2020 7th Grade Health Standards

2020 7TH Grade
COMPREHENSIVE HEALTH STANDARDS 

Seventh Grade, Standard 2. Physical and Personal Wellness
Prepared Graduates:
1. Apply knowledge and skills to engage in lifelong healthy eating.
Grade Level Expectation:
1. Analyze factors that influence healthy eating behaviors.
Evidence Outcomes
Students Can:
a. Analyze how family, peers, media, and culture influence food choices.
b. Analyze how social and cultural messages about food and eating influence
nutrition choices.
c. Analyze the influence that adults and role models have on one’s food
choices.
d. Analyze internal influences on one’s food choices.

Academic Context and Connections
Colorado Essential Skills and Real-World Application:
1. Identify how cultural perspectives influence food choices.
(Civic/Interpersonal Skills: Global/CulturalAwareness)
2. Examine the impact of cost and other policies on the consumption of
healthy and unhealthy foods. (Entrepreneurial Skills: Creativity/Innovation)
3. Identify a variety of strategies that are used to market food products to
individuals and these strategies will change as technology advances.
(Entrepreneurial Skills: Creativity/Innovation)
4. Examine why portion sizes have increased over time. (Entrepreneurial Skills:
Creativity/Innovation)
Inquiry Questions:
1. What internal and external influences affect your eating choices?
2. How do family habits or traditions, peers, role models, cultural heritage,
and societal norms affect food choices?
3. What would happen if your body did not tell you when you were hungry or
full?
Health Skills:
1. Analyzing Influences
2. Decision-Making


Seventh Grade, Standard 2. Physical and Personal Wellness
Prepared Graduates:
2. Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health.
Grade Level Expectation:
2. Compare and contrast healthy and unhealthy family and peer relationships.
Evidence Outcomes
Students Can:
a. Evaluate the characteristics of healthy relationships, including dating, and
discuss factors that support and sustain them.
b. Explain the purpose of friendship and describe how friends can support one
another in making healthy decisions.
c. Demonstrate effective strategies for dealing with difficult relationships with
family members, peers, and boyfriends or girlfriends.

Academic Context and Connections
Colorado Essential Skills and Real-World Application:
1. Various cultures date and select life partners differently.
(Civic/Interpersonal Skills: Global/CulturalAwareness)
2. Technological advances provide increased opportunities to develop
relationships anytime and anyplace with a worldwide audience.
(Entrepreneurial Skills:Creativity/Innovation)
3. Discuss how healthy relationships require many things of both people.
(Personal Skills: Self-Awareness)
Inquiry Questions:
1. What makes a relationship “healthy”?
2. What is “dating”?
3. How might “unhealthy” family and peer relationships influence future
dating relationships?
4. Healthy relationships require many things of both people.
Health Skills:
1. Analyzing Influences
2. Interpersonal communication
3. Self-Management/personal responsibility

Seventh Grade, Standard 2. Physical and Personal Wellness
Prepared Graduates:
2. Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health.
Grade Level Expectation:
3. Analyze the internal and external factors that influence sexual decision-making and activity.
Evidence Outcomes
Students Can:
a. Describe a variety of external influences such as parents, the media,
culture, peers, and society that affect sexual decision-making and sexual
activity.
b. Describe how internal influences such as curiosity, hormones, interests,
desires, fears, and feelings affect sexual decision-making and activity.
c. Describe how personal, peer, and family values and beliefs influence
decisions about sexual and reproductive health.
d. Analyze the discrepancies between perceived and actual sexual activity and
how the information influences your sexual decision-making.
e. Develop strategies that advocate for healthy sexual boundaries and
decision-making.

Academic Context and Connections
Colorado Essential Skills and Real-World Application:
1. Analyze how the internet and other forms of media influence sexual
decision-making. (Professional Skills: Information Literacy)
2. Analyze how families, peers, the media, culture, and society influence what
a person thinks about people who have infectious or chronic diseases, such
as HIV infection, AIDS, and cancer. (Civic/Interpersonal Skills:
Global/Cultural Awareness)
3. Analyze how families, peers, the media, culture, and society influence what
one thinks about attractiveness and relationships. (Civic/Interpersonal
Skills: Global/CulturalAwareness)
Inquiry Questions:
1. How do I discern media and cultural messages that support optimal health

versus those that undermine optimal health regarding sexual decision-
making and activity?

2. How does what my family thinks about sexual activity affect me?
3. How do what my friends and peers think about sexual activity affect me?
4. How do my beliefs affect my decisions

Seventh Grade, Standard 2. Physical and Personal Wellness

Prepared Graduates:
2. Apply the knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health.
Grade Level Expectation:
4. Define sexually transmitted diseases (STDs), including human immunodeficiency virus (HIV) and acquired immune deficiency syndrome
(AIDS).
Evidence Outcomes
Students Can:
a. Describe the effects of HIV infection on the body.
b. Explain how HIV is and is not contracted.
c. Define common STDs.
d. Explain how certain behaviors put a person in higher risk of contracting
STD’s.

