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.
Students will know…
Prior Background Knowledge
Required:
Vocabulary:
Communicable and Noncommunicable Diseases:
 personal enhancing
strategies
 discuss ways to prevent
food-borne illnesses.
 abstinence
 discuss the cause,
 communicable disease
symptoms, prevention, and
 specific to : substance
treatment of the common
abuse, nutrition, exercise,
cold, influenza,
sexual activity,
mononucleosis, hepatitis,
injury/disease prevention,
strep throat, and West Nile
and stress management
virus.
 exercise principles
Growth and Development:
 nutritional guidelines
 give examples of how the
 F.I.T.(Frequency, Intensity,
female and male body
Time)
changes during
 ovaries
adolescence.
 vagina
Personal Health/Physical Activity:
 fallopian tubes
 compare how healthy
 uterus
behaviors and risk practices
 testicles
impact personal health, e.g.,
 scrotum
stress/personal health,
 penis
cultural food
practices/health.
 describe a healthy balance
of stress, sleep, exercise,
nutrition, recreation and
Drafted December 11, 2014
Students will understand that…
Students will be able to…
 how they take care of their
 7th : list and define
bodies affects their personal
8th: compare and contrast
health.
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.
th
 7 : describe
8th: differentiate between
several
o personal health
enhancing strategies
that encompass
substance abuse,
nutrition, exercise,
sexual activity,
injury/disease

school.
identify personal health
enhancing strategies that
encompass substance
abuse, nutrition, exercise,
sexual activity,
injury/disease prevention,
and stress management.
prevention, and
stress management.
MS.1.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.
Students will know…
Prior Background Knowledge
Required:
Vocabulary:
Communicable and Noncommunicable Health:
 wellness
 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.
Drafted December 11, 2014
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 Noncommunicable 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.
Drafted December 11, 2014
Students will know…
Vocabulary:
 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.
th
 7 : 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.
Students will know…
Vocabulary:
 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.
Students will know…
Prior Background Knowledge
Required:
Vocabulary:
Injury Prevention and Safety;
 abstinence
 identify ways to reduce or
prevent injuries.
 unhealthy behaviors
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.
Drafted December 11, 2014
Students will understand that…
Students will be able to…
 abstinence from unhealthy
 7th list
behaviors promotes mental,
8th explain
emotional and physical
o ways to practice
well-being.
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.
Students will know…
Prior Background Knowledge
Required:
Vocabulary:
Growth and Development:
 sign and symptoms
 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.
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.
Students will know…
Prior Background Knowledge
Required:
Personal Health/Physical Activity: Vocabulary:
 wellness (sleep, eating,
 identify the benefits of
fitness etc…)
practicing healthy
behaviors, e.g., describes
the benefits of using
household products for
their intended purpose.
Drafted December 11, 2014
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.


identify the barriers to
practicing healthy
behaviors, e.g., describes
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.
Students will know…
Prior Background Knowledge
Required:
Vocabulary:
Growth and Development:
 heart disease
 identify risks associated
with teen pregnancy and
 diabetes
parenthood.
 obesity
Personal Health/Physical Activity:
 pregnancy
 give examples of unhealthy
 STI (Sexually Transmitted
behaviors and give
Infections)
examples of their
consequences, e.g., alcohol
use, drug use.
Drafted December 11, 2014
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.
Students will know…
Prior Background Knowledge
Required:
Personal Health/Physical Activity Vocabulary:
 heart disease
 give examples how possible
injuries or illness can be
 diabetes
attributed to substance
 obesity
abuse, poor nutrition, lack
 pregnancy
of exercise, sexual activity,
 STI (Sexually Transmitted
violence, and inadequate
Infections)
coping skills/stress
management.
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.
Students will know…
Students will understand that…
Students will be able to...
Prior Background Knowledge
Required:
 exercise comes in a variety
 7th describe
Vocabulary:
Family/Social Health:
of different forms.
8th compare/contrast
o the importance of
 list family guidelines and
 recreational
rules in the home that
exercise for your
 leisure
enhance health.
family and provide
 organized
examples of ways
 select ways that family
 fitness
the family is
habits influence health
physically active.
choices.
Nutrition:
 give reasons why students
eat at fast food restaurants
on a weekly basis.
 brainstorm healthy
alternatives to eating at fast
food restaurants.
Drafted December 11, 2014
MS.2.2 Describe the influence of culture on health beliefs, practices, and behaviors.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 current trends, cultures,
Consumer and Community Health: Vocabulary:
and fads are not always
 fad
 compare and contrast
reliable and valid
health beliefs and practices
assessments of healthy
in different cultures.
behaviors.
 define culture.
MS.2.3 Describe how peers influence healthy and unhealthy behaviors.
Students will know…
Prior Background Knowledge
Required:
Vocabulary:
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 wellbeing.
MS.2.4 Analyze how the school, tribe, and community can affect personal health practices and behaviors.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 healthy choices contribute
Vocabulary:
Consumer and Community
to a healthy well-being.
Health:
 refined carbohydrates
 identify service activities
 fats
being offered in the school
(unsaturated/saturated)
and community.
 proteins
 name programs offered at
 calories
local businesses that help
 sugars
Drafted December 11, 2014
Students will be able to...
 7th discuss
8th give examples of
o how peer
interaction is
influenced by the
current culture and
fads.
Students will be able to…
 7th give
8th differentiate
o ways peers can
positively or
negatively influence
another’s selfimage/self-esteem.
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.
improve personal health.

