Westfield, NJ 07090
COMPREHENSIVE FAMILY LIVING, HEALTH & SAFETY,
AND DRUG EDUCATION CURRICULUM
GRADE 7
I. RATIONALE, DESCRIPTION AND PURPOSE
In the seventh grade Comprehensive Family Living/Health Program students will have the opportunity to study the physical, mental and social aspects necessary for healthful living. They will be encouraged to accept responsibility for their own health and development.
Topics included are Social Development, Personal Hygiene, Nutrition, Family Life Education, Drug Education (including the study of tobacco, alcohol and drugs), safety and First Aid.
TOPIC I - SOCIAL DEVELOPMENT
II. OBJECTIVES
A. By the end of this course, students will be able to:
1. Define adolescence
2. Define personality and discuss the factors affecting its development
3. Discuss how family and friends influence their decisions
4. Discuss respect
5. Demonstrate a knowledge, understanding and practical use of the library/media center as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
A. Adolescence
1. Definition
2. Needs
3. Goals
4. Responsibilities
a. Home
b. School
c. Self
B. Personality
1. Factors affecting personality
2. Definition
3. Physical health
a. Heredity
b. Growth and development
c. Appearance
d. Grooming
e. Nutrition
f. General health
4. Heredity
a. Chromosomes
b. Genes
5. Environment
a. Social relationships
b. Cultural conditioning
6. Socio-economic position
7. Peer pressure
C. Factors influencing decision-making
1. Family
2. Peer pressure
3. Media
4. Attitudes
5. Environment
6. Physical handicaps
7. Other
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry, questioning, discussion, research, reporting and group work.
V. EVALUATION
A. Students will define adolescence orally and in writing.
B. Students will demonstrate their understanding of personality and factors which affect its development by discussion, in oral and written tests and quizzes and through projects.
C. Students will demonstrate their knowledge and understanding of factors which influence decision making through oral and written tests and quizzes, class discussion and through projects.
D. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
TOPIC II - PERSONAL HYGIENE
II. OBJECTIVES
By the end of this course students will be able to:
A. The student should realize that maintaining one's appearance contributes to physical, mental and social fitness.
B. Accept physical features and concentrate on improving those aspects of appearance related to cleanliness and good grooming.
C. Understand the need for periodic medical examinations.
D. Understand disease prevention through immunization.
E. Students will be able to demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course content.
III. CONTENT, SCOPE AND SEQUENCE
A. Appearance
1. Establishing good health practices
2. Self acceptance
3. Individuality
B. Health practices
1. Skin
a. Structure and function
b. Care
c. Problems
1) Pimples
2) Acne
3) Sunburn
4) Skin cancer
2. Hair
a. Structure and function
b. Care
c. Problems
3. Nails
a. Structure and function
b. Growth
c. Care
4. Teeth
a. Structure and function
b. Types
c. Development
d. Care
5. Physical Examination
a. Selection of a personal physician
b. Visit to the doctor's office
c. History
d. Vision and hearing testing
e. Steps to the examination
f. Blood pressure apparatus
g. Otoscope
h. Tongue blade
i Percussion instrument
j. Urinalysis
k. Blood test
6. Communicable diseases and immunization
a. Review of the immune system
b. Diseases
1) Diphtheria
2) Tetanus
3) Pertussis
4) Polio
5) Rubeola
6) Rubella
7) Mumps
8) Tuberculosis
9) HIV/AIDS
10) Hepatitis B
11) Others
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry, questioning, discussion, research and reporting and group work.
V. EVALUATION
A. Students will demonstrate their knowledge and understanding of appearance as a factor in fitness by class discussion of good health practices, of the need for periodic medical examinations, and of the need for proper immunization through oral and written tests and quizzes, class discussion and projects.
B. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
TOPIC III - NUTRITION
II. OBJECTIVES
By the end of this course students will be able to:
A. Define nutrition and identify nutrients necessary for a balanced diet
B. Be able to demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course
III. CONTENT, SCOPE AND SEQUENCE
A. Review digestive system, anatomy and physiology
B. Definition of Nutrition
1. Five basic food groups of the Food Pyramid
2. Nutrients
a. Carbohydrates
1) Common sources
2) Deficiencies
b. Fats
1) Common sources
2) Deficiencies
c. Proteins
1) Common sources
2) Deficiencies
d. Vitamins/Minerals
1) Common sources
2) Deficiencies
e. Water
1) Basic body needs
2) Uses in the body
3) Deficiencies
3. Balanced diets
a. How the body uses food
b. Calories
c. Good eating practices
4. Eating Disorders
a. Anorexia Nervosa
b. Bulimia
c. Compulsive Overeaters
d. Yo-Yo Dieters
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry, questioning, discussion, research and reporting and group work.
