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PERSONAL and COMMUNITY HEALTH (PCH): 14 Days

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PERSONAL and COMMUNITY HEALTH (PCH): 14 Days MIDDLE SCHOOL (GRADE 7) HEALTH EDUCATION UNIT PLANNING GUIDE (revised 6/2009) Page 1 of 15 PERSONAL AND COMMUNITY HEALTH (PCH): 14 days Text Chapter 1, 2, 5 Chapters 12, 13 Chapter 15 Chapter 15 Sub-Unit: Personal Health Sub-Unit: Disease Prevention Sub-Unit: Environmental Health Sub-Unit: Community Health EC 1.1.P Describe the 1.3.P Identify Standard 1.9.P Identify ways that 1.11.P Describe global influences importance of health- (Universal) Precautions and why environmental factors, including on personal and community health. management strategies (e.g., they are important. (also IPS, air quality, affect our health. those involving adequate sleep, GDSH) 1.10.P Identify human activities ergonomics, sun safety, 1.4.P Examine the causes and that contribute to environmental hearing protection, and self symptoms of communicable and challenges (e.g., air, water an noise examination). non-communicable diseases. pollution). 1.2.P Identify the importance of age-appropriate medical services. 1.5.P Discuss the importance of effective personal and dental hygiene practices for preventing illness. 1.6.P Identify effective brushing and flossing techniques for oral care. 1.7.P Identify effective protection for teeth, eyes, head, and neck during sports and recreation activities. (also IPS) 1.8.P Identify ways to prevent vision or hearing damage. 1.12.P Identify ways to reduce exposure to the sun. AI 2.1.P Analyze a variety of 2.2.P Analyze how environmental influences that affect personal pollutants, including noise pollution, health practices. affect health. 2.4.P Analyze the influence of 2.3.P Analyze the relationship culture, media, and technology on between the health of a community health decisions. and the global environment. 2.5.P Analyze the social influences that encourage or discourage sun-safety practices. AVI 3.1.P Demonstrate the ability 3.2.P Access valid information 3.3.P Locate resources in school, to access information about about preventing common in the community, and on the personal health products (e.g., communicable diseases. Internet for first aid information and deodorant, shampoo, training, and assess the validity of MIDDLE SCHOOL (GRADE 7) HEALTH EDUCATION UNIT PLANNING GUIDE (revised 6/2009) Page 2 of 15 PERSONAL AND COMMUNITY HEALTH (PCH): 14 days Text Chapter 1, 2, 5 Chapters 12, 13 Chapter 15 Chapter 15 Sub-Unit: Personal Health Sub-Unit: Disease Prevention Sub-Unit: Environmental Health Sub-Unit: Community Health sunscreen, and dental care the resources. (also IPS) products), and evaluate the 3.4.P Demonstrate how to information’s validity. access school and community health services. IC 4.2.P Use assertive 4.1.P Practice how to make a communication skills to avoid health-related consumer complaint. situations that increase risk of communicable disease or illness. DM 5.1.P Apply a decision- 5.3.P Analyze the characteristics making process to determine of informed health choices. safe and healthy strategies for dealing with personal health problems. 5.2.P Apply a decision-making process when selecting healthcare products. GS 6.1.P Establish goals for 6.2.P Design a plan to minimize 6.1.P Establish goals for improving personal and environmental pollutants, including improving personal and community health. noise at home and in the community health. 6.3.P Create a plan to community. incorporate adequate rest and sleep in daily routines. PB 7.1.P Practice and take 7.2.P Describe situations where responsibility for personal and Standard (Universal) Precautions dental hygiene practices. are appropriate. (also IPS, GDSH) 7.2.P Describe situations where Standard (Universal) Precautions are appropriate. (also IPS, GDSH) HP 8.1.P Promote the importance 8.3.P Demonstrate ways to 8.2.P Demonstrate the ability to of regular screenings and medical accept responsibility for conserving be a positive peer role model in examinations. natural resources. the school and community. MIDDLE SCHOOL (GRADE 7) HEALTH EDUCATION UNIT PLANNING GUIDE (revised 6/2009) Page 3 of 15 MENTAL, EMOTIONAL, AND SOCIAL HEALTH (MESH): 12 days Text Chapter 7 Chapter 7 Chapter 8, 9 Sub-Unit: Mental Health Sub-Unit: Emotional Health Sub-Unit: Social Health EC 1.8.M Analyze the harmful 1.2.M Identify a variety of 1.1.M Explain positive social effects of using diet pills without nonviolent ways to respond behaviors (e.g., helping others, physician supervision. when angry or upset. (also IPS) being respectful to others, 1.9.M Identify the signs of 1.3.M Identify qualities that cooperation, consideration). various eating disorders. contribute to a positive self- 1.5,M Recognize diversity 1.10.M Describe signs of image. among people, including depression, potential suicide, 1.4.M Describe how emotions disability, gender, race, sexual and other self-destructive change during adolescence. orientation, and body size. (also behaviors. (also GDSH) IPS) 1.11.M Describe common 1.6.M Describe the changing roles mental health conditions and and responsibilities of adolescents why seeking professional help as members of the family and for these conditions is community. important. 