Plumsted Township Public Schools

Grade 7 Health Curriculum

Plumsted Township Public Schools

Health/Physical Education Program

Grade 6-8 Health Curriculum

Philosophy

Schools have enormous potential for helping students develop the knowledge and skills they need to be healthy and to achieve academically. As rapidly changing and evolving disciplines, health education and physical education must look and be different than the old "hygiene and gym class." Health education and physical education are separate disciplines each with a distinct body of knowledge and skills; however, the two disciplines clearly complement and reinforce each other to support "wellness". [1]

  • Quality health education and physical education programs promote each student’s optimum physical, mental, emotional, and social development.
  • Quality programs provide cognitive content and learning experiences that support a variety of physical activity areas including basic movement skills; team, dual, and individual sports; physical fitness; rhythm and dance; and lifetime recreational activities.
  • Quality health education and physical education programs address and integrate the full range of categorical health problems and issues that impact the quality of life.
  • Quality programs incorporate the use of technology and encourage students to research and use valid and reliable sources of health information.
  • Quality programs are student-centered and interactive--that is, teachers encourage classroom discussion, research, modeling, and skill practice.

Health Mission Statement

The NewEgyptMiddle School health program believes in supporting healthy and active lifestyles. Our students foster their lifestyles by using thinking skills to develop knowledge of health, responsible decision making skills, and social development in the greater system. The lasting effect of the children though the development of mental, physical and social skills will be connected to greater learning throughout the greater K-12 community.

Goals of the Health Program

STANDARD 2.1 Wellness

All students will learn and apply health concepts and skills to support a healthy active lifestyle.

STANDARD 2.2 Integrated Skills

All students will usehealth-enhanced personal, interpersonal,and lifeskills to support a healthy active lifestyle.

STANDARD 2.3 Drugs and Medicines

All students will learn and apply information about alcohol, tobacco and other drugs and medicines to make decisions that support a healthy activelifestyle.

STANDARD 2.4 Human Relationships

All students will learn the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy active lifestyle.

Scope and Sequence

  • Health Triangle
  • Physical Health
  • Mental Health
  • Social Health
  • Communication
  • Influences on Our Health
  • Risk Behavior
  • Self Esteem
  • Personality
  • Emotions
  • Defense Mechanisms
  • Eating Disorders
  • Suicide
  • Stress
  • Social Health
  • Types of Families
  • Abuse
  • Sexual Harassment

Topic:
Enduring Understanding: The Learner Will Be Able To:
Suggested
Time / Concepts / Objectives / Core Activities / NJCCCS
(CPI) / I / R / M
  1. Health Triangle
  • Essential Question:
/ TLW:
  • Physical, mental/emotional health and their relationship to each other
/

Activities

  • Read stories – “Glencoe Teen Health Course 1” – Pg. 6 and discuss
Assessment
  • Student generated stories – How all three areas are affected
/ 21.A
  1. Physical Health
  • Essential Question:
/ TLW:
  • Strategies to be physically healthy
/

Activities

  • Charades - students in groups act out ways to be Physically/Mentally/Socially healthy
  • Personal health inventory
  • Name poster with examples of P/M/S from first letters
  • What did you eat this week project?
  • Movie health quiz #22
  • Nutrition quiz #24 – Dr. Frank Fields - #71A2M000 test
  • Time management – P. Toner – stress
/ 21.A,B,C,D,E
  1. Mental Health
  • Essential Question:
/ TLW:
  • Strategies to be mentally healthy
/

Activities

  • Charades - students in groups act out ways to be Physically/Mentally/Socially healthy
  • Personal health inventory
  • Name poster with examples of P/M/S from first letters
  • What did you eat this week project?
  • Movie health quiz #22
  • Nutrition quiz #24 – Dr. Frank Fields - #71A2M000 test
  • Time management – P. Toner – stress
/ 21.A.B.F
  1. Social Health
  • Essential Question:
/ TLW:
  • Strategies to be socially healthy
/

Activities

  • Charades - students in groups act out ways to be Physically/Mentally/Socially healthy
  • Personal health inventory
  • Name poster with examples of P/M/S from first letters
  • What did you eat this week project?
  • Movie health quiz #22
  • Nutrition quiz #24 – Dr. Frank Fields - #71A2M000 test
Time management – P. Toner – stress / 21 A,B,F
  1. Communication
  • Essential Question:
/ TLW:
  • Do’s and Don’ts of good communicating
/

Activities

  • Students in groups act out peer evaluation
/ 2.2A
  1. Influence on our Health
  • Essential Question:
/ TLW:
  • Decisions, friends, health knowledge, environment, heredity, family values, culture, what you see and hear
/