V. EVALUATION
A. Students will demonstrate their knowledge and understanding of this unit through oral or written tests and quizzes, in class discussion, and through projects.
B. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
TOPIC IV - FAMILY LIFE EDUCATION
II. OBJECTIVES
By the conclusion of the grade 7 family life unit students will:
A. Know what sources are available for information about family, family living, or any related sensitive area and be encouraged to refer to them (parents, other family members, clergy, physicians, community agencies)
B. Develop an understanding of family needs, responsibilities and interpersonal relationships
C. Identify community resources for resolving and coping with conflicts
D. Recognize the symptoms of child abuse, sexual assault, molestation and incest-know what the victim can do about each of them
E. Be able to demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
UNIT 1 - THE FAMILY
A. Family Relationships
1. Marriage and Family Structure
a. Two-parent family
b. Extended families (several generations living in one household)
c. One-parent family
d. Foster and adoptive families
e. Families with no children
f. Additional family structures (e.g., children living with guardians, grandparents, aunts, uncles, other family members, blended families, alternate life style families)
g. Effect of illness, divorce and health upon family structures
2. Purposes and functions of the family
a. Family members
b. Changing roles of family members (parents, siblings); forces influencing these changes
1) Working parents/guardians
2) Financial changes
3) Changing responsibilities
4) Life style
3. Parents
a. Mutual respect
b. Love and affection
c. Responsibility
d. Decision-making
e. Family relationships
f. Good communication skills
4. Siblings
a. Mutual respect
b. Love and affection
c. Responsibility
d. Decision-making
e. Family relationships
f. Good communication skills
5. Resources for families
a. Parent/guardian
b. Other family members
c. Clergy
d. Physician
e. School
f. Community agencies
UNIT 2 - HUMAN GROWTH AND DEVELOPMENT
A. Body Systems
1. Endocrine
a. Review of anatomy and physiology
b. Visible body changes (secondary sex characteristics)
c. Effects of hormones on emotions
d. Dealing with stress
2. Reproductive
a. Review of anatomy and physiology
b. Physical development and change in the male and female
B. Heredity
1. Difference in growth patterns between males and females
2. Difference in physical characteristics
C. Growing up socially
1. Respect for self
2. Respect for others
3. Family relationships
4. Peer relationships
5. Adult relationships
6. Individual and group relationships
UNIT 3 - HUMAN SEXUALITY
A. Definition
B. Perception of one's own sexuality
C. Influences of society; respect for self and other's sexuality
UNIT 4 - ABUSIVE SITUATIONS (Expert personnel as available may be invited as resources to speak on these topics.) These topics will be reviewed or referenced each year so that students will remain aware of ways to react or deal with the situations:
A. Neglect
B. Child abuse or abuse of any family member
C. Molestation
D. Sexual assault-rape
E. Incest
F. Violence
G. Harassment/Sexual Harassment
1. Definition
2. Examples-Gender bias and stereotyping
3. How it could affect you (feelings, thoughts and reactions)
4. What can you do, if you are the one being harassed?
5. What if someone else is being harassed?
6. Where to go for help
a. Teacher
b. Nurse
c. Guidance counselor
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry, questioning, discussion, research and reporting and group work.
V. EVALUATION
A. Students will demonstrate their knowledge of sources available for information about family living by:
1. Written and oral tests and quizzes
2. Research reports-oral or written
3. Class participation
4. Listing or naming sources of information about family living
B. Students will demonstrate their understanding of family needs, responsibilities and relationships by:
1. Discussing the functions of the family
2. Giving examples of family needs, responsibilities and relationships
C. Students will demonstrate their ability to identify community resources for resolving and coping with family conflicts by:
1. Listing resources and services
2. Projects and class activities
3. Class discussion and oral reports
4. Appropriate materials
D. Students will demonstrate the ability to recognize the symptoms of abusive behavior and ways to deal with this by:
1. Identifying abusive behavior
2. Listing and discussing types of abusive behavior
3. Listing and discussing ways to cope with abusive behavior
4. Tests and quizzes
E. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
TOPIC V - DRUG EDUCATION
The "DARE" curriculum is taught to all seventh graders by the Westfield Police in nine lessons. Topics covered are Crime, Refusal Skills, Knowing yourself, Peer Pressure, etc.
