LOGAN-ROGERSVILLE R-VIII HEALTH CURRICULUM

9th GRADE

 

 

COURSE RATIONALE

The teaching of health familiarizes the student with wellness concepts that apply to their daily lives.  The course reinforces wellness behaviors and develops critical thinking skills.  We strive to teach students that they can make choices that will lead to optimum health.

 

COURSE DESCRIPTION

This course has been designed to provide experiences that promote a lifelong interest in an active and healthy lifestyle.  Students will learn and develop good health practices, which are basic to personal health and well-being.  One major goal for this class is to direct students toward “health literacy.”  Students will be able to obtain, interpret and understand basic health information and services.  The instructional units will include personal health, physical fitness, nutrition, mental/emotional health, body systems, tobacco, alcohol, and other drugs (TAOD), diseases (HIV/AIDS), injury prevention and safety (CPR), and consumer health.

 

COURSE COMPETENCIES

  1. The student will be able to demonstrate knowledge of the impact of behavior and effects of modern society on the body systems. This includes demonstrating knowledge of
    1. personal health behaviors
    2. body system functions and disease formations.
  2. The student will be able to demonstrate health literacy as it relates to personal, family, and social situations.  This includes demonstrating knowledge of
    1. factors that impact personal and family health.
    2. strategies that enhance group dynamics.
    3. health careers.
    4. coping with problems and emotions.
    5. communication and social skills.
  3. The student will be able to demonstrate knowledge of personal and family health including
    1. lifetime benefits of regular physical activity.
    2. benefits of developing and maintaining long-term relationships.
    3. health related issues in the various stages of the human life cycle.
  4. The student will be able to demonstrate knowledge of nutrition principles and practices including
    1. nutritional value of food and its affect on the body.
    2. eating disorders.
    3. fitness and nutrition as it relates to weight management.
  5. The student will be able to demonstrate knowledge of consumer health including
    1. analyzing health claims by the media.
    2. evaluating body image information presented through the media.
    3. evaluating health services.
  6. The student will be able to demonstrate life management skills including
    1. stress management.
    2. conflict resolution.
    3. working collaboratively
    4. responsible decision making.
    5. goal setting.
  7. The student will be able to demonstrate knowledge of disease prevention and control including
    1. transmission and prevention (abstinence).
    2. HIV/AIDS
    3. sexually transmitted diseases (STDs).
  8. The student will be able to demonstrate knowledge of injury prevention and safety.
    1. CPR/First Aid
    2. resisting social problems related to abuse, violence, and sexual harassment.
  9. The student will be able to demonstrate knowledge of the risks involved in the use of tobacco, alcohol, and other drugs including
    1. effects of tobacco, alcohol, and other drugs.
    2. results of drugs taken during pregnancy.
    3. ways to assess and find help.
  10. The student will be able to demonstrate knowledge of environmental health including
    1. individual, social, and government responsibilities for environmental health.
    2. health problems due to environmental pollutants.
  11. The student will be able to demonstrate knowledge of personal fitness and wellness including
    1. health related and skill related fitness.
    2. fitness goals and personal fitness plans.
    3. the acronym FIT (Frequency, Intensity, Time) and overload, progression, and specificity to a fitness plan.
  12. The student will be able to demonstrate knowledge of injury prevention, treatment, and rehabilitation including
    1. exercise related injury prevention and treatment.
    2. distinguishing between life-threatening and non-life threatening injuries and when to seek help.
    3. importance of rehabilitation.

 

 

9th Grade Health

Writer:  Diana Blakeney

Last Revision:  1999-2000

 

By the end of grade 9 students will be able to

District Skill Competency 1:  demonstrate knowledge of the impact of behavior and effects of moderns society on the body systems.

Sub-competency A:  Personal health behavior

Sub-competency B:  Body systems functions and disease formation.

