• Grade Nine

    Students in grade nine integrate a variety of health concepts, skills, and behaviors to plan for their personal, lifelong health goals. These include awareness and consequences of risky behaviors, disease prevention, overall wellness, and identification of community health resources. Students demonstrate competence in their knowledge and skills. They see themselves as having an active role in creating a healthy lifestyle for themselves, for their families, and for the community.

    Essential Health Concepts

    9.1    The student will apply health knowledge and skills to achieve and maintain long-term health and wellness.

    a)      Identify and describe the major structures and functions of the endocrine system.

    b)      Identify guidelines for sleep, rest, nutrition, and physical activity.

    c)      Explain the body’s need for amino acids and fat-soluble and water-soluble vitamins, the role of vitamin and mineral supplements, and daily values.

    d)      Explain the relationship between body composition and healthy body weight.

    e)      Analyze personal risk factors for diabetes, heart disease, and stroke.

    f)       Identify types of pathogens that cause disease.

    g)      Describe the importance of health habits that promote personal wellness.

    h)      Explain how alcohol and other drugs increase the risk of injury.

    i)        Analyze the deadly consequences of binge drinking.

    j)        Identify behaviors that may contribute to intentional and unintentional injuries and result in permanent disabilities.

    k)      Examine how the consequences associated with gang involvement could affect self, family, and community.

    l)        Identify signs, symptoms, and sources of stress and anxiety at home, at school, and with peers.

    m)    Describe the positive and negative impacts of social networking.

    n)      Identify signs and symptoms of depression, risk factors for suicide, and risk factors for other self-destructive behaviors.

    o)      Explain the relationship between body image and eating disorders.

    p)      Evaluate how social environments affect health and well-being.

    q)      Identify causes of conflict with friends and family.

    r)       Examine the impact of global health issues on local communities.


    Healthy Decisions

    9.2    The student will explain the impact of health risks and identify strategies and resources to limit risk.

    a)      Identify health risks and other factors that affect the function of the endocrine system.

    b)      Explain the physical, mental, social, and academic benefits of physical activity and the relationship between sedentary lifestyle and chronic disease.

    c)      Analyze current research and scientific studies to interpret nutritional principles, research the accuracy of health claims for a variety of processed foods and/or dietary supplements, and analyze personal daily diet to determine if meeting daily values for amino acids, vitamins, and minerals.

    d)      Identify health-related decisions that contribute to heart disease, stroke, diabetes, and other chronic diseases and conditions.

    e)      Describe the prevalence, causes, and long-term consequences of unhealthy eating, sleep deprivation, and sedentary lifestyle.

    f)       Describe the need for proper nutrition, sleep and rest, physical activity, and healthy body weight and other personal wellness behaviors, and develop a daily wellness plan.

    g)      Identify common types of cancer, risk factors, and prevention strategies.

    h)      Apply a decision-making process for selecting health and wellness products.

    i)        Evaluate the effects of alcohol and other drug use on human body systems, brain function, and behavior, and describe health benefits associated with abstaining from the use of alcohol, tobacco, or other drugs.

    j)        Develop a set of personal standards to resist the use of alcohol, tobacco, and other harmful substances, and other harmful behaviors.

    k)      Determine strategies to protect vision, hearing, and dental health.

    l)        Describe the benefits of organ donation.

    m)    Explain short- and long-term consequences of inappropriate behaviors online.

    n)      Analyze situations involving risk and risky behaviors (e.g., weapons use, impaired driving, swimming, speeding) that may result in permanent disability for self or others.

    o)      Evaluate the long-term consequences of injury (e.g., permanent disability) and disease, and describe controllable and uncontrollable risk factors.

    p)      Explain Virginia laws and responsibilities associated with weapon possession and gang involvement.

    q)      Develop a personal system for coping with distress and stress.

    r)       Identify appropriate coping and resiliency strategies to manage symptoms of stress, anxiety, loss, and depression.

    s)       Demonstrate peaceful resolution of conflicts.

    t)        Explain the importance of community mental health services.

    u)      Discuss the causes, symptoms, harmful effects, and treatment of eating disorders.

    v)      Evaluate strategies for improving the societal and environmental conditions that contribute to health.

    w)    Identify global and local health-related environmental issues, including ways to prevent and manage asthma and allergies.

    x)      Identify health-related social issues such as homelessness, underage drinking, and substance abuse.

    y)      Evaluate how public health policies influence health and disease prevention.


