Grade 7

Grade 7 Objectives

Note: Silver shaded headings indicate units that are developed as sample units in this curriculum guide. Optional unit titles appear in title boxes with Aqua shading.

Required Grade 7 Units

Decision-making Process Unit

See objectives in sample unit.

Assertiveness Skills

See objectives in sample unit.

Peer Pressure Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will realize that everyone has a right to refuse to participate in situations that are dangerous or that make them feel uncomfortable.

Students will develop the interpersonal skills to handle peer pressure in a skillful manner.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

compare the traits of a friend and those of a valued peer group member
examine personal knowledge in terms of what they already know and what they want to know (CCT)
explain the origin and meaning of peer pressure
recognize that peer pressure may be positive or negative
identify different kinds of peer pressure
understand that resisting peer pressure takes personal commitment, skill, and practise
describe a maximum of ten strategies one might choose from when wanting to say 'No' to peer pressure
practise a variety of refusal skills.

Foundational Objectives for Level B - Make an Informed Decision

Students will decide which refusal skills they are most comfortable with and in what kinds of situations.

Students will acknowledge the role of personal commitment in resisting peer pressure.

Learning Objectives for Level B - Make an Informed Decision

Students will:

identify situations where peer pressure is likely to be a challenge
role play a variety of strategies for saying 'No' in different situations for purposes of identifying their consequences or implications (CCT)
develop a goal statement that features personal commitment to employing refusal skills in situations of negative peer pressure.

Level C - Carry Out an Action Plan

In grade 7, students design and carry out a minimum of two action plans. The three sample units for grade 7 include action plans. See the chart on page 14 for identification of sample units.

Some teachers and students may choose to carry out action plans in the Peer Pressure Unit. Having practised ten ways to resist peer pressure, students can design action plans to practise those strategies they feel most confident using or least confident using.

Conflict Resolution Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will recognize that understanding conflict is the first step in learning to resolve it.

Students will acquire and evaluate multiple sources of information about conflict and ways to resolve it.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

define conflict and identify different types of conflict (e.g., from teasing and bullying to harassment and assault)
identify the variety of feelings that arise during conflicts such as teasing, bullying, arguing, and others
identify different ways of expressing the feelings associated with conflict
explain a variety of strategies that can be used to resolve conflict
gather accurate, up-to-date information about resolving conflicts from a variety of sources
evaluate the sources of information about anger management, negotiation, mediation, and so on
render a judgement and support that judgement by referring to clearly defined criteria (CCT)
seek out information from people who may be knowledgeable (e.g., parents, teachers, guidance counsellors, psychologists, family service bureaus, and elders) (IL)
recognize that a certain degree of conflict in relationships is normal
practise the skills of negotiation, mediation, anger management, compromise, and other means of resolving conflict.

Foundational Objectives for Level B - Make an Informed Decision
Students will practise and then decide which conflict resolution skills to use in what situations.
Students will acknowledge the role of personal commitment in making decisions and attaining goals about resolving conflict.
Learning Objectives for Level B - Make an Informed Decision
Students will:
- identify various situations of potential conflict
- list possible alternatives or strategies to resolve the conflict in each situation
- design and enact role plays to determine the possible consequences of different strategies in different situations
- select the best conflict resolution strategies for specific situations
- develop a goal statement that features personal commitment to resolve a common conflict in their day-to-day life (e.g., handle bullying, cope with teasing, manage anger, respond to put-downs, and so on).
Level C - Carry Out Action Plan
Teachers and students will often select this unit as one where they design and carry out action plans. One student might implement an action plan for refusing to argue with a family member. Another student might design an action plan to 'step back' rather than 'step into' a common conflict situation at school.

HIV/AIDS Education Unit

See objectives in sample unit.

Factors that Affect Decision Making in Relationships Unit

Foundational Objectives for Level A - Extend Knowledge Base
Students will acquire and evaluate multiple
sources of health-related information.
Students will use personal commitment in applying health education information to decisions they make about their relationships.
Learning Objectives for Level A - Extend Knowledge Base
Students will:
- review the range of human emotions and ways of expressing them
- define gender, sex, and sexuality
- be aware that they are males, females, and sexual people from birth to death
- identify new feelings that accompany adolescence and ways of expressing feelings in relationships, including sexual feelings
- list the factors that contribute to the development of attitudes in relationships, including attitudes toward sexuality
- review the role attitudes and personal standards play in decision making and explore how attitudes about sexuality and other areas affect decisions people make in relationships
- identify the factors to consider when deciding the degree of intimacy they are comfortable with now (while maintaining principles of abstinence) and how these may change as they become adults
- identify the physical and emotional consequences of early sexual activity as well as the negative impact on life goals
- practise assertiveness and refusal skills as ways of coping with societal pressures in relationships, including sexual pressures.
Foundational Objectives for Level B - Make an Informed Decision
Students will develop the lifelong practice of making health-enhancing decisions.
Students will acknowledge the role of personal commitment in making decisions and attaining goals.
Learning Objectives for Level B - Make an Informed Decision
Students will:
- be aware of the benefits of rational decision making
- review the connections between self-esteem, self-respect, and self-efficacy
- review the emotional benefits of decisions and behaviours that match personal standards and the role of personal commitment in attaining goals
- give examples of situations when they might experience pressures in a relationship, including sexual pressures
- list the refusal skills and assertiveness skills practised in Level A and prioritize them according to personal strengths and abilities
- develop a goal statement that includes the assertiveness skills and refusal skills they can make a personal commitment to use in situations of pressure in a relationship.
Level C - Carry Out an Action Plan
Designing and carrying out an action plan may appeal to some students. Here, they have a chance to practise the skills they learned in the Assertiveness Skills Unit, the Peer Pressure Unit, or the Conflict Resolution Unit, and apply them to situations of pressure in relationships.
Optional Grade 7 Units