MS.2.5 Analyze how messages from media influence health behaviors.
Students will know…
Prior Background Knowledge
Required:
Vocabulary:
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 multimedia advertisements.
Drafted December 11, 2014

nutrients
Students will understand that…
 media messages are not
always reliable and valid
assessments of healthy
behaviors.
7th compare/contrast
8th propose
o two items included
in a school vending
machine and give
evidence.
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.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 various technological tools
Vocabulary:
Consumer and Community
are available for the
Health:.
enhancement of health.
 describe how common
types of technology (e.g.,
Internet, TV, social media
and radio) provide sources
of information to reduce
health risks.
MS.2.7 Explain how the perceptions of norms influence healthy and unhealthy behaviors.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 their perception of norms
Vocabulary:
Personal Health/Physical
are not always valid
Activity:
 norm
assessments of healthy
 define norm.
behaviors.
 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).
Drafted December 11, 2014
Students will be able to...
 7th identify
8th predict
o how technology can
be used to improve
personal health.
th
 7 and 8th use
o a personal device to
explain the
influence it has in
their personal lives.
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.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 their social lifestyle has an
Vocabulary:
Mental/Emotional Health:
impact on their wellness
 define values in relation to
choices.
health.
 give examples of personal
health-related values and
indicate how they influence
personal health choices.
Students will be able to...
 7th and 8th explain
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.
Students will know…
Students will understand that…
Students will be able to...
Prior Background Knowledge
Required:
 gateway drugs will
 7th discuss
Vocabulary:
Alcohol, Tobacco and Drugs:
increase the likelihood of
8th define
 substance abuse
using more dangerous
 give examples of how
o how alcohol, drugs
alcohol can increase the
forms of substance abuse.
 gateway drugs
and tobacco use can
likelihood of other health
increase the risk of
risk behaviors.
using other drugs.
MS.2.10 Explain how school and public health policies can influence health promotion and disease prevention.
Students will know…
Students will understand that…
Students will be able to...
Prior Background Knowledge
Required:
 nutrition choices have an
 7th cite
Vocabulary:
Nutrition:
impact on individual and
8th explain
community wellness.
 give examples of the
o examples of school
changes that might occur in
and public health
the lunch menu as a result
policies and how
of implementing a School
they help keep
Wellness Policy.
schools and
Personal Health/Physical
communities
Activity:
healthy.
 compare student opinion to
school policy regarding
amount of minutes per day
different age groups should
Drafted December 11, 2014
spend in physical activity.
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.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 it is important to flush out
Vocabulary:
Students will be able to…
unreliable sources as a
Alcohol, Tobacco, and Drugs:
consumer.
 OTC
 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.
MS.3.2 Access valid health information from home, school, tribe, and community.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 not all forms of internet
Vocabulary:
Alcohol, Tobacco, and Drugs:
information are accurate
 cessation
and reliable.
 identify smoking cessation
programs in the
community.
Consumer and Community Health:
Drafted December 11, 2014
Students will be able to...
 7th identify
8th interpret
o steps to follow to
comprehend health
knowledge. (Food
labels, HIV
transmission,
facts/myths of
substance abuse.)
th
 7 provide an example of
o a food label to
determine the
validity of
information
presented.
th
 8 analyze
o a food label to
determine the
validity of
information
presented.
Students will be able to…
 7th explain
8th show
o ways to use
technology to access
valid health
information.

