LAC 28:LIX.517. Grade 7 Grade-Level Expectations

A. Standard 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health. 1. Benchmark 1-M-1—describe interrelationships among physical, intellectual, emotional and social health. a. 1-M-1.1—explain how emotional health (stress) impacts other dimensions of health. b. 1-M-1.2—describe appropriate ways to express and deal with emotions and how this can impact other areas of personal health. 2. Benchmark 1-M-2—describe the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death. a. 1-M-2.1—explain the importance of assuming responsibility for personal health behaviors. b. 1-M-2.2—define HIV. c. 1-M-2.3—explain and define abstinence. 3. Benchmark 1-M-3—analyze high risk behaviors to determine their impact on wellness a. 1-M-3.1—describe the benefits of and barriers to practicing healthy behaviors (e.g., sexual abstinence, avoiding substance abuse, practicing good nutrition). b. 1-M-3.2—describe the relationship between using alcohol and other drugs and health risk behaviors. (e.g., sexual activity, driving/riding while intoxicated, violence, etc.). 4. Benchmark 1-M-4—use appropriate strategies to prevent/reduce risk and promote well-being. a. 1-M-4.1—describe how family history and environment are related to the cause or prevention of disease. b. 1-M-4.2—explain how abstinence prevents emotional and physical health risks. 5. Benchmark 1-M-5—discuss the basic male and female reproductive anatomy and physiology. a. 1-M-5.1—describe basic male and female reproductive body parts and their functions. b. 1-M-5.2—define puberty. B. Standard 2. Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. 1. Benchmark 2-M-1—describe the influence of others on health beliefs, practices and behaviors. a. 2-M-1.1—describe how peers influence healthy and unhealthy behaviors. b. 2-M-1.2—analyze how the community can affect personal health practices and behaviors. c. 2-M-1.3—define gender stereotypes in social relationship roles. 2. Benchmark 2-M-2—analyze how media and technology influence personal and family health behaviors. a. 2-M-2.1—assess ways in which various media influence buying decisions (e.g., health products, medicines, food). b. 2-M-2.2—discuss the role of the media in supporting gender stereotypes in relationship roles. 3. Benchmark 2-M-3—explain the influence of personal values and beliefs on individual health practices and behaviors. a. 2-M-3.1—identify the difference between external and internal influences. b. 2-M-3.2—discuss how individual values and beliefs affect personal decisions to engage in healthy and unhealthy behaviors (e.g., eating and exercising habits, engaging in sexual risk behaviors and choosing abstinence). c. 2-M-3.3—recognize how external influences can affect an individual’s judgment, self-control and behavior (e.g., substance abuse, peer pressure). C. Standard 3. Students will demonstrate the ability to access valid information and products and services to enhance health. 1. Benchmark 3-M-1—utilize resources at home, school and community to access valid health information and services. a. 3-M-1.1—explore validity, cost and safety of health products and services (e.g., diet pills, tanning beds, energy drinks, generic drugs). b. 3-M-1.2—describe situations that may require professional health services. c. 3-M-1.3—engage trusted adults at home, school and community in health issues. d. 3-M-1.4—identify credible health-related websites. D. Standard 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 1. Benchmark 4-M-1—demonstrate healthy ways to express needs, wants, feelings and respect of self and others. a. 4-M-1.1—use effective listening techniques when communicating with others (active listening). b. 4-M-1.2—describe healthy ways to express affection, love, friendship and concern. c. 4-M-1.3—explain the characteristics of a healthy and unhealthy social relationship. d. 4-M-1.4—analyze the relationship between self-respect and healthy social relationships. 2. Benchmark 4-M-2—demonstrate how to ask for assistance to enhance the health of self and others. a. 4-M-2.1—identify techniques for approaching trusted adults. b. 4-M-2.2—demonstrate skills for requesting assistance with health issues. 3. Benchmark 4-M-3—demonstrate effective conflict management or resolution strategies. a. 4-M-3.1—compare and contrast the steps for conflict resolution/negotiation. b. 4-M-3.2—demonstrate skills to effectively resist pressure from peers to engage in unhealthy behaviors. 4. Benchmark 4-M-4—exhibit characteristics needed to be a responsible friend and family member. a. 4-M-4.1—identify methods for responding to problems of others with empathy and support. E. Standard 5. Students will demonstrate the ability to use decision-making skills to enhance health. 1. Benchmark 5-M-1—discuss how emotional health affects decision-making. a. 5-M-1.1—analyze the impact of peer pressure on decision-making. b. 5-M-1.2—determine barriers that can hinder healthy decision-making. 2. Benchmark 5-M-2—determine when health-related situations require the application of a thoughtful decision-making process. a. 5-M-2.1—apply use of a decision-making model in making a healthy decision (e.g., food choices, substance abuse, relationships, violence and abstinence) through role play and skits. b. 5-M-2.2—predict the short and long-term consequences of healthy and unhealthy choices (abstinence, sexual risk behaviors, alcohol and tobacco use, exercise, healthy eating). F. Standard 6. Students will demonstrate the ability to use goal-setting skills to enhance health. 1. Benchmark 6-M-1—identify goals to adopt, maintain or improve a personal health practice. a. 6-M-1.1—identify a health practice to improve. b. 6-M-1.2—adopt a goal to maintain and improve a health practice (e.g., increase physical activity, increase time spent with people engaged in positive behaviors, increase healthful eating, practice honest ways to be successful in school, practice abstinence). c. 6-M-1.3—journal progress to measure accomplishments toward selected goal. G. Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 1. Benchmark 7-M-1—discuss healthy practices and behaviors that will maintain or improve the health of self and others. a. 7-M-1.1—identify common barriers to making healthy choices. b. 7-M-1.2—problem-solve how to overcome obstacles to making healthy choices. c. 7-M-1.3—explain the importance of assuming responsibility for personal health behaviors. 2. Benchmark 7-M-2—demonstrate behaviors that avoid or reduce health risks to self and others. a. 7-M-2.1—develop strategies to improve personal and family health (e.g., injury prevention, physical activity). b. 7-M-2.2—analyze the risk of impulsive behaviors. H. Standard 8. Students will demonstrate the ability to advocate for personal, family and community health. 1. Benchmark 8-M-1—analyze various communication methods to accurately express health ideas and opinions for oneself or others. a. 8-M-1.1—identify ways that health messages and communication techniques can be altered for different audiences. 2. Benchmark 8-M-2—demonstrate how to influence and support others to make positive health choices. a. 8-M-2.1—use accurate information to support a health-enhancing position on a topic (e.g., need for personal hygiene, healthful food choices at school, disease, genetic disorder).