Ninth Grade Instructional Resources

9.1 The student will apply health knowledge and skills to the development and analysis of personal goals to achieve and maintain long-term health and wellness. Key concepts/skills include

the use of current research and scientific study to interpret nutrition principles;
a decision-making process for selecting health and wellness products;
development of personal standards regarding the use of alcohol, tobacco, and other harmful substances;
maintenance of health habits that promote personal wellness;
implementation of a fitness and lifetime physical activity plan;
establishment of personal parameters for appropriate and inappropriate health behaviors;
utilization of a personal system for coping with distress and stress;
management of deadlines;
peaceful resolution of conflicts.

Virginia Teaching Requirements 9.1

Lesson Ideas

Bigger Than Life, But Not Necessarily Better [a,b] http://www.thegateway.org/browse/8561/?searchterm=None
Media & Advertising [b] http://www.webenglishteacher.com/media-ads.html
Kellogg Special K Ads [a,b] -http://www.media-awareness.ca/english/resources/educational/lessons/secondary/advertising_marketing/special_k.cfm
Magazine Ads and You, the Teenager [a,b] http://www.youth.net/cec/ceclang/ceclang.57.txt
Media Awareness Network: "Prejudice and Body Image" [a,b] http://www.media-awareness.ca/resources/body_image
Media Literacy Lesson Plan: Recognizing Propaganda—Unreliable Testimony [a,b] - http://www.glencoe.com/sec/health/teachres/lessonplans/mlshampoo.shtml
MedlinePlus: Evaluating Health Information [b] http://www.nlm.nih.gov/medlineplus

9.2 The student will analyze and evaluate the relationship among healthy behaviors, disease prevention and control, and comprehensive wellness. Key concepts/skills include

participation in activities that improve the cardiovascular system;
development of a personal plan for remaining free of communicable diseases;
recognition of the value of proper nutrition, rest, and regular activity.

Virginia Teaching Requirements 9.2

Lesson Ideas

Straight from the Heart [a]- http://www.iit.edu/~smile/bi9514.html
Lifetime Health and Fitness Project [c] http://www.lessonplanspage.com/PECILifetimeHealthAndFitnessProject912.htm
Emerging and Re-emerging Infectious Diseases [b] http://science.education.nih.gov/supplements
Sleep, Sleep Disorders, and Biological Rhythms [c] http://science.education.nih.gov/supplements/nih3/sleep/default.htm
Girls Health.gov [a-c]- www.Girlshealth.gov
Team Nutrition [c] -http://www.thegateway.org/browse/26022
Frontline: Fat, Obesity, Eating Habits [c]-http://www.pbs.org/wgbh/pages/frontline/teach/fat/lesson2.html
Food Pyramid Game [c] - http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=2645
Eating Disorders [c] - http://www.thegateway.org/browse/36893 or www.usatoday.com/educate/casestudies/eatingdisorders.pdf /
Obesity [c]-http://www.thegateway.org/browse/36902 or www.usatoday.com/educate/casestudies/obesity.pdf
Calculating Fat, Carbohydrates & Proteins [c] -http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=919
Have A Healthy Heart [c]-http://www.teachnet.com/lesson/health/fitness/healthyheart.html
MyPyramid.gov [c] - www.mypyramid.gov/

9.3 The student will analyze, synthesize, and evaluate the relationship between positive health behaviors the prevention and treatment of injury, and premature death. Key concepts/skills include

risky behaviors that may result in permanent disability for self or others;
the consequences of using weapons in acts of violence;
identification of situations involving risks;
use of universal precautions and appropriate application of first aid, CPR, and other emergency procedures;
the effects of alcohol and other drug use.

Virginia Teaching Requirements 9.3

Lesson Ideas

Emergency Procedures [d] http://www2.worksafebc.com/pdfs/YoungWorker/studentworksafe/gr9/.pdf
Where Does It Hurt? [d] http://www.homepage.montana.edu/~mtpbs/Education/NTTILessonPlans2.pdf
American Heart Association Be the Beat! [d]- http://bethebeat.heart.org/

9.4 The student will use various sources of information to evaluate global health issues. Key concepts/skills include

the connections between personal health goals and state or national health issues (e.g., as found in the Report of the Surgeon General);
the benefits of information provided by recognized sources such as state and local health departments, the United States of Agriculture (USDA), the Food and Drug Administration (FDA), the American Dietetic Association (ADA), the National Institutes of Health (NIH), the World Health Organization (WHO), and the Centers for Disease Control and Prevention (CDC).

Virginia Teaching Requirements 9.4

Lesson Ideas

Surgeon General Report [a] – www.surgeongeneral.gov
US Department of Health & Human Services – www.hhs.gov
USDA [b] – www.usda.gov
FDA [b] – www.fda.gov
ADA [b] - www.eatright.org/
NIH [b] – www.nih.gov
WHO [b] – www.who.org
CDC [b]– www.cdc.gov

9.5 The student will evaluate the benefits of collaboration in relation to community health and wellness initiatives. Key concepts/skills include

the impact of developing positive relationships among health, wellness, and safety professionals for promotion of healthy communities;
promotion of community projects;
development of school and community health programs for citizens of all ages;
the need for community services;
the awareness of health-related social issues such as organ donation, homelessness, underage drinking, and substance abuse.

Virginia Teaching Requirements 9.5

Lesson Ideas

CDC Community Health Programs -http://www.cdc.gov/NCCDPHP/DACH/
Hydroville Challenge http://www.hydroville.org

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