Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation

2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.

Organizing Standard:

Positive interactions in groups contribute to mental and emotional well-being.

Core Content for Assessment: PL-M-1.1.1 Individuals have personal rights and responsibilities (e.g., cooperation, communication, patience) when dealing with others (e.g., families, classmates, teams) PL-M-1.1.2 Conflict-resolution strategies (e.g., problem identification, effective communication, mediation, walking away) provide effective means for dealing with conflict. PL-M-1.1.3 Communication, cooperation, rules, and respect are important to the effective functioning of groups.

Demonstrators: Examine how respect, rules, communication, and cooperation enable groups to function effectively Demonstrate conflict resolution strategies Determine procedures for dealing with unsafe and threatening situations Discuss rights and responsibilities in family relationships Identify constructive and destructive relationships within the family and peer groups Demonstrate examples of adolescent issues/concerns (e.g., gossip, peer pressure, arguments) and appropriate ways to resolve those issues

 

Specific Activities:

Develop a baby-sitter’s manual with age appropriate activities, communication rules related to children and their parents and health and safety rules.

Role play ways to communicate with family members from traditional families, blended families, single parent families and extended family members.

Write and perform a play related to communication and mediation while considering individual rights and responsibilities.

Critical Vocabulary: emotion, communication, conflict, tolerance, compromise, peer mediation, neutral, peer, justice, coping, responsibility, consequences

 

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation:

2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.

Organizing Standard:

Reproduction and sexuality are issues of concern for individual well-being and healthy relationships.

Core Content for Assessment: PL-M-1.2.1 Knowledge of the basic structures and function of the reproductive system is important to understanding the human life cycle. PL-M-1.2.2 Physical, social, and emotional changes occur during adolescence. PL-M-1.2.3 Abstinence is the only sure means of preventing pregnancy.

Demonstrators: Describe the physical, emotional, and social changes that occur during puberty Describe the structure and function of the reproductive system Recognize abstinence as the only sure means of preventing pregnancy and STDs. Demonstrate appropriate strategies to abstain from sexual activity

Specific Activities:

Create a video or play for younger children explaining puberty.

Create and role play various scenarios demonstrating strategies to abstain from sexual activity.

Critical Vocabulary: adolescence, hormone, puberty, emotional, mental, physical, endocrine system, gland, pituitary gland, reproduction, reproductive system, sperm, semen, fertilization, ovaries, uterus, menstruation, gynecologist, cell, tissue, organ, embryo, fetus, chromosome, gene, abstinence

 

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard:

Behavioral choices and habits contribute to the promotion of an individual’s physical health, the prevention of illnesses and diseases, and the ability to remain mentally and emotionally healthy.

Core Content for Assessment: PL-M-1.3.1 Diet, exercise, rest , and other choices (e.g., tobacco, alcohol, and other drug use) affect body systems (e.g., circulatory, respiratory, digestive). PL-M-1.3.2Knowlwdge of the transmission and prevention of communicable diseases and personal illnesses (e.g., hepatitis, colds, influenza mononucleosis, TB, AIDS/HIV/STDs) contributes to the health of the community. PL-M-1.3.3Identification, prevention, and treatment of non-communicable diseases (e.g., cancer, asthma) among adolescents contribute to community health. PL-M-1.3.4There are risks associated with unhealthy habits and behaviors (e.g., substance use/abuse, dietary habits, irregular exercise habits, sexual activity) that affect the physical health of adolescents.

Demonstrators: Identify health habits that effect personal health and wellness Assess personal health habits and develop a personal health plan List and describe the risk factors associated with communicable and non-communicable diseases List and describe the impact these diseases have upon personal health and wellness Describe ways to reduce risks related to adolescent health problems

Specific Activities:

Survey other teens regarding their health concerns. Develop visuals (posters, brochures, displays) giving students information related to their concerns.

Research the various communicable and non-communicable diseases. Present the information to the class.

Create a chart for STDs including pathogen, transmission, symptoms, treatments, effects and other important information.

Critical Vocabulary: health, wellness, prevention, habits, behavior, risk, risk factors, body systems, interrelated, plaque, tartar, cavity, fluoride, epidermis, dermis, acne, dermatologist, communicable diseases, bateria, viruses, pathogens, non-communicable diseases, infection, immune system, antibody, vaccine, immunity, disease transmission, community health, disease prevention and treatment, TB, AIDS/HIV, colds, influenza, mononucleosis, cancer, heart disease, bronchitis, emphysema

 

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard:

Nutritious foods are necessary for growth, development, and maintenance of healthy bodies.

