grade 0 health education health educa… · injury/disease prevention, and stress management....

Adopted July 20, 2015

MS Health Education Essential Questions: What can I do to achieve personal wellness? How can I make informed decisions to keep myself safe? How do the physical, mental, social, and emotional changes that I experience from childhood through adulthood affect my personal wellness? Standard 1: Comprehend concepts related to personal health promotion and disease prevention to enhance health. MS.1.1 Analyze the relationship between healthy behaviors and personal health.

Prior Background Knowledge Required: Communicable and Non-communicable Diseases:

• discuss ways to prevent food-borne illnesses.

• discuss the cause, symptoms, prevention, and treatment of the common cold, influenza, mononucleosis, hepatitis, strep throat, and West Nile virus.

Growth and Development: • give examples of how the

female and male body changes during adolescence.

Personal Health/Physical Activity: • compare how healthy

behaviors and risk practices impact personal health, e.g., stress/personal health, cultural food practices/health.

• describe a healthy balance of stress, sleep, exercise, nutrition, recreation and school.

Students will know… Vocabulary:

• personal enhancing strategies

• abstinence • communicable disease • specific to : substance

abuse, nutrition, exercise, sexual activity, injury/disease prevention, and stress management

• exercise principles • nutritional guidelines • F.I.T.(Frequency, Intensity,

Time) • ovaries • vagina • fallopian tubes • uterus • testicles • scrotum • penis

Students will understand that… • how they take care of their

bodies affects their personal health.

Students will be able to… • 7th : list and define

8th: compare and contrast o each of the female

and male reproductive organs.

• 7th : explain what occurs during the menstrual cycle 8th: explain the effects of the menstrual cycle related to the reproductive system

• 7th : discuss 8th: give two

o habits that females and males can practice to protect reproductive health.

• 7th : describe 8th: differentiate between several

o personal health enhancing strategies that encompass substance abuse, nutrition, exercise, sexual activity, injury/disease prevention, and


• identify personal health enhancing strategies that encompass substance abuse, nutrition, exercise, sexual activity, injury/disease prevention, and stress management.

stress management.

MS.1.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.

Prior Background Knowledge Required: Communicable and Non-communicable Health:

• discuss non-communicable health conditions and give ways to manage them.

Mental/Emotional Health: • identify the

interrelationships of emotional and social health in adolescents, e.g., identifying positive relationships.

• give examples of changes in feelings during adolescence.

Personal Health/ Physical Activity:

• discuss what it means to be a self-directed learner in about health knowledge.


• wellness

Students will understand that… • practicing health behaviors

will have a significant impact on one’s wellness.

Students will be able to… • 7th : discuss

8th: connect o chronic health

conditions and ways to manage them.

• 7th : summarize 8th: differentiate between

o the interrelationship of emotional, social, and physical health in adolescence, e.g. how a peer group can affect multiple dimensions of health (food choices, participation in unhealthy activities); how family changes(moving, divorce, death) can impact emotional, social and physical


health.

MS.1.3 Analyze how the environment affects personal health.

Prior Background Knowledge Required: Communicable and Non-communicable Health:

• outline what happens when a person has an allergic reaction.

• select ways a person can manage asthma and reduce the risk of an asthma attack.

Environmental: • examine how

environmental dangers impact personal health and wellness.

Personal Health/ Physical Activity:

• identify healthy and unhealthy relationships and their effect on health and wellness.


• environmental (air, water, living conditions and etc…)

Students will understand that… • environmental practices

have positive or negative health effects.

Students will be able to… • 7th : identify

8th: investigate o environmental conditions

(e.g., physical social, community) that are potentially harmful to personal health.

• 7th : explain two examples 8th: explain several examples

o of how the environment affects health.


MS.1.4 Describe how family history can affect personal health.

Prior Background Knowledge Required: Students will be able to… Family/ Social Health:

• give examples of family practices and beliefs that benefit personal health.

• identify the different ways that families cope with stress and how it impacts personal health.

Growth and Development: • identify hereditary factors

influencing growth, development, and health.


• genetics/hereditary

Students will understand that… • heredity plays a large role

in their life-long wellness.

Students will be able to… • 7th determine

8th evaluate o hereditary diseases,

if any, prevalent within the family

• 7th explain how diseases have affected their lives so far. 8th explain the choices one has knowing their personal hereditary background.

