacco, and other drugs? Providence Public Schools Health Education Curriculum Framework Committee D-71

30 Grade 7 Health Education, Unit 6 Written Curriculum Rhode Island State Standards/Instructional Outcomes Substance Use and Abuse Instructional Outcomes Standard explain how the interaction of body systems is affected by substance use. REQUIRED TOPICS: short and long-term effects of tobacco, alcohol and caffeine. Standard distinguish between safe and risky or harmful behaviors. REQUIRED TOPICS: identifying dangers of experimentation with substances demonstrate substance abuse prevention strategies to improve or maintain personal and family health. REQUIRED TOPICS: avoiding risky situations; roles and responsibilities of adolescence; maturity identify and demonstrate ways to avoid and reduce threatening situations involving substances. REQUIRED TOPICS: refusal skills; assertive communication. Standard analyze how positive and negative messages from media and other sources influence substance use patterns. REQUIRED TOPICS: marketing and advertising of ATOD analyze the influence of technology on substance use analyze how information from peers influences choices regarding substance use. Standard describe how the substance use/abuse behaviors of family and peers affects others, including interpersonal relationships. REQUIRED TOPICS: proper use of medication; abuse use refusal and negotiation skills needed to prevent substance use. Standard work cooperatively when advocating for substance abuse prevention by individuals, family and schools. Notes Review key concepts from grade 6. Taught Curriculum Learning Objectives Students will be able to: Identify the risks associated with the use of alcohol, tobacco, and other drugs. Explain how media may influence decisions of alcohol, tobacco, and other drug use. Describe the influence of peers involving decisions in the use of alcohol, tobacco, and other drugs. List reasons to avoid alcohol, tobacco, and other drug use and abuse. D-72 Providence Public Schools Health Education Curriculum Framework Committee

31 Grade 7 Health Education, Unit 6 Key Concepts Tobacco Alcohol Legal/Illegal Drugs Peer Pressure Materials Teen Health Course 2 Kit Resources Teen Health Course 2, Macmillan/McGraw-Hill Grade 7 Chapter 8 Lesson 1 o Teacher s Edition pp o Chapter 8 Workbook pp o Teachers Annotated Edition Tobacco, Alcohol and Other Drugs pp o Transparency 8-1 Lesson 3 o Teacher s Edition pp o Chapter 8 Workbook pp o Student Activities Workbook Chapter 8 p. 64 o Building Health Skills Chapter 8 pp o Transparency 8-3 Teen Health Course 2, Macmillan/McGraw-Hill Grade 7 Chapter 9 Lesson 1 o Teacher s Edition pp o Chapter 9 Workbook pp. 9, 11, 13 o Transparency 9-1 Lesson 3 o Teacher s Edition pp o Chapter 9 Workbook pp o Student Activities Workbook Chapter 9 pp. 69, o Building Health Skills Chapter 9 pp o Transparency 9-3 Teen Health Course 2, Macmillan/McGraw-Hill Grade 7 Chapter 10 Lesson 1 o Teacher s Edition pp o Chapter 10 Workbook pp o Transparency 10-1 Lesson 3 o Teacher s Edition pp o Chapter 10 Workbook pp o Teachers Annotated Edition Tobacco, Providence Public Schools Health Education Curriculum Framework Committee D-73

32 Grade 7 Health Education, Unit 6 Alcohol, and Other Drugs (entire book) o Transparency 10-1 Instructional Considerations Key Vocabulary addiction alcohol abuse drug abuse drug misuse harmful chemicals long term goals physical dependence secondhand smoke short term goals target audience Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that are culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction D-74 Providence Public Schools Health Education Curriculum Framework Committee

33 Grade 7 Health Education, Unit 6 Formative Assessments Chapter 8 Workbook Quizzes pp. 14, 26 Chapter 9 Workbook Quizzes pp. 14, 29 Chapter 10 Workbook Quizzes pp. 14, 29 Journal Entry Questions and Answers Summative Assessments Teacher Designed Assessment Assessed Curriculum Notes Providence Public Schools Health Education Curriculum Framework Committee D-75

