The course-level objectives for 7th grade Health come from Missouri Learning Standards. The competencies are divided by unit below; separate module-level objectives are located at the beginning of each assignment.

Unit 1: Healthy Foundations

RA.2.A.7.a

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

RA.2.B.7.a

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

Unit 2: Mental and Emotional Health

FS.2.C.7.a

• Formulate scenarios that will illustrate potential problems or difficult situations.

ME.4.A.7.a

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

ME.4.B.7.a

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

ME.4.D.7.a

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

Unit 3: Nutrition and Physical Activity

FS.1.E.7.a

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

FS.1.F.7.a

• Measure respiratory rates during inactivity and activity.

ME.1.D.7.a

• Distinguish the differences between health and skill related fitness.

ME.2.A.7.a

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

ME.2.B.7.a

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

ME.2.B.7.b

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

ME.2.C.7.a

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

ME.2.D.7.a

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

ME.2.E.7.a

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

RA.2.C.7.a

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

Unit 4: Body Systems

FS.1.G.7.a

• 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).

FS.1.B.7.a

• 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).

FS.1.I.7.a

• Relate how health behaviors affect the urinary/excretory system.

FS.1.K.7.a

• Distinguish between dominant and recessive traits.

FS.1.C.7.a

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

Unit 5: Diseases and Disorders

ME.1.B.7.a

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

ME.3.C.7.a

• 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 Health Association).

ME.3.C.7.b

• Examine the different types of healthcare systems (e.g., HMOs – employee provided health insurance).

RA.1.D.7.a

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

Unit 6: Substance Abuse

ME.1.A.7.a

• 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).

RA.3.C.7.a

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

Unit 7: Sex Education

ME.4.E.7.a

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

ME.1.C.7.a

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

RA.1.D.7.b

• Name and discuss common STIs (sexually transmitted infections)

RA.1.D.7.c

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

RA.1.E.7.a

• Compare and contrast signs and symptoms or HIV/AIDS.

RA.1.F.7.a

• Describe how to protect self and others from STI (sexually transmitted infections) and explain the role of abstinence for prevention (**Section 170.015 Revised Statues of Missouri: Requires the student be presented “with the latest medically factual regarding both the possible side effects and health benefits of all forms of contraception, including the success and failure rates for the prevention of pregnancy and sexually transmitted diseases.”)