MS.1.5 Describe ways to reduce or prevent injuries and other adolescent health problems.

Prior Background Knowledge Required: Injury Prevention and Safety;

• identify ways to reduce or prevent injuries.

Personal Health/Physical Activity: • identify benefits of

abstinence from sexual behaviors and other risky behaviors such as tobacco, drug and alcohol use.

• identify appropriate health care that can prevent premature death and disability.


• abstinence • unhealthy behaviors

Students will understand that… • abstinence from unhealthy

behaviors promotes mental, emotional and physical well-being.

Students will be able to… • 7th list

8th explain o ways to practice

abstinence from behaviors that put one at risk, including sexual, drug, tobacco and alcohol use.

• 7th choose one method to prevent risky behavior and explain why they chose it.

8th explain its effectiveness.


MS.1.6 Explain how appropriate health care can promote personal health.

Prior Background Knowledge Required: Growth and Development:

• give reasons why health care is important during pregnancy.

• learn about pregnancy and childbirth.

• outline how a fertilized egg is formed and nourished.

Personal Health/Physical Activity: • describe the benefits of

regular dental visits on oral health.

• give examples of healthcare products and personal hygiene practices that promote personal health for adolescents.


• sign and symptoms

Students will understand that… • some signs and symptoms

require immediate medical attention.

Students will be able to… • 7th describe

8th assess o the importance of

seeking health care when experiencing a health issue.

MS.1.7 Describe the benefits of and barriers to practicing healthy behaviors.

Prior Background Knowledge Required: Personal Health/Physical Activity:

• identify the benefits of practicing healthy behaviors, e.g., describes the benefits of using household products for their intended purpose.

• identify the barriers to practicing healthy behaviors, e.g., describes


• wellness (sleep, eating, fitness etc…)

Students will understand that… • scheduling wellness into

daily routine is important to overall health.

Students will be able to… • 7th compare/contrast

8th critique o barriers to

practicing healthy behaviors.


the benefits of using household products for their intended purpose.

• select what changes are needed in daily routines to improve or maintain personal health.

MS.1.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors.

Prior Background Knowledge Required: Growth and Development:

• identify risks associated with teen pregnancy and parenthood.

Personal Health/Physical Activity: • give examples of unhealthy

behaviors and give examples of their consequences, e.g., alcohol use, drug use.


• heart disease • diabetes • obesity • pregnancy • STI (Sexually Transmitted

Infections)

Students will understand that… • healthy behaviors promote

mental, physical, emotional and social well-being.

Students will be able to… • 7th describe

8th give two examples of o possible injuries or

illness that can be attributed to substance abuse, poor nutrition, lack of exercise, sexual activity, violence, and inadequate coping skills/stress management.

MS.1.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.


Prior Background Knowledge Required: Personal Health/Physical Activity

• give examples how possible injuries or illness can be attributed to substance abuse, poor nutrition, lack of exercise, sexual activity, violence, and inadequate coping skills/stress management.


• heart disease • diabetes • obesity • pregnancy • STI (Sexually Transmitted

Infections)

Students will understand that… • healthy behaviors promote

mental, physical, emotional and social well-being.

Students will be able to… • 7th explain how

8th predict o possible injuries or

illness can be attributed to substance abuse, poor nutrition, lack of exercise, sexual activity, violence, and inadequate coping skills/stress management.

Standard 2: Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. MS.2.1 Examine how the family and culture influences the health of adolescents. Prior Background Knowledge Required: Family/Social Health:

• list family guidelines and rules in the home that enhance health.

• select ways that family habits influence health choices.

Nutrition: • give reasons why students

eat at fast food restaurants on a weekly basis.

• brainstorm healthy alternatives to eating at fast food restaurants.


• recreational • leisure • organized • fitness

Students will understand that… • exercise comes in a variety

of different forms.

Students will be able to... • 7th describe

8th compare/contrast o the importance of

exercise for your family and provide examples of ways the family is physically active.

MS.2.2 Describe the influence of culture on health beliefs, practices, and behaviors. Prior Background Knowledge Students will know… Students will understand that… Students will be able to...


Required: Consumer and Community Health:

• compare and contrast health beliefs and practices in different cultures.