Academic Context and Connections
Colorado Essential Skills and Real-World Application:
1. Discuss how abstinence from all sexual behaviors prevents the acquisition
and spreading of STDs. (Civic/Interpersonal Skills: Character)
2. If sexually active, identify precautions that can be taken to reduce the risk
of spreading STDs. (Entrepreneurial Skills: Inquiry/Analysis)
3. Identify how tolerance, appreciation, and understanding of the conditions
of others demonstrate humanity and empathy. (Civic/Interpersonal Skills:
Global/Cultural Awareness)
Inquiry Questions:
1. What behaviors can and cannot lead to spreading STDs?
2. What safety measures will reduce or eliminate the risk of contracting an
STD?
Health Skills:
1. Accessing information

Seventh Grade, Standard 3. Social and Emotional Wellness
Prepared Graduates:
4. Utilize knowledge and skills to enhance mental, emotional, and social well-being.
Grade Level Expectation:
1. Demonstrate effective communication skills to express thoughts and feelings appropriately.
Evidence Outcomes
Students Can:
a. Demonstrate the ability to engage in active listening.
b. Demonstrate negotiation skills to support the healthy expression of
personal needs.
c. Demonstrate the ability to state personal needs and articulate limits.
d. Practice verbal and nonverbal ways to ask for help from a parent, trusted
adults, or friends.
e. Advocate for self and others to increase the safety of school community.
f. Identify a variety of verbal and nonverbal communication styles and how to
respond effectively.

Academic Context and Connections
Colorado Essential Skills and Real-World Application:
1. Setting boundaries provides a framework for responsible decision-making
and can contribute to the development of a positive self-image.
(Civic/Interpersonal Skills:Character)
2. Determine how effective communication skills affect mental and social
health, and are lifelong skills. (Civic/Interpersonal Skills: Communication,
Using Information and CommunicationsTechnologies)
3. Demonstrate why effective communication skills need to be applied when
communicating wants and needs. (Civic/Interpersonal Skills:
Communication, using Information and Communications Technologies)
4. Communication skills can be used to advocate for the safety of a school
community. (Civic/Interpersonal Skills: CivicEngagement)
Inquiry Questions:
1. How will I know who to trust with my emotional health issues?
2. How can I keep my friends if I disagree with them?
3. How can I express my feelings and concerns if I am shy orfeel
embarrassed?
4. How can I be a better listener?
5. How can modern technology be positive and negative in communicating
with others?
Health Skills:
1. Interpersonal communication
2. Advocacy
3. Self-Management/Personal Responsibility

Seventh Grade, Standard 3. Social and Emotional Wellness
Prepared Graduates:
4. Utilize knowledge and skills to enhance mental, emotional, and social well-being.
Grade Level Expectation:
2. Develop healthy self-management skills to prevent and manage stress.
Evidence Outcomes
Students Can:
a. Compare and contrast positive and negative ways of dealing with stress.
b. Define stress.
c. Identify personal stressors.
d. Explain the body’s physical and psychological responses to stressful
situations.
e. Develop healthy strategies to deal with stressors.
f. Practice strategies such as physical activity, relaxation techniques,
journaling, and talking with someone to prevent, manage, and/or reduce
stress.

Academic Context and Connections
Colorado Essential Skills and Real-World Application:
1. Examine how attitude plays an important role in managing stress.
(Civic/Interpersonal Skills: Character)
2. Explore how personal stressors at home, with friends, in school, the
community, and in the environment can affect one’s feelings and emotions.
(Personal Skills: Self-Awareness)
3. Healthy coping strategies exist to help people deal with stress in order to
maintain emotional and physical health. (Personal Skills: Self-Awareness)
Inquiry Questions:
1. What are some physical cues or internal “red flags” one would experience if
anger was the primary emotion felt?
2. Why is it important to have a variety of healthy ways to manage stress
effectively?
3. Describe circumstances where positive stressors are useful.
4. How does the use of modern technology impact stress levels?
Health Skills:
1. Decision-Making
2. Self-Management/Personal Responsibility

Seventh Grade, Standard 4. Prevention and Risk Management
Prepared Graduates:
5. Apply knowledge and skills to make health-enhancing decisions regarding the use of marijuana, illegal drugs, prescription drugs, alcohol,
and tobacco.
Grade Level Expectation:
1. Analyze the consequences of using marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
Evidence Outcomes
Students Can:
a. Examine the social and economic, consequences of marijuana, illegal drugs,
abuse of prescription drugs, alcohol, and tobacco.
b. Explain how drugs are addictive (marijuana, illegal drugs, prescription drugs,
alcohol, and tobacco).
c. Explain family rules, school policies, and community laws related to the sale
and use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
d. Explain how drugs alter the body and the brain (marijuana, illegal drugs,
prescription drugs, alcohol, and tobacco).
e. Analyze the effects of marijuana, illegal drugs, prescription drugs, alcohol,
and tobacco on a person’s ability to make decisions.