lists sources of valid health
information.
 describe ways to stay safe
when you access health
information online.
 examine the purpose and
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.
Personal Health/Physical
Activity:
 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.
Students will know…
Prior Background Knowledge
Required:
Vocabulary:
Alcohol, Tobacco, and Drugs
 discuss regulations for
using prescription and
Drafted December 11, 2014
Students will understand that…
Students will be able to…
 not all health care products
 7th discuss
are safe for each individual
8th give
health needs.
o the importance of
consulting a parent
OTC drugs.
Personal Health/Physical Activity
 describe ways to access
various health-enhancing
products.
or health care
professional before
purchasing a
product to enhance
health.
MS.3.4 Describe situations that may require professional health services.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 there are many different
Vocabulary:
Alcohol, Tobacco, and Drugs:
types of organizations that
 periodontal
provides services for
 discuss how to recognize
and get help for someone
individual health concerns.
who abuses alcohol or
other drugs.
Communicable and Noncommunicable 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.
MS.3.5 Locate valid and reliable health products and services.
Students will know…
Prior Background Knowledge
Required:
Consumer and Community Health: Vocabulary:
Drafted December 11, 2014
Students will understand that…
 there are many different
types of organizations that
Students will be able to…
 7th identify
8th determine
o kinds of health
problems families
might have and
how to get help for
them.
Students will be able to…
 7th explain
o reasons to have a

identify local health care
services. e.g. physical
examinations, dentist,
hearing
Mental/Emotional Health:
 summarize effective
methods to change an
unhealthy behavior by
identifying products and
services.
provides services for
individual health concerns.

7th
physical
examination.
and 8th give
o examples where
they might receive a
physical
examination.
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.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Required:
 not all forms of
 7th and 8th apply
Vocabulary:
Family/Social Health:
communication are
o specific strategies
productive for a healthy
 give examples of how to
for effective
use verbal and nonverbal
relationship.
communication.
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.
MS.4.2 Demonstrate refusal and negotiation skills that avoid or reduce health risks.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 positive and negative
Vocabulary:
Alcohol, Tobacco, and Drugs
relationships and
environments will have
 give examples of how to
use refusal skills to
effects and impact on their
maintain a drug-free
social well-being.
lifestyle.
Communicable and NonDrafted December 11, 2014
Students will be able to…
 7th and 8th show
o how peer pressure
influences
decisions.
communicable Diseases:
 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:
 explain why refraining
from risky behaviors is
expected.
MS.4.3 Demonstrate effective conflict management or resolution strategies.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 positive and negative
Vocabulary:
Family/Social Health:
relationships and
 give examples of ways to
environments will have
improve or end a harmful
effects and impact on their
relationship.
social well-being.
MS.4.4 Demonstrate how to ask for assistance to enhance the health and safety of self and others.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
Consumer and Community Health: Vocabulary:
 There are school and
 mental health
community resources
 give reasons to respect
authority and obey laws.
available when coping with
 cyber bullying
mental health problems.
 identify who and how to
ask for help when being
bullied, including
cyberbullying.
Family/Social Health:
Drafted December 11, 2014
Students will be able to…
 7th identify
8th pinpoint
o some causes of
conflict.
th
 7 and 8th implement
o appropriate strategies
when confronted with
a positive and
negative situation.
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.