• define culture.

Vocabulary:

• fad

• current trends, cultures, and fads are not always reliable and valid assessments of healthy behaviors.

• 7th discuss 8th give examples of

o how peer interaction is influenced by the current culture and fads.

MS.2.3 Describe how peers influence healthy and unhealthy behaviors. Prior Background Knowledge Required: Family/Social Health:

• compare/contrast the influence of a bystander’s actions in a bullying situation.

• define peer pressure. Personal Health/Physical Activity:

• compare/contrast activities where peers encourage/discourage physical activity .


Students will understand that… • positive and negative

relationships and environments have effects and impact social well-being.

Students will be able to… • 7th give

8th differentiate o ways peers can

positively or negatively influence another’s self-image/self-esteem.

MS.2.4 Analyze how the school, tribe, and community can affect personal health practices and behaviors. Prior Background Knowledge Required: Consumer and Community Health:

• identify service activities being offered in the school and community.

• name programs offered at local businesses that help improve personal health.


• refined carbohydrates • fats

(unsaturated/saturated) • proteins • calories • sugars • nutrients

Students will understand that… • healthy choices contribute

to a healthy well-being.

Students will be able to... • 7th identify

8th analyze o types of healthy

food/drink choices that could be included in a school vending machine.

• 7th compare/contrast 8th propose

o two items included


in a school vending machine and give evidence.

MS.2.5 Analyze how messages from media influence health behaviors. Prior Background Knowledge Required: Alcohol, Tobacco and Drugs:

• give examples of current media messages and determines how the messages influence alcohol, tobacco, and other drug use.

Consumer and Community Health: • tell what it means to be

media literate. • discuss messages in

advertising and TV programming that are intended to influence teens.

Nutrition: • discuss the purposes of

food ads. • outline and interpret

hidden messages in multi-media advertisements.


Students will understand that… • media messages are not

always reliable and valid assessments of healthy behaviors.

Students will be able to... • 7th examine

8th defend o the variety and

content of advertisements and the messages being sent to adolescents.

MS.2.6 Analyze the influence of technology on personal and family health. Prior Background Knowledge Required: Consumer and Community


Students will understand that… • various technological tools

are available for the

Students will be able to... • 7th identify

8th predict


Health:. • describe how common

types of technology (e.g., Internet, TV, social media and radio) provide sources of information to reduce health risks.

enhancement of health. o how technology can be used to improve personal health.

• 7th and 8th use o a personal device to

explain the influence it has in their personal lives.

MS.2.7 Explain how the perceptions of norms influence healthy and unhealthy behaviors. Prior Background Knowledge Required: Personal Health/Physical Activity:

• define norm. • identify examples of

norms that impact healthy behaviors (e.g., using safety belts, eating heart healthy foods, drinking an adequate amount of water each day).

Nutrition: • define eating disorder. • discuss ways you can

recognize and treat eating disorders. e.g anorexia, bulimia, binge eating, ARFID (avoidant restrictive food intake disorder).


• norm

Students will understand that… • their perception of norms

are not always valid assessments of healthy behaviors.

Students will be able to... • 7th give

8th explain o examples of group

norms that improve the physical, emotional, and social health of an individual.

• 7th and 8th give o reasons why and

how those norms impact health.

MS.2.8 Explain the influence of personal values and beliefs on individual health practices and behaviors. Prior Background Knowledge Required: Mental/Emotional Health:


Students will understand that… • their social lifestyle has an

impact on their wellness

Students will be able to... • 7th and 8th explain


• define values in relation to health.

• give examples of personal health-related values and indicate how they influence personal health choices.

choices. o how individual personal beliefs are expressed through personal health decisions.

MS.2.9 Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors. Prior Background Knowledge Required: Alcohol, Tobacco and Drugs:

• give examples of how alcohol can increase the likelihood of other health risk behaviors.


• substance abuse • gateway drugs

Students will understand that… • gateway drugs will

increase the likelihood of using more dangerous forms of substance abuse.

Students will be able to... • 7th discuss

8th define o how alcohol, drugs

and tobacco use can increase the risk of using other drugs.

MS.2.10 Explain how school and public health policies can influence health promotion and disease prevention. Prior Background Knowledge Required: Nutrition:

• give examples of the changes that might occur in the lunch menu as a result of implementing a School Wellness Policy.