Core Content for Assessment: PL-M-1.4.1Six basic nutrients (minerals, vitamins, fat, carbohydrates, water, protein) are needed for proper growth and development. PL-M-1.4.2Using dietary guidelines, food guide pyramid, and other nutritional resources (e.g., food tables) helps make daily food choices. PL-M-1.4.3Exercise and dietary habits (e.g., cultural food choices, vegetarian diets, over-indulgence in fatty foods, excessive salt consumption) can effect the way adolescents look, feel, and perform.

Demonstrators: Determine the role nutrients play in developing healthy individuals Use the food guide pyramid to evaluate personal diet Understand the effect of diet and nutrition on growth, appearance, disposition, and performance.

Specific Activities:

Interview a school nutritionist. Write an article for the school news paper on how foods are chosen for school lunches and their nutritional value

Record your food intake for a week. Evaluate your food choices according to the food guide pyramid.

Describe nutritious snacks for children you are babysitting. Explain why those snacks are healthy food choices.

Critical Vocabulary: nutrition, diet, food guide pyramid, balanced diet, nutrients, proteins, amino acids, carbohydrates, simple carbohydrates, sugars, complex carbohydrates, starches, fats, vitamins, minerals, water, calories, fiber, saturated fats, cholesterol, unsaturated fats, nutrition facts label, glucose, nutrient density, digestion, nutrient absorption, nutritionist

 

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard:

The benefits of exercise and fitness go beyond weight control.

Core Content for Assessment: PL-M-1.5.1Body changes (e.g., body composition, decreased heart rate, reduced cholesterol level) occur following a regular exercise program. PL-M-1.5.2Exercise benefits physical development (e.g., body shape, posture, coordination, muscle development). PL-M-1.5.3Applying the principles of principles of fitness training and conditioning (frequency, intensity, time/duration) are necessary to get the most from exercise. PL-M-1.5.4Self-assessment of health status (e.g., strength, flexibility, cardiovascular endurance, body composition) contributes to health maintenance.

Demonstrators: Self assess health related fitness levels Demonstrate basic physiological principles of exercise Monitor the intensity of exercise Understand and apply the concepts of frequency, intensity, and duration during aerobic exercise Understand and recognize the changes in the human body that occur as a result of regular participation in physical activity and conditioning

 

Specific Activities:

Record pulse during various degrees of exercise. Analyze your personal fitness level.

Develop a personal physical wellness plan that includes frequency, intensity and time/duration (FIT principle).

Critical Vocabulary: fitness, exercise, body composition, strength, endurance, aerobic exercise, anaerobic exercise, flexibility, cardiovascular system, skeletal system, muscular system, FIT principle, warm-up, cool-down, exercise frequency, exercise intensity, target heart rate, body mass index, obesity

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation:

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard:

Accidents are a major cause of injury and death to children and adolescents.

Core Content for Assessment: PL-M-1.6.1Health and safety hazards (e.g., firearms, traffic, transportation, horseplay) encountered by adolescents can be life threatening. PL-M-1.6.2Traffic and transportation related safety practices (e.g., wear seat belts, use life vests) on the ground and in the water contribute to reduction in injuries and death. PL-M-1.6.3Using safety strategies (i.e., staying calm, heeding warnings following safety procedures) for dealing with potentially unsafe and threatening situations (e.g., water, fire, animals, earthquake, stranger danger). PL-M-1.6.4Following basic first-aid procedures when responding to a variety of life-threatening emergencies (e.g., choking, shock, poisons, burns, temperature-related emergencies, animal and insect bites) help reduce the severity of injuries.

Demonstrators: Investigate health and safety hazards at home, school and play Follow safe traffic/transportation practices Demonstrate advanced emergency assistance procedures Develop injury prevention strategies for personal and family health Develop a personal safety plan Demonstrate basic first aid techniques for life-threatening emergencies

Specific Activities:

Practice safety strategies to use during unsafe and threatening situations.

Create a visual of a traffic situation and show how adolescents can protect themselves from harm.

Describe basic first aid procedures including how to respond in an emergency.

Critical Vocabulary: safety conscious, accident chain, hazards, pedestrian safety, life-threatening emergencies, severe bleeding, poisoning, choking, first degree burn, second degree burn, third degree burn, hypothermia, frostbite, heat exhaustion, heat stroke, first aid, ABC’s of first aid, rescue breathing, abdominal thrusts, chest thrusts, cardiopulmonary resuscitation, drown proofing, fracture, sprain, strain, hazardous weather and natural disasters, tornado, tornado watch, tornado warning, earthquake, aftershocks, epicenter, blizzard, hurricane

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation:

2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.