Personal Hygiene Unit

Foundational Objectives for Level A - Extend Knowledge Base
Students will understand that some of the physical changes that occur in adolescence require changes to their personal care and grooming habits.
Students will acquire and evaluate multiple sources of health-related information.
Learning Objectives for Level A - Extend Knowledge Base
Students will:
- review the physical changes that occur during puberty
- examine personal knowledge in terms of what they already know and what they want to know (CCT)
- identify personal care and grooming habits that are required to manage some of the physical changes that occur during puberty
- identify sources of information and consider authority of sources (CCT)
- gather accurate, up-to-date information about personal care and grooming from a variety of sources
- evaluate the sources of information
- explore the role of the media in grooming and personal care
- identify and understand persuasion and propaganda techniques (e.g., loaded words, unsubstantiated claims, etc.)
- evaluate the information about personal care and grooming gathered from multiple sources
- explore the consequences of not evaluating information about personal care and grooming.
Foundational Objectives for Level B - Make an Informed Decision
Students will develop the lifelong practice of making health-enhancing decisions.
Students will acknowledge the role of personal commitment in making decisions and attaining goals.
Learning Objectives for Level B - Make an Informed Decision
Students will:
- list some of the challenges associated with new responsibilities for personal care and grooming
- identify the challenge they as individuals judge to be a personal priority
- identify ways to meet their grooming challenge
- list consequences for all alternatives or strategies
- decide which strategy is best for them as individuals
- write a goal statement that features personal commitment to one aspect of personal care and grooming.
Level C - Carry Out an Action Plan
There are plenty of opportunities for variety here because the challenges are so varied. Students may design action plans that focus on a range of personal hygiene practises from hair care and frequency of bathing or showering to maintaining fresh smelling breath.

First Aid Unit

Foundational Objectives for Level A - Extend Knowledge Base
Students will acquire and evaluate multiple sources of information about first aid.
Learning Objectives for Level A - Extend Knowledge Base
Students will
- identify basic first aid skills
- examine knowledge in terms of what they already know and what they want to know (CCT)
- identify possible sources of information and consider the authority of such sources (CCT)
- explore the variety of first aid experts within the community and their availability
- use the expertise of first aid experts to assess their individual capabilities and limitations with respect to safety practices and first aid.
Foundational Objective for Level B - Make an Informed Decision
Students will decide upon a personal commitment to enhance their first aid skills.
Learning Objectives for Level B - Make an Informed Decision
Students will:
- review their assessment to identify one or two first aid skills that they need to acquire or improve
- list ways to acquire the first aid skills they need to learn or refine
- compare the programs and/or course offerings to decide which one best meets their needs
- develop a goal statement that reflects a personal commitment to acquiring or refining first aid skills.
Level C - Carry Out an Action Plan
Perhaps the most likely action plan is students working with first aid experts in the community or surrounding area and becoming proficient in one or two first aid skills. Here is an opportunity for students to learn some of the basic first aid skills needed by 'first responders' in health districts.