II. OBJECTIVES
By the end of this course students will be able to:
A. Describe the source and properties of tobacco
B. Describe the effects of tobacco on the body
C. Discuss reasons why some people smoke and other do not
D. Describe the nature and source of alcohol
E. Describe the effects of alcohol on the body
F. Discuss the essentials of responsibility in relation to alcohol
G. Identify available community resources
H. Define drugs and related term
I. Differentiate between prescription drugs and over-the-counter drugs
J. Describe the types and effects of drugs on the body
K. Discuss the uses and abuses of drugs
L. Discuss the use and abuse of steroids
M. Discuss the essentials of responsibility in relation to drugs
N. Demonstrate a knowledge, understanding and practical use of the library/media center resources as these relate to the course content
III. CONTENT, SCOPE AND SEQUENCE
A. Review of the Respiratory System
1. Structure
2. Function
B. Agents affecting the Respiratory System
1. Tobacco
a. Properties
b. Effects on the body
c. Diseases
1) Emphysema
2) Bronchitis
3) Cancer
4) Circulatory problems
d. Attitudes
1) Peer pressure
2) Advertisements
e. Habituation
f. Community resources
2. Pollution
C. Alcohol, uses and abuses
1. Alcohol
a. Properties
b. Effects on the body
1) Depressant
2) Mood modifier
3) Diseases of the body
4) Lessens inhibition
c. Misconception associated with alcohol
d. Attitudes
1) Per pressure
2) Advertisements
e. Responsibilities in relation to alcohol
1) Drinking and driving
2) Legislation
f. Addiction
g. Community resources
1) Al-anon
2) Al-ateen
3) AA (Alcoholics Anonymous)
D. Drugs
1. Definition
a. Prescription
b. Over-the-counter
c. Illegal
2. Reasons for usage
a. Physical
b. Emotional
c. Social
d. Tolerance
e. Dependence
3. Types
a. Depressants
1) Barbiturates
2) Narcotics
3) Alcohol, etc.
b. Stimulants
1) Amphetamines
2) Cocaine
c. Hallucinogens
1) Marijuana
2) LSD
d. Hormones
1) Treatment of inflammatory diseases
2) Abused by some athletes
e. Over-the-counter
1) Classification
2) Effects
f. Prescription
1) Classification
2) Effects
3) Laws governing
4) Abuses
g. Common substances abused
1) Coffee
2) Household products, glue
4. Substance abuse
a. Reasons
1) Cope with stress
2) Self-image
3) Peer pressure
4) Advertisements
5) Steroids to develop musculature
5. Precautions
a. Over-dosing
b. Drug interactions
c. Side effects
6. Reasons not to use I.V. drugs
a. HIV/AIDS
b. Hepatitis B
c. Addiction
d. Others
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry, questioning, discussion, research and reporting and group work.
V. EVALUATION
A. Students will demonstrate their knowledge and understanding of health as it relates to drugs by completing appropriate activity worksheets pertaining to the respiratory system, by discussing audio-visual used, by writing a paragraph stating reasons why they think people smoke.
B. Students will demonstrate their knowledge and understanding of responsibility in relation to alcohol by discussion, by completing appropriate activity worksheets pertaining to alcohol, by distinguishing between over-the-counter drugs, by discussing the uses and abuses of the different drugs, by discussing the difference between habituation and addiction.
C. Students will also demonstrate knowledge and understanding of the unit content in oral and written tests and quizzes.
D. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
TOPIC VI - SAFETY AND FIRST AID
II. OBJECTIVES
By the end of this course students should be able to:
A. Define First Aid
B. Be prepared to recognize and respond accordingly to an emergency situation
C. Exhibit safety awareness and accident prevention
D. Demonstrate a knowledge, understanding, and practical use of the library/media center resources as these relate to the course content.
III. CONTENT, SCOPE AND SEQUENCE
A. Introduction
B. Swallowed objects and choking
1. Causes of choking
2. Signs and symptoms
3. First Aid
4. Prevention
C. Respiratory Emergencies, Heimlich maneuver, CPR and Artificial Respiration
1. Definitions
2. Causes of Respiratory Failure
3. The Breathing Process
4. Heimlich maneuver, CPR and Artificial Respiration
5. Prevention of Respiratory Accidents
6. Swimming Safety Tips
7. Boating Safety Tips
D. Home safety
E. Recreational safety
1. Automobiles
2. Mopeds
3. Bicycles
4. Swimming safety tips
5. Boating safety tips
IV. METHODOLOGY
A variety of instructional methods will be used including lecture, inquiry, questioning, discussion, research and reporting and group work. Guest speaker, if available.
V. EVALUATION
A. Students will show their knowledge and understanding of first aid measures by completing appropriate first aid worksheets, through their health notebooks and in written or oral tests and quizzes.
B. Students will demonstrate their knowledge and use of the library/media center through the successful completion of appropriate projects and assignments.
VI. TECHNOLOGY
Teachers of this curriculum will use available CD Roms on topics appropriate to the subject matter taught. As technology becomes more available in the regular classroom students will be encouraged to use the Internet for projects and research.
VII. PROFESSIONAL DEVELOPMENT
Teachers who are not trained or comfortable in using technology in the classroom must participate in appropriate courses or sessions to gain expertise. Regular attendance at conferences scheduled for maintaining skills or learning new information about this field will be expected of all teaching staff.
GRADE 7
84