Organizing Standard:

Behavioral choices and habits contribute to mental and emotional health and the promotion of physical well-being.

Core Content for Assessment: PL-M-1.7.1Symptoms and causes of mental illnesses (e.g., depression anxiety) vary with the individual. PL-M-1.7.2There are consequences and risks of behavioral choices (e.g., tobacco, alcohol, and other drug use; sexual involvement; violent behaviors) and alternatives to situations faced by adolescents. PL-M-1.7.3Resourses (e.g., guidance counselors, drug counselors, parents, teachers) are helpful for an individual seeking treatment of drug addiction. PL-M-1.7.4Effects of eating disorders (e.g., heart failure, weight changes, kidney failure, hair loss, nervousness) indicate a need for counseling.

Demonstrators: List and describe different types of mental illnesses and other addictive behaviors Identify causes and effects of emotional disorders and addictive habits Describe symptoms of mental illness including depression and anxiety Describe possible consequences of risk-taking actions Demonstrate peer pressure coping skills Describe stress reduction techniques and strategies Identify various school and community resources available to adolescents with mental/emotional disorders or addictive behaviors Understand and describe the effects of eating disorders on the human body Explain the importance of preventing eating disorders Investigate methods of prevention, intervention, and treatment of mental and emotional disorders

Specific Activities:

Brainstorm ways to deal with stress. Create a bumper sticker to promote stress management.

Develop infomercials related to the harmful effects of drug use and other risky behavioral choices.

Research eating disorders and give an oral report to either family member or classmates.

Critical Vocabulary:

stress, distress, stressor, fight-or-flight response, defense mechanisms, addiction, risk behaviors, anxiety disorder, mood disorder, depression, suicide, support systems, teen hot lines, eating disorders, bulimia, anorexia nervosa, prevention, intervention

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation:

2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.

Organizing Standard:

People often need established strategies for remaining mentally and emotionally healthy. Applications of these strategies also affect physical wellness.

Core Content for Assessment: PL-M-1.8.1The use of appropriate strategies (e.g., assertiveness, refusal skills, decision-making techniques) are positive ways to cope with peer pressure. PL-M-1.8.2Strategies (e.g. studying in advance; talking with counselors, parents, and/or friends; planning; getting ample rest; eating properly) for managing stressful situations (e.g., test taking, deadlines, changes, grief, rejection) reduce anxiety. PL-M-1.8.3Strategies (e.g., walking away, communication skills, conflict resolution) for preventing violence vary with the situation. PL-M-1.8.4 Using appropriate strategies (e.g., realistic goal-setting, effective time management, decision-making processes) promotes mental and emotional health.

Demonstrators: Analyze and apply strategies for achieving and maintaining self-esteem Apply interpersonal skills which contribute to emotional wellness Describe and use strategies to manage stress Demonstrate healthy ways to express needs, wants, and feelings Understand the relationship between decision making, time management, success, and achievement Determine current personal behaviors that are risky and have possible negative consequences Plan strategies for avoiding substance abuse and other addictive behaviors Evaluate progress and achievement towards short-term goals

Specific Activities:

Develop skits illustrating conflict resolution, communication skills and violence prevention.

Develop a personal long-term goal and short-term goals to help reach the long-term goal. Outline a plan utilizing the goals.

View a television program listing emotions expressed. Analyze how those emotions impacted the individuals involved.

Critical Vocabulary:

self-concept, self-esteem, personality, heredity, environment, behavior, temperament, responsibility, consequences, habit, life-threatening, life-altering, limits, decision, alternatives, responsible decision-making skills, peer pressure, refusal skills, short-term goals, long-term goals, action plan, time management

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation:

2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.

Organizing Standard(s):

Positive interactions in groups contribute to mental and emotional well-being.

Core Content for Assessment: PL-M-1.1.1; PL-M-1.1.3

Prompt:

John and Carlos play soccer on the same team. During one of the games, John became angry when several players on the other team began to push him and Carlos and call them names. He pushed them back and received a warning from the official. He became even angrier and was kicked out of the game.

Directions:

A. List 4 appropriate ways John can deal with anger.

B. List and explain 3 ways to resolve conflicts.

Scoring Guide for Question: Dealing with Anger

Score 4 point: 7 or more points of information

Score 3 point: 5 or 6 points of information

Score 2 point: 3 or 4 points of information

Score 1 point: 2 points of information

Score 0 point: No response or response is irrelevant to the question.

