This lesson must be taught in Quarter 1.

Students will:

• Research trends and factors that contribute to teen use or abuse of Alcohol, Tobacco, and Other Drugs (ATOD).
• Explain reasons teens use or avoid ATOD.
• Identify health-related social issues.
• Explain reasons teens use or avoid ATOD.
• Examine the influences of peer pressure and approval on decision making.
• Describe how and where to access community resources for substance abuse.
• Demonstrate assertive communication skills to resist ATOD.

Students will:

• Explain the relationship between fitness and disease prevention.
• Identify fitness needs to prevent health concerns in the present and into the future.
• Describe how a future career may impact the health-related components of fitness.
• Explain the rate of perceived exertion and identify a rating scale.
• Explain how pacing applies to conditioning.
• Apply rate of perceived exertion (RPE) and pacing to a conditioning plan that meets the needs of one or more lifetime activities.

Students will:

• Demonstrate appropriate and proper use of equipment in one or more lifetime activities.
• Identify and avoid prejudices and biases in physical activity settings.
• Evaluate opportunities for social interaction and social support in self-selected physical activity or dance.
• Identify ways to promote equity and inclusion and embrace diversity in a physical activity setting.

Students will:

• Demonstrate skill attainment in one or more lifetime activities.
• Apply and demonstrate knowledge of neural pathways to cause movement.
• Apply and demonstrate how movement is directed, through the skill components of fitness, accuracy, and form.  
• Apply and demonstrate knowledge of how movement is stabilized.
• Analyze movement activities of self and others for component skills and movement patterns for one or more lifetime activities.
• Define frontal, sagittal, and transverse planes of motion.
• Demonstrate movements that occur in each plane of movement (frontal, sagittal, and transverse).
• Demonstrate movements that occur in multiple planes of motion.
• Explain the effects of physical activity on emotional well-being for the present and the future.
• Explain the mental and emotional benefits of mind-body exercise and activities including:
  • Yoga
  • Pilates
  • Tai chi

Students will:

• Define and explain fast twitch muscle fibers.
• Define and explain slow twitch muscle fibers.
• Identify ATP as a molecule which provides energy to muscles.
• Identify lactic acid as a by-product of anaerobic respiration.
• Explain anaerobic respiration (ATP-PC and lactic acid system)
• Explain aerobic respiration.
• Identify and explain the relationship of opposing muscle groups (agonist/antagonist).
• Explore common musculoskeletal injuries.
• Explore the role of ergonomically correct movement for injury prevention.
• Explain and demonstrate ergonomically correct form in strength and conditioning activities.
• Design and implement a program for strength and conditioning.
• Evaluate current sleep needs.
• Evaluate current caloric expenditure and intake needs.
• Evaluate current activity and intensity levels.
• Analyze the relationships among physical activity, nutrition, body composition, and sleep that are optimal for personal health and/or for participation in lifetime activities.
• Explain energy balance (caloric expenditure vs. caloric intake) in relation to changing needs from adolescence through adulthood.
• Explain the potential consequences of energy imbalance (e.g., over-exercising, under-eating, over-eating, sedentary lifestyle).
• Explain the role of perseverance and tenacity in achieving lifelong energy balance.

Students will:

• Identify the effects of life choices, economics, motivation, accessibility, exercise adherence, and participation in physical activity in college or career settings.
• Explain the effects of physical activity on social well-being for the present and the future.
• Explain the importance of managing stress.
• Apply stress-management strategies, such as:
  • Mental imagery
  • Relaxation techniques
  • Deep breathing
  • Aerobic exercise
  • Meditation
• Evaluate the caloric intake needs for before, during, and after lifetime activities.

Students will:

• Construct a fitness and activity plan for the present and the future (postsecondary education, college/career) to address the health-related components of fitness, and includes:
  • Ongoing fitness assessment, evaluation, and analysis
  • SMART short- and long-term goal setting
  • Exercise planning
  • Fitness activities both in and outside of the school setting
  • Reflection and future planning
• Identify the key factors an informed fitness consumer must evaluate to make critical and effective decisions when purchasing fitness products and/or services.
• Identify and explain the body types: mesomorph, endomorph, and ectomorph.
• Explain determinants of healthy body weight.

Students will:

• Identify characteristics of healthy, unhealthy, and abusive peer, family, and dating relationships.
• Evaluate potentially harmful and abusive relationships, including dangerous dating situations.
• Promote resources and strategies to address unhealthy relationships.
• Identify unsafe behaviors that may result in unintentional injury.
• Evaluate protective factors needed to reduce or prevent risk taking behaviors, acts of violence, and substance abuse.
• Describe the stigmas surrounding mental illnesses.
• Identify help-seeking strategies and resources and when to seek support for oneself and others with signs of mental illness or challenges.
• Describe how and where to access community resources.
• Explain how demonstrating empathy, compassion and acceptance can support others who are dealing with mental illnesses and challenges and help reduce stigmas.
• Advocate for mental health resources at school and in the community.

Objectives and descriptive statements can be found on the ninth grade Family Life Education page .

Students will:

• Explain the licensing process and identify laws.
• Understand vehicle operation and maintenance.
• Explain basic driving maneuvers.
• Explain reduction of driving risk.
• Explain communication between roadway users.
• Identify and explain factors that contribute to impaired driving.
• Explain strategies to use in responding to emergency situations.
• Explain vehicle braking systems and proper braking techniques.
• Evaluate financial and environmental costs of owning a vehicle.