District Graduate Goals

Content Standards

Performance

Standards

Activities

Assessments

Resources

1.1, 1.4, 4.4

HP1, 2, 3

1.1, 3.1, 3.2

Handouts

Lecture

Textbook

Posters/Brochures

Cooperative learning activities

Journals

Scoring guides

Subjective tests

Objective tests

 

 

 

By the end of grade 9 students will be able to

District Skill Competency2: demonstrate health literacy as it relates to personal, family, and social situations.

Sub-competency A: Factors that impact personal and family health.

Sub-competency B:  Evaluate strategies that enhance group dynamics

Sub-competency C:  Health careers

Sub-competency D:  Coping with problems and emotions.

Sub-competency E: Communication and social skills.

District Graduate Goals

Content Standards

Performance

Standards

Activities

Assessments

Resources

1.1, 1.4, 4.5, 4.3, 8.3

HP2, SS6

3.6, 3.7, 4.8

Guest speakers

Interviews

Textbook

Lectures

Films

Cooperative learning

Developing brochures

Scoring guides

Journals

Subjective tests

Objective tests

Notebooks

 

By the end of grade 9 students will be able to

District Skill Competency 3:  demonstrate knowledge of personal and family health.

Sub-competency A: Life-time benefits of regular physical activity.

Sub-competency B:  Benefits of developing and maintaining long-term relationships.

Sub-competency C:  Health related issues in the various stages of the human life cycle.

District Graduate Goals

Content Standards

Performance

Standards

Activities

Assessments

Resources

1.1, 1.4, 4.4, 4.5, 5.1, 5.2, 5.3, 6.2, 7.1, 7.2

HP2, 4

1.1, 1.2, 4.5, 1.10, 1.6, 3.5, 3.1, 3.2

Textbooks

Lectures

Guest Speakers

Worksheets

Cooperative learning

Scoring guide

Subjective tests

Objective tests

 

 

 

By the end of grade 9 students will be able to

District Skill Competency 4: demonstrate knowledge of nutrition principles and practices.

Sub-competency A: Nutritional value of food and its affect on the body.

Sub-competency B:  Eating disorders.

Sub-competency C:  Fitness and nutrition as it relates to weight management.

District Graduate Goals

Content Standards

Performance

Standards

Activities

Assessments

Resources

1.1, 1.4, 4.1, 4.3, 4.4, 5.1, 5.2

HP2, 3

1.2, 2.2, 2.4, 3.1, 3.7, 4.5

Guest speaker

Worksheets

Textbook

Lecture

Cooperative learning

Journals

Notebooks

Scoring guides

Subjective tests

Objectives tests

Jim Raynor (Health Tracks)

Athletic trainers

Channel One

 

By the end of grade 9 students will be able to

District Skill Competency 5:demonstrate knowledge of consumer health.

Sub-competency A: Analyze health claims by media.

Sub-competency B:  Evaluate body image information presented through the media.

Sub-competency C:  Evaluate health services.

District Graduate Goals

Content Standards

Performance

Standards

Activities

Assessments

Resources

1.1, 1.4, 4.3, 5.1

HP6

1.6, 4.7, 1.1

Textbook

Lecture

Worksheets

Journals

Scoring guides

Subjective tests

Objective tests

 

 

 

 

By the end of grade 9 students will be able to

District Skill Competency 6:  demonstrate life management skills

Sub-competency A:  Stress management.

Sub-competency B:  Conflict resolution.

Sub-competency C:  Working collaboratively.

Sub-competency D:  Responsible decision making.

Sub-competency E:  Goal setting.

District Graduate Goals

Content Standards

Performance

Standards

Activities

Assessments

Resources

1.1, 1.4, 4.1, 4.3, 4.4, 4.5, 6.2, 7.1, 8.3

HP2

3.1, 3.2, 3.7, 4.7

Handouts

Worksheets

Role playing

Textbook exercises

Videos

Cooperative learning

Journals

Notebooks

Scoring guide

Subjective tests

Objective tests

 

Channel One

 

 

By the end of grade 9 students will be able to

District Skill Competency 7:  demonstrate knowledge of disease prevention and control.