Healthy Eating Unit

Foundational Objectives for Level A - Extend Knowledge Base
Students will know and use appropriate health resources about healthy eating.
Students will be able to use nutrient content labels on packaged foods to make healthy choices.
Learning Objectives for Level A - Extend Knowledge Base
Students will:
- identify sources of information about healthy eating
- identify selection criteria and use them to evaluate sources of information about healthy eating
- explore the techniques used by the media to influence judgement about what foods are healthy and what to purchase
- identify and understand persuasion and propaganda techniques (e.g., loaded words, unsubstantiated claims, etc.)
- evaluate the information about healthy eating gathered from multiple sources
- explore the consequences of not evaluating information about healthy eating
- paraphrase the guidelines for healthy eating as presented in Canada's Food Guide for Healthy Eating
- read labels to compare sodium, sugar, fat, and calorie content among similar products
- prepare a family shopping list for a week, selecting nutritious buys for food dollars available.
Foundational Objectives for Level B - Make an Informed Decision
Students will develop the lifelong practice of making health-enhancing decisions.
Students will acknowledge the role of personal commitment in making decisions about healthy eating.
Learning Objectives for Level B - Make an Informed Decision
Students will:
- explore the challenge of preparing a family shopping list for a week, selecting nutritious buys for food dollars available
- list various strategies to meet the challenge of balancing nutrition and budget
- list the strengths and weaknesses of each strategy in terms of the nutrients in Canada's Food Guide and the dollars available
- select the best strategy for meeting the challenge
- review strategies of personal commitment
- review ways to build support for personal commitment into decision making
- define goals that reflect personal commitment to adjusting their eating habits to obtain necessary nutrients by eating a variety of foods.
Level C - Carry Out an Action Plan
Some students might design an action plan to resist the television commercials enticing them to consume junk food throughout their television viewing hours. Others might implement an action plan to read labels for purposes of identifying the most nutritious brands of granola bars, frozen pizza, cereal, or any number of food items.

Gambling Unit

Foundational Objectives for Level A - Extend Knowledge Base
Students will understand that gambling involves both economic and social risks.
Students will acquire and evaluate multiple sources of information about gambling.
Learning Objectives for Level A - Extend Knowledge Base
Students will:
- identify possible sources of information and consider the authority of such sources (CCT)
- identify selection criteria and use them to evaluate sources of gambling information
- define the word gambling
- give examples of gambling activities that involve risking money
- compare the messages contained in different sources of information regarding the degree of risk in gambling activities
- list strategies to use in evaluating health-related information and use them to evaluate the information gathered about gambling.
Foundational Objectives for Level B - Make an Informed Decision
Students will practise determining and evaluating the risks involved in various gambling activities.
Students will explore and identify alternatives to high-risk behaviour.
Learning Objectives for Level B - Make an Informed Decision
Students will:
- explore the risks involved in gambling
- calculate their income and identify how they spend their money
- rank their priorities according to their expenditures
- compare their spending habits to their personal standards about money
- review strategies of personal commitment for purposes of aligning spending habits with personal standards
- review ways to build support into decision making
- develop a goal statement that reflects personal commitment to adjusting spending habits so they match personal standards about money.
Level C - Carry Out an Action Plan
Students might design a personal action plan for spending their money in ways that do not involve risk.

Alcohol and Other Drugs Unit

Foundational Objectives for Level A - Extend Knowledge Base
Students will acquire and evaluate multiple sources of health-related information about alcohol and other drugs, and their use and abuse.
Students will use personal commitment in applying health-related information to various aspects of daily living over which an individual has some degree of control.
Learning Objectives for Level A - Extend Knowledge Base
Students will:
- review that alcohol is a drug and how drugs affect the body
- be aware of the various types of alcohol and drugs
- examine personal knowledge in terms of what they already know and what they want to know (CCT)
- gather accurate, up-to-date information about alcohol and other drugs from a variety of sources
- identify selection criteria for sources of information about alcohol and other drugs, and use them to evaluate the multiple sources of information gathered on these topics
- distinguish between responsible use of alcohol and alcohol abuse
- distinguish between the responsible use of prescriptive drugs and the abuse of illicit drugs as well as over-the-counter drugs
- list the short-term and long-term effects of alcohol and other drugs on health, and the risks associated with substance abuse
- explain some of the effects that the use and/or abuse of alcohol and other drugs can have on the family
- seek out information from people who may be knowledgeable (e.g., parents, teachers, guidance counsellors, addiction counsellors, elders, community agencies, and detox facilities) (IL)
- identify sources of help
- describe social influences, including advertising, on decisions about drinking; drinking and driving; buying, selling, and using illicit drugs
- identify alternate activities that do not involve alcohol or drugs
- evaluate the information about alcohol and other drugs contained in the multiple resources gathered on these topics.
Foundational Objectives for Level B - Make an Informed Decision
Students will develop the lifelong practice of making health-enhancing decisions.
Students will acknowledge the role of personal commitment in making decisions.
Learning Objectives for Level B - Make an Informed Decision
Students will:
- identify situations where they may feel pressured or tempted to consume alcohol or use drugs
- review alternate activities that do not involve alcohol or other drugs
- list the consequences of following peer pressure rather than asserting healthy decision making
- design and enact role play situations that feature assertiveness skills and strategies of personal commitment to engage in activities that do not involve alcohol or other drugs
- develop a goal statement to participate in activities that do not involve alcohol or other drugs.
Level C - Carry Out an Action Plan
Some students might design an action plan to refuse in situations where alcohol or other drugs are being consumed, or to avoid such situations. Other students might implement an action plan where they initiate other activities at school or at home, for themselves and others, that do not include the use of substances.