Students will:

• Demonstrate Locomotor, non-locomotor, and manipulative Skills.
• Design and implement a practice plan for self-selected skills.
• Demonstrate improvement of personal skills.
• Apply principles of physics.
• Apply physiological principles of warm up, cool down, overload, specificity, and progression.
• Apply biomechanical principles of balance, energy, and types of muscle contraction to a variety of activities.
• Demonstrate competency in health related fitness activities.
• Explain how energy is created through anaerobic respiration including the ATP-PC cycle and Lactic acid cycle.
• Analyze movement performance and utilize feedback to learn or improve.
• Apply best practices for safe participation.

Students will:

• Perform basic movement skills.
• Demonstrate locomotor, non-locomotor and manipulative skills.
• Design and implement a practice plan for self-selected skills.
• Apply principles of physics.
• Apply physiological principles.
• Explain anatomical basis of movement.

Students will:

• Perform basic movement skills.
• Demonstrate locomotor, non-locomotor and manipulative skills.
• Design and implement a practice plan for self-selected skills.
• Apply principles of physics.
• Apply physiological principles. 
• Explain anatomical basis of movement.

Students will:

• Perform basic movement skills.
• Demonstrate locomotor, non-locomotor and manipulative skills.
• Design and implement a practice plan for self-selected skills.
• Apply principles of physics.
• Apply physiological principles.
• Explain anatomical basis of movement.

Students will:

• Demonstrate Locomotor, Non-Locomotor, and Manipulative Skills.
• Design and implement a practice plan for self-selected skills.
• Demonstrate improvement of personal skills.
• Apply principles of physics.
• Apply physiological principles of warm up, cool down, overload, specificity, and progression.
• Apply biomechanical principles of balance, energy, and types of muscle contraction to a variety of activities.
• Explain the structure and functions of the body and how they relate to and are affected by human movement.
• Demonstrate etiquette, respect and teamwork.
• Explain the impact of sport in developing respect for others.
• Apply communication skills and strategies.
• Apply problem solving and critical thinking skills.
• Apply best practices for safe participation.

Students will:

• Perform basic movement skills.
• Demonstrate locomotor, non-locomotor and manipulative skills.
• Design and implement a practice plan for self-selected skills.
• Apply principles of physics. 
• Apply physiological principles.
• Explain anatomical basis of movement.

Students will:

• Demonstrate skills to advocate for personal and community health.
• Demonstrate Adult and Child CPR, use of AED, and First Aid Skills.
• Explain why learning CPR and AED protocols are important.
• Define the term Universal Precautions.
• Identify life-threatening emergencies.
• Describe and demonstrate how to do CPR and use an AED.
• Describe and demonstrate first aid skills.

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

Students will:

• Describe the positive and negative effects of social media.
• Explain limitations to effective communication online.
• Create strategies to manage personal information and communicate online.
• Apply health knowledge and skills to achieve and maintain long-term health and wellness.
• Describe the importance of health habits that promote vision, hearing, and dental health.
• Explain physical, mental, social, and academic benefits of wellness.
• Design a wellness plan for physical activity, sleep, rest and nutrition to meet current health goals.
• Identify and describe the major structures of the endocrine system.
• Identify risks that affect the endocrine system.
• Develop a personal plan to prevent substance use.
• Promote global environmental health and/or disease prevention projects.
• Explain how alcohol and other drugs increase the risk of injury.
• Analyze the consequences of binge drinking.
• Evaluate the effects of alcohol and other drug use on the body.
• Develop a set of personal standards to resist the use of Alcohol, Tobacco, and Other Drugs (ATOD).
• Identify ways to manage stress.
• Identify signs and symptoms of mental illnesses or challenges (e.g., anxiety, depression, suicide, eating disorders, self-harm behaviors).
• Identify school and community mental health resources to help and assist with mental illnesses or challenges.
• Create strategies to manage deadlines for a school-related activity.
• Promote access to mental health resources to help oneself and others.
• Analyze issues related to relationships, exploitation, and depression.
• Identify types of gangs, gang-related behaviors, and consequences.
• Analyze level of risk associated with a variety of behaviors, including weapon use and gang involvement.
• Demonstrate healthy decision-making strategies related to risky behaviors.
• Create a message about the importance of avoiding gang involvement.
• Evaluate long-term consequences of injury and describe risk factors.
• Explore community resources for purchasing locally grown and sourced food.
• Evaluate strategies for improving health-related social issues.
• Examine the impact of global environmental health issues on local communities.
• Describe actions, behaviors, signs that may indicate potential threats. 
• Develop action steps to promote a safe and inclusive school environment.
• Identify health-related social issues, such as homelessness, underage drinking, and substance abuse.
• Define herd immunity and explain how immunizations prevent diseases.
• Identify global environmental health issues.
• Identify behaviors that contribute to heart disease, stroke, diabetes, cancer, obesity, and other chronic diseases and conditions.
• Analyze data on spread of diseases and develop prevention strategies.