Sub-competency A:  Transmission and prevention (abstinence)

Sub-competency B:  HIV/AIDS

Sub-competency C:  Sexually transmitted diseases (STDs)

District Graduate Goals

Content Standards

Performance

Standards

Activities

Assessments

Resources

1.1, 1.4, 4.3, 8.3

HP3, 5

1.1, 1.2, 1.4, 1.6, 1.7, 1.8, 1.9, 3.1, 3.8

Developing brochures

Textbook exercises

Worksheets

Films

Cooperative learning activities

Scoring guides

Subjective tests

Objective tests

 

 

By the end of grade 9 students will be able to

District Skill Competency 8:  demonstrate knowledge of injury prevention and safety. 

Sub-competency A:  CPR/First Aid

Sub-competency B:  Resisting social problems related to abuse, violence and sexual harassment.

 

District Graduate Goals

Content Standards

Performance

Standards

Activities

Assessments

Resources

1.1, 1.4, 4.1, 5.1, 5.2

HP 5, 7

3.1, 3.2, 3.5, 3.6, 3.7, 4.7

Films

Guest speakers

Perform CPR on a mannequin

Textbook activities

Lecture

Worksheets

Handouts

Group activities

Notebooks

Scoring guide

Subjective tests

Objective tests

Observation

School Nurse

Athletic Trainer

Channel One

 

 

By the end of grade 9 students will be able to

District Skill Competency 9:   demonstrate knowledge of the risks involved in the use of tobacco, alcohol, and other drugs.

Sub-competency A:  effects of tobacco, alcohol, and other drugs

Sub-competency B:  results of drugs taken during pregnancy

Sub-competency C:  way to assess and find help.

District Graduate Goals

Content Standards

Performance

Standards

Activities

Assessments

Resources

1.1, 1.4, 4.1, 4.3, 8.3

HP5

1.1, 1.6, 3.1, 3.6, 3.8, 4.1, 4.3, 4.6,

Textbook activities

Worksheets

Posters or pamphlets

Cooperative activities

Guest speakers

Films

Journals

Notebooks

Subjective tests

Objective tests

Scoring guide

Alcoholics Anonymous

Channel One

 

 

By the end of grade 9 students will be able to

District Skill Competency 10:  demonstrate knowledge of environmental health.

Sub-competency A:  Individual social & government responsibilities for environmental health.

Sub-competency B:  Health problems due to environmental pollutants.

District Graduate Goals

Content Standards

Performance

Standards

Activities

Assessments

Resources

1.1, 1.4

SC 7, 8

1.9, 1.10, 3.2, 4.3

Textbook activities

Lecture

Worksheets

Handouts

Cooperative activity

Journals

Notebooks

Subjective tests

Objective tests

 

 

 

 

 

By the end of grade 9 students will be able to

District Skill Competency 11:  demonstrate knowledge of personal fitness and wellness.

Sub-competency A:  Health related and skill related fitness.

Sub-competency B:  Fitness goals and personal  fitness plans.

Sub-competency C:  Apply the acronym FIT (Frequency, Intensity, and Time) and overload, progression, and specificity to a fitness plan.

District Graduate Goals

Content Standards

Performance

Standards

Activities

Assessments

Resources

1.1, 1.4, 4.1, 4.3, 6.2, 7.2

HP2, 4

3.1, 3.8, 4.1, 4.5, 4.7

Lecture

Videos

Health Textbook activities

Worksheets

Self-assessment

Personal fitness plans

Scoring guide

Fitness Gram

 

 

 

By the end of grade 9 students will be able to

District Skill Competency 12:  demonstrate knowledge of injury prevention/treatment and rehabilitation.

Sub-competency A:  Exercise related injury prevention/treatment.

Sub-competency B:  Distinguish between life-threatening and non-life threatening injuries and when to seek help.

Sub-competency C:  Importance of rehabilitation.

District Graduate Goals

Content Standards

Performance

Standards

Activities

Assessments

Resources

1.1, 1.4, 5.1, 5.2

HP 4, 7

1.10

Injury prevention video

Health textbook activities

Guest speakers

Lecture

Written tests

Athletic Trainer

School Nurse