Dear Parents and Guardians:
Health education is a comprehensive approach and is essential in motivating teens to develop
healthy behaviors. This class teaches real-life application of health skills which students can apply
toward practicing healthy behaviors for a lifetime. The program is a team effort involving you, your
child, the teacher, and the available resources in the community.
Your 7th grader will be in Health for the next six weeks. During this time we will be discussing
the topics of: communication, conflict resolution, sleep, beverage choices (caffeine, sport/energy
drinks), drugs, tobacco and first aid. Along with these topics we will be discussing refusal and decisionmaking skills needed to make healthy lifestyle choices. The attached sheet contains the detailed Illinois
State Standards covered in the 7th grade health curriculum.
If you have any questions or concerns contact your child’s health teacher below.
Nicole Thompson
Fred Kaiser/Jessica Toussaint
Steve Merritt
Bernotas
Lundahl
Hannah Beardsley
(815) 459-9210
(815) 459-5971
(815) 477-5897
-------------------------------------------------------------------------------------------My child has permission to participate in the 7th grade Health program
Student Name:____________________
Parent/Guardian Signature_______________________________________________Date_________
If any of the above topics are objectionable to your family values, you may ask for your student to be
excused from that particular part of the curriculum. District 47 requires a written letter of objection if
the student will not be participating in the six week Health course.
DISTRICT 47
Seventh Grade – Six Week Course
State Goal 22A: Students who meet the standard can explain the basic principles of health promotion, illness
prevention and safety including how to access valid information, products and services.

Apply safety precautions and basic first aid to injuries (cuts, scrapes, poisons). (E.2)

Apply basic first aid to injuries (burns). (F.2)

Describe common emergency procedures. (F.3)

Describe the signs and symptoms of illness that indicate a person should seek medical treatment (conscious and
unconscious). (F.6)

Recognize abusive behaviors (bullying). (F.10)

Describe behaviors/choices that reduce health risks. (G.7)
State Goal 22B: Students who meet the standard can describe and explain the factors that influence health among
individuals, groups, and communities.

Tell others how they influence other people’s health choices/behaviors. (E.3)

Describe how the media influence health-related behaviors, choices and skills. (E.6)

Use a decision-making process to make a healthy choice in a peer pressure situation. (F.3)
State Goal 22D: Students who meet the standard can advocate for the health of individuals, families and communities.

Encourage others to make healthy choices. (F.1)

Explain the importance of being a health advocate. (F.4)

Identify ways to communicate health information and ideas to individuals and groups. (F.5)
State Goal 23B: Students who meet the standard can explain the effects of health-related actions on the body systems.

List the effects of alcohol, drugs and tobacco on the body’s systems. (E.1)

List choices that have a positive influence on health. (F.3)

List choices that have a negative influence on health. (F.4)

Analyze how behaviors can impact the maintenance of health and/or the prevention of disease. (I.2)
State Goal 23C: Students who meet the standard can describe factors that affect growth and development.



Recognize personal health behaviors and/or choices that reduce risks of health problems. (E.2)
Identify risk-taking behaviors. (E.4)
Understand how proper amounts of rest, work, sleep, exercise/activity/play, and nutrition promote physical, mental and
social well-being. (E.5)

Explain why each individual is primarily responsible for his or her own decisions regarding the use, misuse or abuse of
substances. (F.1)

Define the phrase “peer pressure.” (F.6)

Describe the process of group decision-making. (F.7)

Describe how peers influence one’s life. (G.6)

Identify and develop effective coping skills. (G.9)
State Goal 24A: Students who meet the standard can demonstrate procedures for communicating in positive ways,
resolving differences, and preventing conflict.





Apply positive communication skills to avoid conflict. (E.7)
Identify acceptable methods of asserting yourself in peer group situations. (E.11)
Describe and give examples of how media influences choices and behavior. (E.13)
Give examples of positive communication. (F.6)
Demonstrate body language and actions that reflect passive, assertive, aggressive and passive aggressive forms of
communication. (G.4)
State Goal 24B: Students who meet the standards can apply decision-making skills related to the promotion and the
protection of individual, family, and community health.

Analyze consequences for poor health choices. (E.6)

Explain how choices one makes now can affect one’s health in the future. (H.2)
State Goal 24C: Students who meet the standard can demonstrate skills essential to enhancing health and avoid
dangerous situations.



Identify characteristics of peer pressure. (E.4)
Discuss peer pressure in terms of needing to use refusal skills. (F.4)
Identify the signs and behaviors related to dating violence. (F.5)