1.7.M Describe the benefits of having positive relationships with trusted adults. AI 2.1.M Analyze internal and 2.1.M Analyze internal and 2.1.M Analyze internal and external influences on mental, external influences on mental, external influences on mental, emotional, and social health. emotional, and social health. emotional, and social health. 2.2.M Analyze techniques that are used to pressure someone to engage in or be a target of violence behavior. (also IPS) 2.3.M Analyze the influence of culture on family values and practices. AVI 3.1.M Access accurate 3.1.M Access accurate sources 3.1.M Access accurate sources sources of information and of information and services of information and services about services about mental, about mental, emotional, and mental, emotional, and social emotional, and social health. social health. health. 3.2.M Describe situations for which adult help is needed, including intimidating and dangerous situations, and how to access such help for oneself and others. (also IPS) 3.3.M Identify trusted adults to report to if people are in danger MIDDLE SCHOOL (GRADE 7) HEALTH EDUCATION UNIT PLANNING GUIDE (revised 6/2009) Page 4 of 15 MENTAL, EMOTIONAL, AND SOCIAL HEALTH (MESH): 12 days Text Chapter 7 Chapter 7 Chapter 8, 9 Sub-Unit: Mental Health Sub-Unit: Emotional Health Sub-Unit: Social Health of hurting themselves or others. 3.4.M Analyze situations to determine whether they call for acts of caring among friends or require getting the help of trusted adults. IC 4.1.M Seek help from trusted 4.1.M Seek help from trusted adults for oneself or a friend with adults for oneself or a friend with an emotional or social health an emotional or social health problem. problem. DM 5.1.M Apply decision-making 5.1.M Apply decision-making 5.1.M Apply decision-making . processes to a variety of processes to a variety of situations processes to a variety of situations situations that impact mental, that impact mental, emotional, and that impact mental, emotional, and emotional, and social health. social health. social health. 5.2.M Monitor personal 5.2.M Monitor personal stressors 5.3.M Describe healthy ways to stressors and assess techniques and assess techniques for express caring, friendship, affection, for managing them. managing them. and love. 5.4.M Describe situations for 5.5.M Analyze the importance which someone would seek of setting personal boundaries help with stress, loss, an for privacy, safety, and unrealistic body image, and expressions of emotions and depression. opinions. GS 6.1.M Develop achievable 6.1.M Develop achievable goals goals for handling stressors in for handling stressors in healthy healthy ways. ways. PB 7.1.M Demonstrate effective 7.1.M Demonstrate effective 7.2.M Practice respect for coping mechanisms and coping mechanisms and individual differences and diverse strategies for managing stress. strategies for managing stress. backgrounds. (also IPS) 7.3.M Participate in clubs, organizations, and activities in the school and community that offer opportunities for student and family involvement. 7.4.M Practice personal boundaries in a variety of situations. 7.5.M Demonstrate skills to MIDDLE SCHOOL (GRADE 7) HEALTH EDUCATION UNIT PLANNING GUIDE (revised 6/2009) Page 5 of 15 MENTAL, EMOTIONAL, AND SOCIAL HEALTH (MESH): 12 days Text Chapter 7 Chapter 7 Chapter 8, 9 Sub-Unit: Mental Health Sub-Unit: Emotional Health Sub-Unit: Social Health avoid or escape from potentially violent situations, including dating. (also IPS) HP 8.1.M Promote a positive and respectful school environment. 8.2.M Object appropriately to teasing of peers and community members based on perceived personal characteristics and sexual orientation. (also IPS) MIDDLE SCHOOL (GRADE 7) HEALTH EDUCATION UNIT PLANNING GUIDE (revised 6/2009) Page 6 of 15 NUTRITION AND PHYSICAL ACTIVITY (NPA): 16 days Text Chapter 4 Chapter 3 Chapter 13 Sub-Unit: Nutrition Sub-Unit: Physical Activity Sub-Unit: Disease Prevention Sub-Unit: EC 1.2.N Identify nutrients and 1.12.N Examine the role of 1.1.N Describe the short- and their relationships to health. lifelong fitness activities in long-term impact of nutritional 1.6.N Analyze the caloric and maintaining personal fitness, choices on health. nutritional value of foods and blood pressure, weight, and 1.3.N Examine the health risks beverages. percentage of body fat. caused by food contaminants. 1.7.N Describe the benefits of 1.13.N Explain how to use a Body 1.4.N Describe how to keep food eating a variety of foods high in Mass Index (BMI) score as a tool for safe through proper food iron, calcium, and fiber.
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