Colorado Academic Standards Online
Use the options below to create customized views of the Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.
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clear Content Area:Comprehensive Health - 2019 // Grade Level:Seventh Grade // Standard Category:All Standards Categories
Comprehensive Health - 2019
Seventh Grade, Standard2. Physical and Personal Wellness
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Prepared Graduates:
- 1. Apply knowledge and skills to engage in lifelong healthy eating.
Grade Level Expectation:
1. Analyze factors that influence healthy eating behaviors.
Evidence Outcomes:
Students Can:
- Analyze how family, peers, media, and culture influence food choices.
- Analyze how social and cultural messages about food and eating influence nutrition choices.
- Analyze the influence that adults and role models have on one's food choices.
- Analyze internal influences on one's food choices.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Identify how cultural perspectives influence food choices. (Civic/Interpersonal Skills: Global/Cultural Awareness)
- Examine the impact of cost and other policies on the consumption of healthy and unhealthy foods. (Entrepreneurial Skills: Creativity/Innovation)
- Identify a variety of strategies that are used to market food products to individuals and these strategies will change as technology advances. (Entrepreneurial Skills: Creativity/Innovation)
- Examine why portion sizes have increased over time. (Entrepreneurial Skills: Creativity/Innovation)
Inquiry Questions:
- What internal and external influences affect your eating choices?
- How do family habits or traditions, peers, role models, cultural heritage, and societal norms affect food choices?
- What would happen if your body did not tell you when you were hungry or full?
Health Skills:
- Analyzing Influences
- Decision-Making
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Prepared Graduates:
- 2. Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health.
Grade Level Expectation:
2. Compare and contrast healthy and unhealthy family and peer relationships.
Evidence Outcomes:
Students Can:
- Evaluate the characteristics of healthy relationships, including dating, and discuss factors that support and sustain them.
- Explain the purpose of friendship and describe how friends can support one another in making healthy decisions.
- Demonstrate effective strategies for dealing with difficult relationships with family members, peers, and boyfriends or girlfriends.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Various cultures date and select life partners differently. (Civic/Interpersonal Skills: Global/Cultural Awareness)
- Technological advances provide increased opportunities to develop relationships anytime and anyplace with a worldwide audience. (Entrepreneurial Skills: Creativity/Innovation)
- Discuss how healthy relationships require many things of both people. (Personal Skills: Self-Awareness)
Inquiry Questions:
- What makes a relationship “healthy”?
- What is "dating"?
- How might "unhealthy" family and peer relationships influence future dating relationships?
- Healthy relationships require many things of both people.
Health Skills:
- Analyzing Influences
- Interpersonal communication
- Self-Management/Personal Responsibility
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Prepared Graduates:
- 2. Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health.
Grade Level Expectation:
3. Analyze the internal and external factors that influence sexual decision-making and activity.
Evidence Outcomes:
Students Can:
- Describe a variety of external influences such as parents, the media, culture, peers, and society that affect sexual decision-making and sexual activity.
- Describe how internal influences such as curiosity, hormones, interests, desires, fears, and feelings affect sexual decision-making and activity.
- Describe how personal, peer, and family values and beliefs influence decisions about sexual and reproductive health.
- Analyze the discrepancies between perceived and actual sexual activity and how the information influences your sexual decision-making.
- Develop strategies that advocate for healthy sexual boundaries and decision- making.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Analyze how the internet and other forms of media influence sexual decision-making. (Professional Skills: Information Literacy)
- Analyze how families, peers, the media, culture, and society influence what a person thinks about people who have infectious or chronic diseases, such as HIV infection, AIDS, and cancer. (Civic/Interpersonal Skills: Global/Cultural Awareness)
- Analyze how families, peers, the media, culture, and society influence what one thinks about attractiveness and relationships. (Civic/Interpersonal Skills: Global/Cultural Awareness)
Inquiry Questions:
- How do I discern media and cultural messages that support optimal health versus those that undermine optimal health regarding sexual decision-making and activity?
- How does what my family thinks about sexual activity affect me?
- How do what my friends and peers think about sexual activity affect me?
- How do my beliefs affect my decisions about sexual activity?
Health Skills:
- Analyzing Influences
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Prepared Graduates:
- 2. Apply knowledge and skills necessary to make personal decisions that promote healthy relationships and sexual and reproductive health.