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.
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.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 positive and negative
Vocabulary:
Alcohol, Tobacco, and Drugs:
relationships and

sedentary
environments will have
 breakdown reasons why
teens may choose to use
effects and impact on their
tobacco.
social well-being.
Personal Health/Physical
Activity:
 choose how decisions
specific to health behavior
have consequences for self
and others e.g. choosing to
be 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.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Required:
 there are steps in the
 7th and 8th identify
Consumer and Community Health: Vocabulary:
decision making process.
o personal strengths,
 decision making process.
needs, and health
 identify when it is
necessary to ask for
risks before making
assistance when making a
a health choice.
th
individual and family
 8 brainstorm alternate
health choices.
strategies to aid in positive
decision-making.
Drafted December 11, 2014
MS.5.3 Distinguish when individual or collaborative decision making is appropriate.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 there are steps in the
Vocabulary:
Mental/Emotional Health:
decision making process.
 collaborate
 give examples of healthy
ways to express anger and
 collaboration
frustration.
 collaborative
Personal Health/Physical
Activity:
 give various options for
health-related issues or
problems.
 list individual and
collaborative problem
solving processes to health
issues.
MS.5.4 Distinguish between healthy and unhealthy alternatives to health-related issues or problems.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 daily choices affect their
Vocabulary:
life-long wellness.
 NA
MS.5.5 Predict the potential short-term and long-term impact of each alternative on self and others.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 daily choices affect their
Vocabulary:
Personal Health/Physical
life-long wellness.
Activity:
 chronic
 give examples of personal
factors that influence an
individual’s health goals.
Drafted December 11, 2014
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
Students will be able to…
 7th and 8th describe
o personal factors that
influence an
individual’s health
goals.
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.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 there are steps in the
Vocabulary:
Nutrition:
decision making process.
 examine excerpts from a
restaurant menu and
decide which choices are
healthiest.
Personal Health/Physical
Activity:
 identify healthy exercise
choices when planning a
physical activity program.
MS.5.7 Analyze the outcomes of a health-related decision.
Students will know…
Prior Background Knowledge
Required:
Vocabulary:
Injury Prevention and Safety:
Family/Social Health:
 give examples of the
negative consequences of
unhealthy friendships.
Students will understand that…
 daily choices affect their
life-long wellness.
Standard 6: Demonstrate the ability to use goal-setting skills to enhance health.
MS.6.1 Assess personal health practices.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 long and short term goal
Vocabulary:
setting impacts their
 NA
wellness.
Drafted December 11, 2014
Students will be able to…
 7th demonstrate
8th assess
o decision making
skills that value
healthy choices.
Students will be able to…
 7th analyze
8th connect
o potential
consequences of
harmful and
healthy behaviors.
Students will be able to…
 7th and 8th distinguish
o between the areas of
health.
th
 7 and 8th describe
o different eating
styles.

MS.6.2 Develop a goal to adopt, maintain, or improve a personal health practice.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 long and short term goal
Vocabulary:
Alcohol, Tobacco, and Drugs:
setting impacts their
 composition
wellness.
 identify reasons for a drugfree lifestyle.
 cardiorespiratory
Family/Social Health:
 endurance
 identifies practices that
 agility
lead to health and helpful
 flexibilty
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
Drafted December 11, 2014
7th explain
8th develop
o how to plan, shop
for, and prepare
healthy meals and
snacks.
Students will be able to…
 7th identify
8th correlate between
o the three kinds of
health-related
fitness. (cardio,
strength, flexibility)
th
 7 identify
8th compare the different
o apps or devices to
monitor one’s
health behaviors
and that help to set
goals.
endurance, muscular
strength, muscular
endurance, body
composition).
 identifies tests to measure
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.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 there are exercise principles
Vocabulary:
Alcohol, Tobacco and Drugs;.
and methods to achieve
 cliques
their goals.
 list personal strategies to
maintain a drug-free
lifestyle,.
Communicable and Noncommunicable Diseases:
 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.
Drafted December 11, 2014
Students will be able to…
 7th identify
8th explain
o strategies for
healthy weight
management.
 7th discuss
8th determine
o ways physical
activity improves
health.

