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:

• Demonstrate proficiency in skill-related physical activity. 
• Demonstrate skill attainment in one or more lifetime activities.
• Apply and demonstrate knowledge of how movement is created, directed, and stabilized in one or more lifetime activities.
• Identify and demonstrate movement activities in each plane of movement and activities that occur in multiple planes.
• Demonstrate appropriate use of equipment in one or more lifetime activities.
• Demonstrate appropriate behaviors in all physical activity settings and the social skills needed to be a contributing member of society. 
• Explain the importance of and demonstrate communication skills in physical activity settings.
• Explain the importance of critical thinking and problem solving for current and future health and fitness.
• Identify and avoid potentially dangerous situations in physical activity settings.
• Explain the importance of understanding cultural diversity for personal health and fitness.
• Evaluate opportunities for social interaction and social support in a self-selected physical activity or dance.

Students will:

• Demonstrate proficiency in skill-related physical activity.
• Demonstrate skill attainment in one or more lifetime activities.
• Apply and demonstrate knowledge of how movement is created, directed, and stabilized in one or more lifetime activities.
• Identify and demonstrate movement activities in each plane of movement and activities that occur in multiple planes.
• Demonstrate appropriate use of equipment in one or more lifetime activities.
• Demonstrate appropriate behaviors in all physical activity settings and the social skills needed to be a contributing member of society.
• Explain possible benefits of mind-body exercise/activities.

Students will:

• Apply knowledge of biomechanics and anatomy and analyze and evaluate the ability to move proficiently and efficiently in a variety of lifetime activities.
• Explain how the body responds to energy needs for anaerobic and aerobic activities.
• Analyze movement activities for component skills and movement patterns for one or more lifetime activities.
• Identify and explain the relationship of opposing muscle groups.
• Explain why blood pressure is an indicator of personal health.
• Apply rate of perceived exertion and pacing to a conditioning plan that meets the needs of one or more lifetime activities.
• Demonstrate the ability to apply basic principles of training and scientific concepts and principles to evaluate current fitness behaviors and identify strategies needed for health-enhancing fitness for the present and into adulthood.
• Identify the impact of life choices, economics, motivation, accessibility, exercise adherence, and participation in physical activity in college or career settings.
• Describe components of health-related fitness in relation to one career goal.
• Explain the impact of physical activity on emotional and social well-being for the present and into the future.
• Explain the importance of energy balance and evaluate current caloric intake and caloric expenditure to maintain optimal health and prevent chronic disease for the present and into adulthood.
• Explain consequences of over-exercising.

Students will:

• Demonstrate appropriate behavior in physical activity settings.
• Explain the importance of and demonstrate communication skills in physical activity settings.
• Explain the importance of critical thinking and problem solving for current and future health and fitness.
• Identify and avoid potentially dangerous situations in physical activity settings. 
• Explain the importance of understanding cultural diversity for personal health and fitness.
• Explain the importance of conflict resolution.

Students will:

• Apply knowledge of biomechanics and anatomy to movement. 
• Design and implement a program for strength and conditioning. 
• Apply training and scientific concepts to personal fitness planning. 
• Create a fitness plan and activity plan for the present and a potential plan for the future (post-secondary college and career education) to address the health related components of fitness. 
• Use a variety of resources, including available technology, to analyze current fitness and activity levels, and to improve physical activity and personal fitness.
• Identify fitness needs to prevent health concerns in the present and into the future. 
• Identify the impact of life choices, economics, motivation, accessibility, exercise adherence, and participation in physical activity in college or career settings.
• Describe components of health-related fitness in relation to one career goal.
• Explain the impact of physical activity on emotional and social well-being for the present and into the future. 
• Explain the importance of energy balance. 
• Analyze the relationships among physical activity, nutrition, body composition, and sleep that are optimal for personal health and/or for participation in lifetime activities.
• Evaluate current activity and intensity levels. 
• Evaluate current and future caloric expenditure and intake needs.
• Evaluate current and future sleep needs.
• Evaluate the caloric intake needs for before, during, and after a variety of lifetime activities.

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.