Academic Context and Connections
Colorado Essential Skills and Real-World Application:
1. Identify research that identifies the impact of drug use on the brain during
adolescence.(Entrepreneurial Skills: Inquiry/Analysis)
2. Explore the social, emotional, and financial consequences of drug use and
addiction.(Entrepreneurial Skills: Inquiry/Analysis)
3. Drug abuse/misuse and addiction do not just impact oneself, but others
in one’s family, peer group, community, and society. (Entrepreneurial Skills:
Inquiry/Analysis)
Inquiry Questions:
1. Would drug abuse be such a prevalent issue if it did not have an addictive
quality?
2. What are the social, economic, cosmetic, and familial consequences of drug
abuse?
3. Why does someone become addicted?
4. Why is the advertising of alcohol and tobacco so highly regulated, especially
when it comes to youth?
Health Skills:
1. Decision making
2. Self-management / Personal Responsibility
3. Access information

Seventh Grade, Standard 4. Prevention and Risk Management
Prepared Graduates:
6. Apply knowledge and skills that promote healthy, violence-free relationships.
Grade Level Expectation:
2. Demonstrate self-management skills to reduce physical and emotional violence and actively participate in violence prevention.
Evidence Outcomes
Students Can:
a. Describe the short- and long-term consequences of violence on
perpetrators, victims, and bystanders.
b. Explain the role of bystanders in escalating, preventing, or stopping
bullying, fighting, hazing, gossip, exclusion of individuals, or violence.
c. Describe strategies and skills one could use to avoid physical fighting and
violence.
d. Identify a variety of nonviolent ways to respond when angry or upset.
e. Demonstrate the ability to identify a parent, trusted adult, or appropriate
legal authorities to whom a school or community violence should be
reported.
f. Describe the dangers of and actions to be taken if aware of threats to harm
self or others.
g. Describe the dangers of and actions to be taken if weapons are seen or
suspected in schools.
h. Demonstrate appropriate communication skills to solve conflicts
nonviolently.

Academic Context and Connections
Colorado Essential Skills and Real-World Application:
1. Explore if the presence of weapons impacts the risk of serious injuries.
(Entrepreneurial Skills: Inquiry/Analysis)
2. Discuss the variety of school and community resources that can help with
school-violence issues. (Professional Skills: Information Literacy)
3. Advocate for selves or others in bullying situations. (Civic/Interpersonal
Skills: Civic Engagement)
4. Develop personal strategies to enhance healthy behaviors and to avoid,
reduce, and cope with unhealthy, risky, or potentially unsafe situations.
(Personal Skills: Personal Responsibility)
Inquiry Questions:
1. How can one person reduce violence?
2. What are the positive and negative effects of weapons on society?
3. What situations lead to physical fighting and violence? How could those
situations be avoided?
4. What is my civic responsibility to respond to violence in my community?
5. How might someone’s words, including social media, impact another
person emotionally and socially?
Health Skills:
1. Self-Management
2. Advocacy

Seventh Grade, Standard 4. Prevention and Risk Management
Prepared Graduates:
7. Apply personal safety knowledge and skills to prevent and treat injury.
Grade Level Expectation:
3. Demonstrate safety procedures for a variety of situations.
Evidence Outcomes
Students Can:
a. Describe first-response procedures needed to treat injuries and other
emergencies.
b. Identify accepted procedures for emergency care and lifesaving care.
c. Describe actions to take during severe weather or trauma-related
emergencies.
d. Analyze the role of peers, family, and media in causing or preventing
injuries.

Academic Context and Connections
Colorado Essential Skills and Real-World Application:
1. Identify how a community or region has unique risks associated with living
there. (Civic/Interpersonal Skills: CivicEngagement)
2. Individual behaviors and the environment interact to cause or prevent
injuries. (Personal Skills: Personal Responsibility)
Inquiry Questions:
1. What are the challenges of maintaining one’s safety in a variety of
dangerous situations?
2. What are the alternate ideas or methods that can emerge from an
emergency situation in case the original plan does not work or typical
equipment is not available?
Health Skills:
1. Analyze Influences
2. Advocacy


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