identify reasons why it is
important to be selfsufficient prior to marriage
and parenthood .
Injury Prevention and Safety:
 discuss ways to stay away
from negative social
groups. (i.e. gangs, cliques)
 inform a responsible adult
if someone at school has a
weapon.
Personal Health/Physical
Activity:
 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.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 their choices will have an
Vocabulary:
Mental/Emotional Health:
effect and impact on their
overall well-being.
 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.
Drafted December 11, 2014
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.)
th
 8 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.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Required:
 abstinence from unhealthy
 7th and 8th explain
Vocabulary:
Communicable and Nonbehaviors promotes mental,
o ways to take
communicable Diseases:
 communicable
emotional and physical
responsibility for
 describe how to keep
well-being.
health.
 non-communicable
th
yourself and others safe
 7 and 8th differentiate
 recreational
from communicable
o between risk
 intolerance
diseases. e.g. HIV, AIDS,
behaviors and
 macro nutrients
mono
healthful behaviors.
 micro nutrients
th
 describe how to keep
 7 describe
yourself from developing
8th apply
non-communicable
o how to use the
diseases. e.g.
dietary guidelines.
cardiovascular, diabetes,
 7th and 8th list
cancer
o risk factors for HIV
Family/Social Health:
infection.
 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
Drafted December 11, 2014
allergies and intolerances
and how to manage them.
 discuss why they need
macro and micro nutrients.
Personal Health/Physical
Activity:
 discuss ways to take
responsibility for their
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.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Required:
 their choices will have an
 7th identify
Vocabulary:
Alcohol, Tobacco, and Drugs:
effect and impact on their
8th explain specific
overall well-being.
o life skills to practice
 explain how you could
avoid abusing drugs.
for health.
th
Communicable and Non 7 give examples of
communicable Diseases:
healthy practices.
 explain how you could
 8th decide what strategies
lower your risk of
are most effective for
contracting or developing
healthy practices.
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.
Drafted December 11, 2014
MS.7.3 Demonstrate behaviors to avoid or reduce health risks to self and others.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Required:
 abstinence from unhealthy
 7th discuss
Vocabulary:
Alcohol, Tobacco, and Drugs:
behaviors promotes mental,
8th assess
emotional and physical
o short-term and
 give reasons to avoid illegal
drugs.
well-being.
long-term effects of
drinking on the
 give reasons why not to
mind and body.
abuse legal drugs.
Mental/Emotional Health:
 7th examine the effects of
risky behaviors related to
 discuss why people might
your lifestyle.
harm themselves or others.
 list warning signs that
 8th give an example of a
show that a person might
risky behaviors related to
be harming themselves.
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.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Required:
 abstinence from unhealthy
 7th and 8th discuss
Vocabulary:
Consumer and Community Health:
behaviors promotes mental,
o the health risks
emotional and physical
associated with
 discuss quackery.
well-being.
performance
 explain your rights as a
enhancing drugs in
consumer.
sports.
Environmental Health:
th
 7 and 8th support
 describe a healthy
o position by citing
environment e.g. clean air,
information on the
water, noise, waste.
Injury Prevention and Safety:
topic.
 describe how and when to
perform first aid
procedures. e.g. universal
precautions, handling
bodily fluids, choking,
Drafted December 11, 2014
shock, skeletal and
muscular problems.
MS.8.2 Demonstrate how to influence and support others to make positive health choices.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 developing a positive
Vocabulary:
Communicable and Nonattitude can promote a
communicable Diseases:
productive, healthy
 tell behaviors that reduce
environment.
the risk of contracting or
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.
Personal Health/Physical
Activity:
 describe reasons to choose
a health career.
Environmental Health:
 describes how air pollution
changes air quality.
 explains how a pleasant
Drafted December 11, 2014
Students will be able to…
 7th list
 8th show
o ways one would
promote a positive
social-emotional
environment.
visual environment might
affect health.
 assess ways that the socialemotional environment
affects health.
 explains ways to improve
the social-emotional
environment.
Family/Social Health
 lists coping strategies for
dealing with a negative
social-emotional
environment.
MS.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Students will know…
Students will understand that…
Prior Background Knowledge
Required:
 their individual health has
Consumer and Community Health: Vocabulary:
an impact on over all
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.
Drafted December 11, 2014
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.
Students will know…
Students will understand that…
Students will be able to…
Prior Background Knowledge
Required:
 not all consumer health
 7th and 8th name
Consumer and Community Health: Vocabulary:
information is reliable
o the different ways
 list places in your
and/or valid.
that media targets
community and nation
specific audiences.
where people enjoy healthy
activities.
Personal Health/Physical
Activity:
 list activities that people
enjoy outdoors.
Environmental Health:
 lists agencies that help
protect the environment.
Drafted December 11, 2014