Personal Health/Physical Activity:

• compare student opinion to school policy regarding amount of minutes per day different age groups should spend in physical activity.


Students will understand that… • nutrition choices have an

impact on individual and community wellness.

Students will be able to... • 7th cite

8th explain o examples of school

and public health policies and how they help keep schools and communities healthy.

Standard 3: Demonstrate the ability to access valid information, products, and services to enhance health. MS.3.1 Analyze the validity of health information, products, and services. Prior Background Knowledge Students will know… Students will understand that… Students will be able to...


Required: Students will be able to… Alcohol, Tobacco, and Drugs:

• locate warnings on the label of an OTC drug.

Consumer and Community Health: • identify local resources for

reliable health information. Nutrition:

• explain how to read a food label.

• compare nutritional value and the unit price of foods.

Vocabulary:

• OTC

• it is important to flush out unreliable sources as a consumer.

• 7th identify 8th interpret

o steps to follow to comprehend health knowledge. (Food labels, HIV transmission, facts/myths of substance abuse.)

• 7th provide an example of o a food label to

determine the validity of information presented.

• 8th analyze o a food label to

determine the validity of information presented.

MS.3.2 Access valid health information from home, school, tribe, and community. Prior Background Knowledge Required: Alcohol, Tobacco, and Drugs:

• identify smoking cessation programs in the community.

Consumer and Community Health: • lists sources of valid health

information. • describe ways to stay safe

when you access health information online.

• examine the purpose and


• cessation

Students will understand that… • not all forms of internet

information are accurate and reliable.

Students will be able to… • 7th explain

8th show o ways to use

technology to access valid health information.


responsibilities of the local school wellness committee.

Environmental Health: • identify valid

environmental resources regarding health hazards. e.g. oil, water, air.

Nutrition: • discuss different healthy

eating plans and where you might find information about them.

• compare information presented about healthy plans to fad diets.


• explains why you should keep a personal health record.

• identify ways to keep a personal record e.g. apps, devices, diary.

MS.3.3 Determine the accessibility of products that enhance health. Prior Background Knowledge Required: Alcohol, Tobacco, and Drugs

• discuss regulations for using prescription and OTC drugs.

Personal Health/Physical Activity • describe ways to access

various health-enhancing products.


Students will understand that… • not all health care products

are safe for each individual health needs.

Students will be able to… • 7th discuss

8th give o the importance of

consulting a parent or health care professional before purchasing a product to enhance health.

MS.3.4 Describe situations that may require professional health services.


Prior Background Knowledge Required: Alcohol, Tobacco, and Drugs:

• discuss how to recognize and get help for someone who abuses alcohol or other drugs.

Communicable and Non-communicable Diseases:

• explain the steps in how cavities and periodontal disease develop.

Consumer and Community Health:

• list people and places that can help someone who has been harmed by violence.

Family/Social Health: • identify people and places

that can help with family relationships.

Injury Prevention and Safety: • demonstrate how to make

an emergency phone call.


• periodontal

Students will understand that… • there are many different

types of organizations that provides services for individual health concerns.

Students will be able to… • 7th identify

8th determine o kinds of health

problems families might have and how to get help for them.

MS.3.5 Locate valid and reliable health products and services. Prior Background Knowledge Required: Consumer and Community Health:

• identify local health care services. e.g. physical examinations, dentist, hearing

Mental/Emotional Health: • summarize effective

methods to change an unhealthy behavior by


Students will understand that… • there are many different

types of organizations that provides services for individual health concerns.

Students will be able to… • 7th explain

o reasons to have a physical examination.

• 7th and 8th give o examples where

they might receive a physical examination.


identifying products and services.

Standard 4: Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risk. MS.4.1 Apply effective verbal and nonverbal communication skills to enhance health. Prior Background Knowledge Required: Family/Social Health:

• give examples of how to use verbal and nonverbal skills to communicate effectively.

Mental/Emotional Health: • give examples of healthy

ways to express needs, wants, and feelings.

• discusses when and how to end a friendship.


Students will understand that… • not all forms of

communication are productive for a healthy relationship.

Students will be able to… • 7th and 8th apply

o specific strategies for effective communication.