34 Grade 7 Health Education, Unit 6 D-76 Providence Public Schools Health Education Curriculum Framework Committee

35 Grade 7 Health Education, Unit 7 of 7 Injury Prevention: Personal Safety Overview Overall Days: 2-3 days (1 day = minutes) Content to be learned List steps to take in an emergency. Describe ways to avoid becoming a victim of violence. Cite various sources and services for victims of violence and injuries. Describe how risk taking behaviors have consequences for self and others. 21 st Century Learning Expectations Read widely and critically understand a variety of texts. Write and speak effectively with clarity and purpose. Utilize a variety of methods and resources to reason and think critically. Creatively solve problems by acquiring and applying new knowledge. Apply a variety of technology skills and tools to access information, analyze data, and communicate ideas and information. Engage in and demonstrate an awareness of how elements of the arts and culture communicate values. Demonstrate how to be a respectful, knowledgeable, healthy, and ethical member of the school and community. Become a flexible and collaborative learner able to work in and appreciate diverse groups, environments, and situations. Essential questions students should be able to answer by the end of the unit What should teens do when faced with an emergency? What are safety practices teens should follow to avoid being a victim of violence? Where can teens go to access valid resources for violence and injury prevention and treatment? How could risk taking behaviors be harmful to teens and others? Providence Public Schools Health Education Curriculum Framework Committee D-77

36 Grade 7 Health Education, Unit 7 Written Curriculum Rhode Island State Standards/Instructional Outcomes Injury Prevention Instructional Outcomes Standard analyze how environment and personal safety are interrelated. REQUIRED TOPICS: firearms and other weapons describe how appropriate treatment can prevent premature death and disability related to injuries. REQUIRED TOPICS: basic first aid. Standard locate injury prevention and treatment products and services. REQUIRED TOPICS: sources of products and services compare the costs and validity of injury prevention and treatment products. REQUIRED TOPICS: quackery; consumerism. Standard explain the importance of assuming responsibility for behaviors. REQUIRED TOPICS: safety laws and rules for home, play areas, school; impact of injury on the family, the individual and society analyze personal risk taking behaviors which could lead to injury. REQUIRED TOPICS: recreational, leisure, home, occupational distinguish between safe and risky or harmful behaviors. REQUIRED TOPICS: identifying personal lifestyle and environmental risks; recreational risks; eliminating hazards. Standard predict how decisions regarding risk-taking behaviors have consequences for self and others. REQUIRED TOPICS: cause and effect/risks and consequences; effect of injuries on self, family and others. Notes Review key concepts from grade 6. Learning Objectives Taught Curriculum Students will be able to: Recognize the basic steps to treating common injuries. Identify behaviors that will reduce the risk of becoming a victim of violence. Describe situations requiring professional health services. Predict the cause and effect of risk taking behaviors. Key Concepts First Aid Personal Safety Gun/Weapon Safety Resources Teen Health Course 2, Macmillan/McGraw-Hill Grade 7 Chapter 15 Lesson 5 o Teacher s Edition pp D-78 Providence Public Schools Health Education Curriculum Framework Committee

37 Grade 7 Health Education, Unit 7 Cyber Safety o Chapter 15 Workbook pp o Transparency 15-5 Lesson 2 o Teacher s Edition p. 479 Lesson 5 o Teacher s Edition p. 502 Materials Teen Health Course 2 Kit Teachers Annotated Edition Safety and Injury Prevention Lesson 1 pp. 1-5 Lesson 5 pp Lesson 7 pp Additional Resources Providence School Department Instructional Considerations Key Vocabulary cyber safety emergency steps first aid preventative behaviors Teaching Strategies Characteristics of an Effective Health Education Curriculum (CDC): Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven. Addresses individual values, attitudes, and beliefs. Addresses individual and group norms that support health-enhancing behaviors. Focuses on reinforcing protective factors and increasing perceptions of personal risk and harmfulness of engaging in specific unhealthy practices and behaviors. Addresses social pressures and influences. Builds personal competence, social competence, and self efficacy by addressing skills. Provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors. Uses strategies designed to personalize information and engage students. Provides age-appropriate information, learning strategies, teaching methods, and materials. Incorporates learning strategies, teaching methods, and materials that are culturally inclusive. Provides adequate time for instruction and learning. Provides opportunities to reinforce skills and positive health behaviors. Provides opportunities to make positive connections with influential others. Providence Public Schools Health Education Curriculum Framework Committee D-79

38 Grade 7 Health Education, Unit 7 Includes teacher information and plans for professional development and training that enhance effectiveness of instruction and student learning. Additional Teaching Strategies: Brainstorming Word wall Journaling Discussions Role playing Demonstrations Uses concepts of differentiated instruction Assessed Curriculum Formative Assessments Lesson Unit Reviews p. 26 Chapter 15 Workbook Quiz p. 41 Safety and Injury Prevention Workbook (book) Journal Entry Questions and Answers Summative Assessments Teacher Designed Assessment Notes D-80 Providence Public Schools Health Education Curriculum Framework Committee

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