Grade Level Expectation:
4. Define sexually transmitted diseases (STDs), including human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS).
Evidence Outcomes:
Students Can:
- Describe the effects of HIV infection on the body.
- Explain how HIV is and is not contracted.
- Define common STDs.
- Explain how certain behaviors put a person in higher risk of contracting STD’s.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Discuss how abstinence from all sexual behaviors prevents the acquisition and spreading of STDs. (Civic/Interpersonal Skills: Character)
- If sexually active, identify precautions that can be taken to reduce the risk of spreading STDs. (Entrepreneurial Skills: Inquiry/Analysis)
- Identify how tolerance, appreciation, and understanding of the conditions of others demonstrate humanity and empathy. (Civic/Interpersonal Skills: Global/Cultural Awareness)
Inquiry Questions:
- What behaviors can and cannot lead to spreading STDs?
- What safety measures will reduce or eliminate the risk of contracting an STD?
Health Skills:
- Accessing information
Comprehensive Health - 2019
Seventh Grade, Standard3. Social and Emotional Wellness
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Prepared Graduates:
- 4. Utilize knowledge and skills to enhance mental, emotional, and social well-being.
Grade Level Expectation:
1. Demonstrate effective communication skills to express thoughts and feelings appropriately.
Evidence Outcomes:
Students Can:
- Demonstrate the ability to engage in active listening.
- Demonstrate negotiation skills to support the healthy expression of personal needs.
- Demonstrate the ability to state personal needs and articulate limits.
- Practice verbal and nonverbal ways to ask for help from a parent, trusted adults, or friends.
- Advocate for self and others to increase the safety of school community.
- Identify a variety of verbal and nonverbal communication styles and how to respond effectively.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Setting boundaries provides a framework for responsible decision-making and can contribute to the development of a positive self-image. (Civic/Interpersonal Skills: Character)
- Determine how effective communication skills affect mental and social health, and are lifelong skills. (Civic/Interpersonal Skills: Communication, Using Information and Communications Technologies)
- Demonstrate why effective communication skills need to be applied when communicating wants and needs. (Civic/Interpersonal Skills: Communication, using Information and Communications Technologies)
- Communication skills can be used to advocate for the safety of a school community. (Civic/Interpersonal Skills: Civic Engagement)
Inquiry Questions:
- How will I know who to trust with my emotional health issues?
- How can I keep my friends if I disagree with them?
- How can I express my feelings and concerns if I am shy or feel embarrassed?
- How can I be a better listener?
- How can modern technology be positive and negative in communicating with others?
Health Skills:
- Interpersonal communication
- Advocacy
- Self-Management/Personal Responsibility
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Prepared Graduates:
- 4. Utilize knowledge and skills to enhance mental, emotional, and social well-being.
Grade Level Expectation:
2. Develop healthy self-management skills to prevent and manage stress.
Evidence Outcomes:
Students Can:
- Compare and contrast positive and negative ways of dealing with stress.
- Define stress.
- Identify personal stressors.
- Explain the body's physical and psychological responses to stressful situations.
- Develop healthy strategies to deal with stressors.
- Practice strategies such as physical activity, relaxation techniques, journaling, and talking with someone to prevent, manage, and/or reduce stress.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Examine how attitude plays an important role in managing stress. (Civic/Interpersonal Skills: Character)
- Explore how personal stressors at home, with friends, in school, the community, and in the environment can affect one's feelings and emotions. (Personal Skills: Self-Awareness)
- Healthy coping strategies exist to help people deal with stress in order to maintain emotional and physical health. (Personal Skills: Self-Awareness)
Inquiry Questions:
- What are some physical cues or internal “red flags” one would experience if anger was the primary emotion felt?
- Why is it important to have a variety of healthy ways to manage stress effectively?
- Describe circumstances where positive stressors are useful.
- How does the use of modern technology impact stress levels?
Health Skills:
- Decision-Making
- Self-Management/Personal Responsibility
Comprehensive Health - 2019
Seventh Grade, Standard4. Prevention and Risk Management
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Prepared Graduates:
- 5. Apply knowledge and skills to make health-enhancing decisions regarding the use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
Grade Level Expectation:
1. Analyze the consequences of using marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
Evidence Outcomes:
Students Can:
- Examine the social and economic, consequences of marijuana, illegal drugs, abuse of prescription drugs, alcohol, and tobacco.