    Advocacy and Health Promotion

    9.3    The student will demonstrate skills to advocate for personal and community health.

    a)      Design a lifelong physical activity and wellness plan.

    b)      Create a one-day meal plan that meets daily values for vitamins and minerals.

    c)      Develop a personal plan to reduce or prevent injury, substance use, and communicable disease.

    d)      Develop a personal plan for remaining free of communicable diseases.

    e)      Promote community health promotion and/or disease prevention projects.

    f)       Demonstrate adult and child cardiopulmonary resuscitation (CPR), use of automated external defibrillator (AED), and first aid skills for bleeding, contusions, fractures, and anaphylactic shock.

    g)      Demonstrate healthy decision-making strategies related to weapons.

    h)      Create a message about the importance of avoiding gang involvement.

    i)        Create strategies to manage deadlines.

    j)        Discuss ramifications of sharing personal information through electronic media.

    k)      Identify school and community mental health resources.

    l)        Determine how to help a friend exhibiting signs of depression, anxiety, disordered eating, or other self-harming behavior.

    m)    Utilize appropriate resolution skills to prevent, prepare for, and manage conflict in a variety of situations.

    n)      Create an action plan to prepare for a natural disaster.

    o)      Develop a long-term plan for self and/or family to positively impact the environment.

    Grade Ten

    Students in grade ten demonstrate comprehensive health and wellness knowledge and skills. Their behaviors reflect a conceptual understanding of the issues associated with maintaining good personal health. They serve the community through the practice of health-enhancing behaviors that promote wellness throughout life.


    Essential Health Concepts

    10.1 The student will demonstrate an understanding of health concepts, behaviors, and skills that reduce health risks and enhance the health and wellness of self and others throughout life.

    1. Analyze the effects of active and sedentary lifestyles.

    2. Recognize the physical, emotional, and social causes and impact of healthy and poor nutritional choices.

    3. Distinguish between facts and myths regarding nutrition practices, products, and physical performance.

    4. Explain the physical, mental, social, and academic benefits of sufficient sleep, and the relationship between sleep deficiency and chronic disease and increased risk for injury and substance use. 

    5. Identify regular screenings, tests, and other medical examinations and their role in reducing health risks.

    6. Research technologies used to assess, monitor, improve, and maintain health.

    7. Research trends in teen use/abuse of alcohol, tobacco, and other drugs and their impact on the community.

    8. Evaluate the causal relationship between tobacco, alcohol, inhalant, and other drug use and chronic disease.

    9. Identify behaviors that result in intentional and unintentional injury.

    10. Analyze the consequences of using acts of violence to settle disputes.

    11. List examples and describe the risks of having personal information accessible to others online.

    12. Analyze how health literacy and health-science skills prepare one to become a productive citizen.

    13. Identify health-related social issues, such as organ donation, homelessness, the spread of infectious diseases, underage drinking, substance abuse, and violence, and their impact on the community.

    14. Identify health and medical science career opportunities that promote personal, community, and global health and wellness.

    15. Describe attributes, characteristics, and interests of individuals in health-related professions and the core academic skills needed for workplace skills in a health career.

    16. Research high school health and medical science industry-recognized credentials (e.g., personal trainer, athletic trainer, dietary aide, dental assistant, certified nurse assistant, home health aide, geriatric aide).

    17. Describe the health benefits of positive self-esteem, balance, flexibility, resilience, and healthy relationships with others.

    18. Identify characteristics of healthy peer, family, and dating relationships.

    19. Evaluate potentially harmful and abusive relationships, including dangerous dating situations.


    Healthy Decisions

    10.2 The student will analyze, synthesize, and evaluate the protective factors needed to make healthy decisions throughout life.

    1. Compare physical activity, sleep, and personal hygiene practices with research-based guidelines.

    2. Justify promoting healthy decisions for proper nutrition, sleep and rest, and physical activity.

    3. Explain the role of the environment, individual behavior, social norms, legislation, and policies in preventing chronic diseases.