MS.4.2 Demonstrate refusal and negotiation skills that avoid or reduce health risks. Prior Background Knowledge Required: Alcohol, Tobacco, and Drugs

• give examples of how to use refusal skills to maintain a drug-free lifestyle.


• give examples of how to use refusal skills to prevent infectious diseases.

Family/Social Health: • identify how to resist

negative peer pressure. Personal Health/Physical Activity:



relationships and environments will have effects and impact on their social well-being.

Students will be able to… • 7th and 8th show

o how peer pressure influences decisions.


• explain why refraining from risky behaviors is expected.

MS.4.3 Demonstrate effective conflict management or resolution strategies. Prior Background Knowledge Required: Family/Social Health:

• give examples of ways to improve or end a harmful relationship.





8th pinpoint o some causes of

conflict. • 7th and 8th implement

o appropriate strategies when confronted with a positive and negative situation.

MS.4.4 Demonstrate how to ask for assistance to enhance the health and safety of self and others. Prior Background Knowledge Required: Consumer and Community Health:

• give reasons to respect authority and obey laws.

• identify who and how to ask for help when being bullied, including cyberbullying.

Family/Social Health: • give examples of ways to

cope with and identify who to get assistance from when dealing with difficult family and social relationships, e.g. abuse and violence.


• mental health • cyber bullying

Students will understand that…

• There are school and community resources available when coping with mental health problems.

Students will be able to… • 7th be aware of when to ask

for help with mental and emotional health problems.

• 8th actively seek help with mental and emotional health problems.

Standard 5: Demonstrate the ability to use decision making skills to enhance health.


MS.5.1 Identify circumstances that can help or hinder healthy decision making. Prior Background Knowledge Required: Alcohol, Tobacco, and Drugs:

• breakdown reasons why teens may choose to use tobacco.


• choose how decisions specific to health behavior have consequences for self and others e.g. choosing to be sedentary.


• sedentary



Students will be able to… • 7th and 8th identify

o personal circumstances specific to health behavior that have consequences for self and others.

MS.5.2 Determine when health-related situations require the application of a thoughtful decision making process. Prior Background Knowledge Required: Consumer and Community Health:

• identify when it is necessary to ask for assistance when making a individual and family health choices.


• decision making process.

Students will understand that… • there are steps in the

decision making process.

Students will be able to… • 7th and 8th identify

o personal strengths, needs, and health risks before making a health choice.

• 8th brainstorm alternate strategies to aid in positive decision-making.

MS.5.3 Distinguish when individual or collaborative decision making is appropriate.


Prior Background Knowledge Required: Mental/Emotional Health:

• give examples of healthy ways to express anger and frustration.


• give various options for health-related issues or problems.

• list individual and collaborative problem solving processes to health issues.


• collaborate • collaboration • collaborative



Students will be able to… • 7th tell the difference

between individual and collaborative problem solving processes for health issues.

• 8th work with others to make appropriate decisions

MS.5.4 Distinguish between healthy and unhealthy alternatives to health-related issues or problems. Prior Background Knowledge Required:

• NA


Students will understand that… • daily choices affect their

life-long wellness.

Students will be able to… • 7th and 8th describe

o personal factors that influence an individual’s health goals.

MS.5.5 Predict the potential short-term and long-term impact of each alternative on self and others. Prior Background Knowledge Required: Personal Health/Physical Activity:

• give examples of personal factors that influence an individual’s health goals.


• chronic


life-long wellness.

Students will be able to… • 7th and 8th evaluate

o the short-term and long-term consequences of physical inactivity on chronic health conditions.

• 8th create a short term goal. MS.5.6 Choose healthy alternatives over unhealthy alternatives when making a decision.


Prior Background Knowledge Required: Nutrition:

• examine excerpts from a restaurant menu and decide which choices are healthiest.


• identify healthy exercise choices when planning a physical activity program.




Students will be able to… • 7th demonstrate

8th assess o decision making

skills that value healthy choices.

MS.5.7 Analyze the outcomes of a health-related decision. Prior Background Knowledge Required: Injury Prevention and Safety: Family/Social Health:

• give examples of the negative consequences of unhealthy friendships.



life-long wellness.

Students will be able to… • 7th analyze

8th connect o potential

consequences of harmful and healthy behaviors.

