Grade 7 · printable course

Health for Middle School

Grade 7 · 232 pages · 39 lessons · PDF, print at home

This is a semester of health class built around one idea: the body is a system your kid runs every day, not a shape to judge. First it covers the daily basics, food, sleep, movement, cleanliness. Then it moves outward to protecting that body from fires, germs, traffic, and online strangers. Then it tackles nicotine and vaping head-on, using the biology from unit one to explain why those products hook people. It ends by pulling together the "who do I tell" and "how do I say no" skills from the earlier units into one flexible habit your kid can use for anything, a bad friendship, a stressful week, a stranger online, a family problem. By the end, the goal isn't that they memorized facts about health. It's that they have a couple of concrete routines (read a label, trace how germs spread, refuse pressure in four steps, name a trusted adult) they can actually run when it matters.

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one household licence

Want every Grade 7 subject at once? Letters & Devotion Grade 7: The Complete Year is one PDF for $145.99.

What is inside

Every unit and lesson in this book, in order. The same lessons are taught online at lettersanddevotion.com, so a family can move between paper and screen.

Health for Middle School

39 lessons · try a lesson online free

Unit 1: Fueling and Maintaining the Body9 lessons
  1. 1.Macronutrient categories (carbohydrate, protein, fat) and their bodily functions
  2. 2.Nutrition label structure (serving size, nutrient amount, percent daily value)
  3. 3.Nutrition label structure (serving size, nutrient amount, percent daily value)
  4. 4.Circadian rhythm and the effect of sleep timing on alertness
  5. 5.Screen-use displacement of sleep via circadian disruption
  6. 6.Distribution of physical activity across a week versus massed activity events
  7. 7.Pathogen transmission chains and the interrupting function of specific hygiene habits
  8. 8.Cross-domain connections among food, sleep, screen, and activity habits and their underlying bodily mechanisms
  9. 9.Restriction-and-appearance framing versus function framing of nutrition and sleep claims
Unit 2: Preventing Injury and Illness10 lessons
  1. 10.Pathogen transmission routes (droplet, contact, shared-object) and the hygiene practice that interrupts each
  2. 11.The incubation period and asymptomatic/pre-symptomatic transmission timeline
  3. 12.The distinction between preparatory (before) and reactive (during) safety actions
  4. 13.A personal fire escape plan for a specific household layout
  5. 14.The relationship between reaction time, speed, and stopping distance
  6. 15.Personal information and the point of first request for it in an online exchange
  7. 16.The distinction between a risk factor and a protective factor
  8. 17.The risk-factor/protective-factor framework, generalized beyond home/road/online/hygiene contexts
  9. 18.Identifying a trusted adult and constructing an opening disclosure statement
  10. 19.The difference between naming a risk factor versus naming the resulting harm
Unit 3: Substances and the Developing Brain10 lessons
  1. 20.The dopamine reward pathway as activated by nicotine versus by food
  2. 21.Addiction as neuroadaptation (tolerance and withdrawal), not a willpower deficit
  3. 22.Vocabulary: tolerance, withdrawal, dependence
  4. 23.Advertising tactics used in vape/nicotine marketing and the risk-perception distortion each produces
  5. 24.The relationship between an advertisement's implied biological claim and the addiction information it omits
  6. 25.The four-step refusal skill script
  7. 26.The four-step refusal script applied to unrehearsed peer-pressure scenarios
  8. 27.Exposure and protective factor, reapplied from injury contexts to substance-access contexts
  9. 28.Accurate, accessible sources of help for nicotine use (school counselor, national quitline, trusted adult)
  10. 29.The abstract structure of refusal skills, generalized beyond substance-specific contexts
Unit 4: Emotional Regulation, Friendship, and Getting Help10 lessons
  1. 30.Characteristics of healthy versus unhealthy friendship patterns, including indirect pressure
  2. 31.The mechanism by which indirect and direct peer pressure both shift a person's sense of normal behavior
  3. 32.The four-step refusal-script structure, generalized from Unit 3's substance-specific version
  4. 33.Application of the generalized refusal script to an untaught social-pressure context
  5. 34.Criteria distinguishing normal stress from unhealthy stress requiring professional involvement
  6. 35.The shared four-step structure underlying substance refusal and social-pressure refusal
  7. 36.Criteria for identifying a disclosure that requires adult routing versus one that does not
  8. 37.Generalization of the help-seeking protocol beyond the categories taught (friendship, substances, stress)
  9. 38.The trusted-adult help-seeking protocol steps
  10. 39.Selection and application of the correct framework among three taught frameworks based on scenario features