    4. Explain the importance of medical screenings and access to health care throughout life.

    5. Describe the costs and benefits of various technologies that allow individuals to assess, monitor, improve, and maintain health.

    6. Identify family health habits and behaviors as they relate to promotion of health and wellness.

    7. Explain reasons why teenagers use or avoid drugs or alcohol and how positive role models can influence that decision.

    8. Evaluate the protective factors needed to reduce or prevent risk-taking behaviors, acts of violence, substance use, and gang involvement.

    9. Explain the role of the environment, individual behavior, social norms, legislation, and polices in preventing intentional and unintentional injuries.

    10. Analyze the influence of emotions and peer approval on personal decision making.

    11. Explain the value of positive self-image, self-esteem, and self-control when faced with peer pressure.

    12. Evaluate the value of exercising self-control.

    13. Recognize the protective factors of assertiveness.

    14. Calculate the importance of support and encouragement from positive role models.

    15. Analyze how health literacy reduces health risks and enhances health and wellness of self and others throughout life.

    16. Describe how and where to access community resources related to organ donation, homelessness, underage drinking, and/or substance abuse.

    17. Explain the importance of emotional health, and identify when and where to seek support for self and others.

    18. Identify strategies for the peaceful resolution of conflicts.

    19. Compare and contrast assertive and aggressive communication and their effectiveness in conflict resolution.

    20. Explain risk factors for and the warning signs of suicide.

    21. Investigate the influence of the environment on the individual.

    22. Identify life-threatening situations that may result from emergencies and natural disasters and community resources for emergency preparedness.

    23. Explain how the quality of the environment (secondhand smoke, carbon monoxide, allergens, lead, and toxic chemicals) directly affects a person’s health status and quality and length of life, and describe strategies for risk reduction.

    24. Explain the importance of developing relationships with health, wellness, education, safety, and business professionals to address environmental health concerns.


    Advocacy and Health Promotion

    10.3 The student will advocate for personal health and well-being and promote health-enhancing behaviors for others.

    1. Create or modify a personal wellness plan (goals and action steps based on current guidelines) for healthy eating, physical activity, sleep, and personal hygiene.

    2. Determine personal strategies for improving access to health care and medical services for different stages of life.

    3. Demonstrate assertive communication skills to resist pressure to use alcohol, tobacco, and other drugs.

    4. Practice and encourage responsible teen driving behaviors, and use refusal and negotiation skills to avoid riding in a car with someone who has been using alcohol or other drugs.

    5. Describe rules and laws intended to prevent intentional and unintentional injuries.

    6. Demonstrate effective negotiation skills for avoiding dangerous and risky situations.

    7. Research and develop an educational campaign to encourage positive health choices and discourage risky choices (e.g., body piercing, tattooing, exposure to sun and loud noise, drinking, texting while driving, driving while drowsy).

    8. Design an action plan to reduce risk-taking behaviors, acts of violence, substance use, and gang involvement.

    9. Practice administration of emergency care.  

    10. Describe methods of avoiding gang-related activity and the use of weapons to commit violent acts of aggression.

    11. Describe strategies to reduce and prevent violence.

    12. Plan health-promoting strategies for managing personal technology use.

    13. Identify health promotion opportunities, and share talents and expand personal knowledge through community service-learning experiences.

    14. Identify and create a plan to address a community health-related social issue such as organ donation, homelessness, underage drinking, or substance abuse.

    15. Create an educational career plan to become a health professional.

    16. Identify high school courses that lead to health and medical science industry certifications.

    17. Advocate for mental health resources in the school and community.

    18. Describe when to seek support for self and others, and role-play various help-seeking strategies.

    19. Explain risk factors and influences that may lead to self-harming behaviors.

    20. Practice procedures for peaceful resolution of conflicts.

    21. Model effective communication skills for addressing peer pressure.

    22. Develop a list of resources that promote healthy relationships and assist with unhealthy and abusive peer, family, and dating relationships.

    23. Present strategies to address abusive peer, family, and dating relationships.

    24. Design crisis-management strategies for natural disasters and emergency situations.

    25. Establish goals for improving environmental health.

Last Modified on September 9, 2015