Each of the following counts as one point of information.

Part A: Dealing with anger (maximum of 4 points)

Part B: Conflict resolution skills (maximum of 3 points)

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation:

2.29 Students demonstrate skills that promote individual well-being and healthy family relationships.

Organizing Standard(s):

Reproduction and sexuality are issues of concern for individual well-being and healthy relationships.

Core Content for Assessment: PL-M-1.2.1, PL-M-1.2.2

Prompt:

You have been asked to write an article for the school newspaper on puberty and adolescence.

Directions:

A. Explain 4 physical changes that occur in either males or females during puberty.

B. identify 3 emotional changes that many occur during puberty.

Scoring Guide for Question: Puberty

Score 4 point: 7 points of information

Score 3 point: 5 or 6 points of information

Score 2 point: 3 or 4 points of information

Score 1 point: 1 or 2 points of information

Score 0 point: No response or response is irrelevant to the question.

Each of the following counts as one point of information.

Part A: Physical Changes (maximum of 4 points)

Part B: Emotional Changes (maximum of 3 points)

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation:

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard(s):

Behavioral choices and habits contribute to the promotion of an individual’s physical health, the prevention of illness and diseases, and the ability to remain mentally and emotionally healthy.

Core Content for Assessment: PL-M-1.3.2, PL-M-1.3.4

Prompt: A virus is making a large number of students at your school sick.

Directions:

A. Explain four health habits that can prevent the spread of communicable diseases.

B. List and describe four communicable diseases.

Question: Communicable Disease

Score 4 point: 7 points of information

Score 3 point: 5 or 6 points of information

Score 2 point: 3 or 4 points of information

Score 1 point: 1 or 2 point(s) of information

Score 0 point: No response or response is irrelevant to the question.

Health habits may include:

Accept any diseases discussed in class and descriptions may include cause, symptoms, transmission or cure. Some examples include:

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation:

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard(s):

Nutritious foods are necessary for growth, development, and maintenance of healthy bodies.

Core Content for Assessment: PL-M-1.4.1, PL-M-1.4.2, PL-M-1.4.3

Prompt: Laura’s diet includes no meat. She eats oatmeal plus orange juice for breakfast. She has salad, cheese and crackers, a hard-boiled egg, and fruit juice for lunch. She snacks on yogurt. Her dinner includes rice and beans, a green vegetable and milk. Analyze Laura’s diet.

Directions:

Meat is considered a good source or protein. However, Laura does not eat meat.

Explain where, if any, Laura receives her daily allowance of protein.

Which foods provide Laura with the mineral calcium? Why does she even need calcium?

Question: No Meat, Protein? Calcium?

Score 4 point: Successfully demonstrates a high level of knowledge to analyze and interpret a variety of foods for nutritional value by thoroughly explaining how Laura gets the appropriate amount of protein in her individual diet. Demonstrates an understanding of the importance of calcium to the body and is able to identify two or three food sources for calcium.

Score 3 point: Successfully demonstrates the knowledge to interpret the nutritional value of certain foods by explaining where Laura’s diet provides protein. Can identify one or two sources of calcium and tell why the body needs it.

Score 2 point: Demonstrates a limited amount of knowledge for interpreting nutritional value of foods. Has some trouble explaining where protein is in Laura’s diet. Correctly identifies one source of calcium and tell why the body needs it.

Score 1 point: Attempts to answer part(s) of the question correctly.

Score 0 point: No response or response is irrelevant to the question.

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation:

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard(s):

The benefits of exercise and fitness go beyond weight control.

Core Content for Assessment: PL-M-1.5.1, PL-M-1.5.2, PL-M-1.5.3, PL-M-1.5.4

Prompt: Aerobic exercise is vigorous activity in which oxygen is continuously taken in for a period of a least 20 minutes. Aerobic exercise increases cardiovascular endurance. It raises the lungs’ capacity to hold air and strengthens the heart, making it a more efficient pump.

Directions:

A. Identify at least four examples of aerobic exercise.

Exercise can reduce the risk of certain diseases. What kind of diseases can you help prevent with aerobic exercise? Explain.

If your aerobic fitness level is not where it should be, what can you do to improve it?

Scoring Guide for Question: Aerobic Exercise

Score 4 point: Correctly identifies at least four examples of aerobic exercise. Thoroughly explains how aerobic exercise can help reduce the risk of circulatory and respiratory disease by making both systems more efficient. Successfully applies knowledge of aerobic exercise to explain how to improve personal cardiovascular fitness.