- Explain how drugs are addictive (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).
- Explain family rules, school policies, and community laws related to the sale and use of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco.
- Explain how drugs alter the body and the brain (marijuana, illegal drugs, prescription drugs, alcohol, and tobacco).
- Analyze the effects of marijuana, illegal drugs, prescription drugs, alcohol, and tobacco on a person’s ability to make decisions.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Identify research that identifies the impact of drug use on the brain during adolescents. (Entrepreneurial Skills: Inquiry/Analysis)
- Explore the social, emotional, and financial consequences to drug use and addiction. (Entrepreneurial Skills: Inquiry/Analysis)
- Drug abuse/misuse and addiction does not just impact oneself, but others in one’s family, peer group, community, and society. (Entrepreneurial Skills: Inquiry/Analysis)
Inquiry Questions:
- Would drug abuse be such a prevalent issue if it did not have an addictive quality?
- What are the social, economic, cosmetic, and familial consequences of drug abuse?
- Why does someone become addicted?
- Why is the advertising of alcohol and tobacco so highly regulated, especially when it comes to youth?
Health Skills:
- Decision making
- Self-management / Personal Responsibility
- Access information
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Prepared Graduates:
- 6. Apply knowledge and skills that promote healthy, violence-free relationships.
Grade Level Expectation:
2. Demonstrate self-management skills to reduce physical and emotional violence and actively participate in violence prevention.
Evidence Outcomes:
Students Can:
- Describe the short- and long-term consequences of violence on perpetrators, victims, and bystanders.
- Explain the role of bystanders in escalating, preventing, or stopping bullying, fighting, hazing, gossip, exclusion of individuals, or violence.
- Describe strategies and skills one could use to avoid physical fighting and violence.
- Identify a variety of nonviolent ways to respond when angry or upset.
- Demonstrate the ability to identify a parent, trusted adult, or appropriate legal authorities to whom school or community violence should be reported.
- Describe the dangers of and actions to be taken if aware of threats to harm self or others.
- Describe the dangers of and actions to be taken if weapons are seen or suspected in schools.
- Demonstrate appropriate communication skills to solve conflicts nonviolently.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Explore if the presence of weapons impacts the risk of serious injuries. (Entrepreneurial Skills: Inquiry/Analysis)
- Discuss the variety of school and community resources that can help with school-violence issues. (Professional Skills: Information Literacy)
- Advocate for selves or others in bullying situations. (Civic/Interpersonal Skills: Civic Engagement)
- Develop personal strategies to enhance healthy behaviors and to avoid, reduce, and cope with unhealthy, risky, or potentially unsafe situations. (Personal Skills: Personal Responsibility)
Inquiry Questions:
- How can one person reduce violence?
- What are positive and negative effects of weapons on society?
- What situations lead to physical fighting and violence? How could those situations be avoided?
- What is my civic responsibility to respond to violence in my community?
- How might someone’s words, including social media, impact another person emotionally and socially?
Health Skills:
- Self-Management
- Advocacy
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Prepared Graduates:
- 7. Apply personal safety knowledge and skills to prevent and treat injury.
Grade Level Expectation:
3. Demonstrate safety procedures for a variety of situations.
Evidence Outcomes:
Students Can:
- Describe first-response procedures needed to treat injuries and other emergencies.
- Identify accepted procedures for emergency care and lifesaving care.
- Describe actions to take during severe weather or trauma-related emergencies.
- Analyze the role of peers, family, and media in causing or preventing injuries.
Academic Contexts and Connections:
Colorado Essential Skills and Real-World Application:
- Identify how community or region has unique risks associated with living there. (Civic/Interpersonal Skills: Civic Engagement)
- Individual behaviors and the environment interact to cause or prevent injuries. (Personal Skills: Personal Responsibility)
Inquiry Questions:
- What are the challenges of maintaining one's safety in a variety of dangerous situations?
- What are the alternate ideas or methods that can emerge from an emergency situation in case the original plan does not work or typical equipment is not available?
Health Skills:
- Analyze Influences
- Advocacy
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us