Standard 6: Demonstrate the ability to use goal-setting skills to enhance health. MS.6.1 Assess personal health practices. Prior Background Knowledge Required:

• NA


Students will understand that… • long and short term goal

setting impacts their wellness.

Students will be able to… • 7th and 8th distinguish

o between the areas of health.

• 7th and 8th describe o different eating

styles. • 7th explain

8th develop o how to plan, shop

for, and prepare


healthy meals and snacks.

MS.6.2 Develop a goal to adopt, maintain, or improve a personal health practice. Prior Background Knowledge Required: Alcohol, Tobacco, and Drugs:

• identify reasons for a drug-free lifestyle.

Family/Social Health: • identifies practices that

lead to health and helpful family relationships.

Nutrition: • describe ways healthful

eating habits reduce the risk of disease.

Personal Health/Physical Activities:

• determine individual body composition and set a goal to achieve/maintain that composition.

• explain how to achieve and measure the five kinds of health-related fitness

• discuss the six fitness skills explains how to achieve the five kinds of health-related fitness (i.e., flexibility, cardiorespiratory endurance, muscular strength, muscular endurance, body composition).

• identifies tests to measure


• composition • cardiorespiratory • endurance • agility • flexibilty

Students will understand that… • long and short term goal

setting impacts their wellness.


8th correlate between o the three kinds of

health-related fitness. (cardio, strength, flexibility)

• 7th identify 8th compare the different

o apps or devices to monitor one’s health behaviors and that help to set goals.


health-related fitness. • discusses the six fitness

skills (i.e., agility, balance, coordination, reaction time, speed, power).

• describes resources to consider when making a physical fitness plan.

Alcohol, Tobacco, and Drugs: • identifies reasons for a

drug-free lifestyle.

MS.6.3 Apply strategies and skills needed to attain a personal health goal. Prior Background Knowledge Required: Alcohol, Tobacco and Drugs;.

• list personal strategies to maintain a drug-free lifestyle,.


• discuss ways to choose behaviors that reduce the risk of communicable and non-communicable diseases

Family/Social Health: • explain how commitments

are handled in relationships.

• identify reasons why it is important to be self-sufficient prior to marriage and parenthood .

Injury Prevention and Safety: • discuss ways to stay away


• cliques

Students will understand that… • there are exercise principles

and methods to achieve their goals.


8th explain o strategies for

healthy weight management.

• 7th discuss 8th determine

o ways physical activity improves health.


from negative social groups. (i.e. gangs, cliques)

• inform a responsible adult if someone at school has a weapon.


• explain the importance of setting limits and sticking to them.

MS.6.4 Describe how personal health goals can vary with changing abilities, priorities, and responsibilities. Prior Background Knowledge Required: Mental/Emotional Health:

• describe the benefits of making responsible decisions.

• explain how to take responsibility for wrong decisions.

Nutrition: • discuss ways to follow the

“Dietary Recommendations” when eating out.


Students will understand that… • their choices will have an

effect and impact on their overall well-being.

Students will be able to… • 7th and 8th differentiate

o between a responsible and an irresponsible decision. (e.g. Social media, peer pressure, food choices in a variety of settings.)

• 8th give an example of a responsible and irresponsible decision.

Standard 7: Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. MS.7.1 Explain the importance of assuming responsibility for personal health behaviors. Prior Background Knowledge Required: Communicable and Non-communicable Diseases:

• describe how to keep


• communicable


behaviors promotes mental, emotional and physical

Students will be able to… • 7th and 8th explain

o ways to take responsibility for


yourself and others safe from communicable diseases. e.g. HIV, AIDS, mono

• describe how to keep yourself from developing non-communicable diseases. e.g. cardiovascular, diabetes, cancer

Family/Social Health: • explain how to resist

negative peer pressure. e.g. drinking, being sexually active

Growth and Development: • discuss ways to care for

their body systems. e.g. reproductive

Injury Prevention and Safety: • describe ways to keep

yourself safe. (recreational activities, weather situations)

Mental/Emotional Health: • discuss responsible ways to

manage anger. Nutrition:

• discuss causes of food allergies and intolerances and how to manage them.

• discuss why they need macro and micro nutrients.