Activities

  • Student list of people who influence their lives and how
  • Read a life story of a famous person that people admire and list what influenced their success.
  • Home health heredity survey
  • Newspaper and magazine influence on health.
/ 2,1 A,F
2.2B,C,D,E
  1. Risk Behavior
  • Essential Question:
/ TLW:
  • Students will identify behaviors that risk optimum health
/

Activities

  • Risk behavior and teens
  • Discuss the term “Self Discipline”
  • Personal health contract
/ 2.2
2.3 B,C
  1. Self Esteem
/ TLW:
  • Single most important factor influencing health decisions and behaviors – Where does it come from?
/

Activities

  • List traits of people with high self esteem
  • List traits of people with low self esteem
  • Challenge new skill activity to evaluate self esteem
  • Pat on the back activity
  • Self evaluation activity – goal setting (P. Toner – self esteem)
  • Brainstorm activity on the dangers of having low self esteem (drugs, drop out, eating disorders, pregnancy, violence)
/ 2.2B,C,D,F
  1. Personality
/ TLW:
  • Combination of traits that make us unique – extrovert/introvert; optimist/pessimist; assertive/passive/aggressive
/

Activities

  • Glass half full test (optimist/pessimist)
  • Scenarios & skits and guess reactions of people with certain personality traits
  • What do you say cards? (P. Toner – Self esteem)
  • Passive aggressive assertive worksheet (P. Toner – communication)
/ 2.1F
2.2 A,D,E,F
  1. Emotions
/ TLW:
  • Reaction to a situation – happy/love/guilt/anger/fear/sadness (depression)
/

Activities

  • Relate certain emotions to colors
  • Emotion commotion game
  • Phobias – student research different extreme fears
  • Discuss adage –“Time heals all wounds”
  • Student research anti-depressant drugs
  • Move on emotions
/ 2.1 D, F
2.2 F
  1. Defense Mechanisms
/ TLW:
  • Coping strategies – denial, compensation/projection/regression; rationalization/displacement/reaction
formation/daydreaming /

Activities

  • I hope I can cope quiz (P. Toner – Stress)
  • Act out skits using different defense mechanisms.
/ 2.2 D,F
  1. Eating Disorders
/ TLW:
  • Anorexia Nervosa
  • Bulimia
  • Compulsive Overeating
/

Activities

  • Movie “Dying to be Thin”
  • Research magazines and society pressure to be thin
  • Health risks of Obesity – student report on diseases
  • Guest speaker
/ 2.1 C
2.2 D
  1. Suicide
/ TLW:
  • Teaching one’s own life – How do we know if someone is suicidal?
  • Reasons for being suicidal
  • Suicide hot line
/

Activities

  • Student brainstorm reasons why
  • Movie on Suicide

Assessment

  • Essay on suicidal friend. What were the signs (what can they do?)
/ 2.1 D,F
  1. Stress
/ TLW:
  • Reaction of your body and mind to events in life
/

Activities

  • Mock test to cause stress
  • Students will research diseases from stress
  • Relaxation techniques
  • Check this out – P. Toner – Stress Management – How’s Your Attitude?
/ 2.1 D,F
  1. Social Health
/ TLW:
  • The importance of friends
  • Peer pressure
/

Activities

  • Create the perfect friend (loyal, reliable, sympathetic, caring)
  • Discuss “to have a friend, you have to be a friend”.
  • Skits on dealing with negative peer pressure (nuclear, extended, blended, single parent)
/ 2.1 D,F
  1. Types of Families
/ TLW:
  • What constitutes a family?
/

Activities

  • What is each person’s role in your family?
  • Changing times – view “Ozzie & Harriet” sitcom and discuss how/if roles have changed and why?
  • I agree discussion (P. Toner – communication)
  • Lifelong relationship discussion
  • Sing It Again Sam – (P. Toner communication - analyze songs dealing with relationships.
/ 2.1 A
2.4 A, B
  1. Abuse
/ TLW:
  • Pattern of mistreatment of another person – physical, emotional, sexual, neglect
/

Activities

  • Guest speakers
  • Research telephone directory to explore agencies to help
  • Movie
/ 2.2 E, F
  1. Sexual Harassment
/ TLW:
  • Any unwelcome sexual comment, contact, behavior (jokes, notes, chest gestures).
/

Activities

  • Movie & Pamphlets
  • Is this sexual harassment – group activity
/ 2.4 A

1

Last Revised: 2008

[1] New Jersey Department of Education, 2004, NJCCCS <retrieved from