Score 3 point: Correctly identifies at least three examples of aerobic exercise. Discusses how aerobic exercise can reduce heart and lung disease. Demonstrates a good knowledge base of aerobic exercise to explain how to improve cardiovascular fitness.

Score 2 point: Correctly identifies one or two examples of aerobic exercise. Offers limited knowledge of how aerobic exercise reduces disease. May focus on heart disease with no mention of respiratory disease. Has a vague understanding of how to improve aerobic fitness levels.

Score 1 point: Attempts to answer part(s) of the question correctly.

Score 0 point: No response or response is irrelevant to the question.

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation:

2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

Organizing Standard(s):

Accidents are a major cause of injury and death to children and adolescents.

Core Content for Assessment: PL-M-1.6.1, PL-M-1.6.4

Prompt:

While eating lunch in the cafeteria, Ken sees another student choking on a hot dog.

Directions:

A. Describe the first action he should take in this situation.

B. Describe at least 4 steps for performing abdominal thrusts on a choking victim.

Question: Choking

Score 4 point: 5 points of information

Score 3 point: 3 or 4 points of information

Score 2 point: 2 points of information

Score 1 point: Attempts 1 or more point(s) of information

Score 0 point: No response or response is irrelevant to the question.

Each of the following counts as one point of information.

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation:

2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.

Organizing Standard(s):

Behavioral choices and habits contribute to mental and emotional health and the promotion of physical well-being.

Core Content for Assessment: PL-M-1.7.4

Prompt:

You have been learning about bulimia in you Family and Consumer Science Education class. You know that it is a severe eating disorder that can lead to sickness and even death. You discover that a friend has been making herself vomit after eating large meals. When you talk to her, she says that everything is under control.

Directions:

A. Explain ways that bulimia can damage your friend’s body if she continues to induce vomiting.

Where can you go for help if you suspect your friend is suffering from this disorder?

What messages does society seem to be sending that would cause someone to resort to an eating disorder.

Scoring Guide for Question: Bulimia

Score 4 point: Thoroughly describes at least three dangerous effects bulimia can have on the body. Successfully applies knowledge to explain that professional counseling is needed to treat victims of bulimia due to psychological roots of the problem. Demonstrates ability to use high level thinking to conclude that most eating disorders are caused by low self-image brought on by society’s "thinner is better" mentality.

Score 3 point: Describes at least two dangerous effects bulimia can have on the body. Correctly identifies various people to inform if bulimia is suspected (e.g. parent, school nurse, or counselor). Uses good knowledge base when explaining how some people get carried away trying to develop the ideal body.

Score 2 point: Describes at least one dangerous effect bulimia can have on the body. Names one or two people to inform if bulimia is suspected. Demonstrates a limited understanding of why people are obsessed with losing weight, which sometimes leads to an eating disorder.

Score 1 point: Attempts to answer part(s) of the question correctly.

Score 0 point: No response or response is irrelevant to the question.

 

Middle Practical Living Skills

Health Subdomain

7^th Grade

Academic Expectation:

2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.

Organizing Standard(s):

People often need established strategies for remaining mentally and emotionally healthy. Application of these strategies also affects physical wellness.

Core Content for Assessment: PL-M-1.8.1, PL-M-1.8.3

Prompt:

A friend is pressuring you to go to a party where other teens will be drinking alcohol.

Directions:

A. Develop 4 assertive refusal responses to say to your friend.

B. List and explain 3 behaviors you can use if your friend continues to pressure you about the party.

Scoring Guide for Question: Refusal Skills

Score 4 point: Develops 4 different assertive refusal responses. List and fully explains 3 behaviors that can be use to control peer pressure.

Score 3 point: Develops 3 assertive refusal responses and lists and explains 2 behaviors that can be used to control peer pressure. OR, Develops 4 assertive refusal responses and lists and explains 1 behavior that can be used to control peer pressure. OR, Develops 2 assertive refusal responses and lists and explains 3 behaviors that can be used to control peer pressure.

Score 2 point: Develops 2 assertive refusal responses and lists and explains 1 behavior that can be used to control peer pressure. OR, Develops 3 assertive refusal responses. OR, Develops 1 assertive refusal response and lists 2 behaviors that can be used to control peer pressure.

Score 1 point: Attempts to answer one or both parts of the question.

Score 0 point: No response or response is irrelevant to the question.