• discuss ways to take responsibility for their

• non-communicable • recreational • intolerance • macro nutrients • micro nutrients

well-being.

health. • 7th and 8th differentiate

o between risk behaviors and healthful behaviors.

• 7th describe 8th apply

o how to use the dietary guidelines.

• 7th and 8th list o risk factors for HIV

infection.


health. e.g. flossing, grooming, skin care, sleep.

MS.7.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. Prior Background Knowledge Required: Alcohol, Tobacco, and Drugs:

• explain how you could avoid abusing drugs.


• explain how you could lower your risk of contracting or developing disease.

Injury Prevention and Safety: • discuss protective factors

you could use to reduce the risk of violence in the school and community.

Mental/Emotional Health: • identify suicide prevention

strategies. Personal Health/Physical Activity:

• identify life skills to practice for health.


Students will understand that… • their choices will have an

effect and impact on their overall well-being.


8th explain specific o life skills to practice

for health. • 7th give examples of

healthy practices. • 8th decide what strategies

are most effective for healthy practices.

MS.7.3 Demonstrate behaviors to avoid or reduce health risks to self and others. Prior Background Knowledge Required: Alcohol, Tobacco, and Drugs:

• give reasons to avoid illegal drugs.

• give reasons why not to




Students will be able to… • 7th discuss

8th assess o short-term and

long-term effects of drinking on the


abuse legal drugs. Mental/Emotional Health:

• discuss why people might harm themselves or others.

• list warning signs that show that a person might be harming themselves.

mind and body. • 7th examine the effects of

risky behaviors related to your lifestyle.

• 8th give an example of a risky behaviors related to your lifestyle

Standard 8: Demonstrate the ability to advocate for personal, family, and community health. MS.8.1 State a health-enhancing position on a topic and support it with accurate information. Prior Background Knowledge Required: Consumer and Community Health:

• discuss quackery. • explain your rights as a

consumer. Environmental Health:

• describe a healthy environment e.g. clean air, water, noise, waste.

Injury Prevention and Safety: • describe how and when to

perform first aid procedures. e.g. universal precautions, handling bodily fluids, choking, shock, skeletal and muscular problems.




Students will be able to… • 7th and 8th discuss

o the health risks associated with performance enhancing drugs in sports.

• 7th and 8th support o position by citing

information on the topic.

MS.8.2 Demonstrate how to influence and support others to make positive health choices. Prior Background Knowledge Required: Communicable and Non-communicable Diseases:

• tell behaviors that reduce the risk of contracting or


Students will understand that… • developing a positive

attitude can promote a productive, healthy environment.

Students will be able to… • 7th list • 8th show

o ways one would promote a positive social-emotional


developing disease e.g., skin cancer.

Environmental Health: • explain ways to improve

the social-emotional environment.

Family/Social Health • lists coping strategies for

dealing with a negative family/social environment.

Injury Prevention and Safety: • explain how to be safe

when watching or playing sports.

Mental/Emotional Health: • discuss ways you can

comfort someone who is hurting.


• describe reasons to choose a health career.

Environmental Health: • describes how air pollution

changes air quality. • explains how a pleasant

visual environment might affect health.

• assess ways that the social-emotional environment affects health.

• explains ways to improve the social-emotional environment.

Family/Social Health • lists coping strategies for

dealing with a negative

environment.


social-emotional environment.

MS.8.3 Work cooperatively to advocate for healthy individuals, families, and schools. Prior Background Knowledge Required: Consumer and Community Health:

• list ways to help provide responsible care for and children.

• advocate for sportsmanship as either a spectator or participant in sports.

• describes ways to volunteer.

Students will know…

Vocabulary:

Students will understand that… • their individual health has

an impact on over all community health.

Students will be able to… • 7th tell

8th develop o why adolescents

should advocate for sportsmanship.

MS.8.4 Identify ways in which health messages and communication techniques can be altered for different audiences. Prior Background Knowledge Required: Consumer and Community Health:

• list places in your community and nation where people enjoy healthy activities.


• list activities that people enjoy outdoors.


Students will understand that… • not all consumer health

information is reliable and/or valid.

Students will be able to… • 7th and 8th name

o the different ways that media targets specific audiences.


Environmental Health: • lists agencies that help

protect the environment.

grade 0 health education health educa… · injury/disease prevention, and stress management....

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