Health is required of all ninth grade students for graduation. Fundamental skills such as decision making, interpersonal communication skills, goal-setting, and problem-solving, self-management, and advocacy skills are an essential part of the experience. A continuous effort is made throughout the curriculum to connect topics to a student’s lifelong wellness. Wellness is a choice which requires conscious effort on the part of an individual. Effective decision-making is a learned skill, one that empowers an individual to actively pursue a healthful life.

COURSE PHILOSOPHY

Finding balance in one’s physical, mental, and social wellness is the fundamental foundation for a healthy life. Health Education, in addition to teaching key concepts or knowledge, must also teach a variety of skills students will need to negotiate safely and healthfully to promote lifelong wellness. This knowledge includes the most important and enduring ideas, issues, and concepts related to achieving good health. The skills include how to access reliable information, self-management, identifying internal and external influences and ways to respond to those influences, interpersonal communication skills, goal setting, decision making, and finally, advocating skills for oneself and others about health issues.

Personal and consumer health, mental/emotional health, injury prevention, nutrition and fitness, and substance abuse prevention, sexuality, and environmental health are key units that are targeted throughout the grade nine program. It is the combination of the knowledge and skills within these key areas which results in health literacy. A Connecticut state mandate requires substance abuse education each year, and HIV/AIDS education on a consistent and on-going basis.

A skills-based program is one that focuses on more than just repeating information. Students are coached so that they can transfer the knowing of information into usable skills. Students are taught how to personalize knowledge, believe it, understand its importance and personal relevance, believe in their own ability to act upon it, and then actually have the skills to act upon that knowledge when necessary. It is through small and large group discussions, role-plays, skits, and values-based activities that students process and internalize information that is presented.

ESSENTIAL QUESTIONS

• How does a balance of physical, mental/emotional, social, environmental, sexual, and spiritual health contribute to a person’s overall wellness?
• How does enhanced, lifelong personal wellness foster physical, mental/emotional, social, academic, and civic growth?
• What must one do to maintain health, prevent disease, and avoid or reduce health risks?
• How can internal/external influences contribute to the health of myself and others?
• How do you determine valid sources of health information, products, and services and use this information to enhance wellness?
• How can goal setting, personal wellness planning, and decision making enhance wellness, academic achievement, and quality of life?
• How does my ability to communicate impact my overall wellness? (
• How does one advocate for personal, family, and community health?
• How can Health Literacy enable me to obtain and interpret basic health information and services, and use this information in personal wellness planning to live a balanced life?

FOCUS QUESTIONS

• What factors influence health?
• What are the effects of self-care and self-management skills on wellness?
• What makes someone a healthful consumer?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• identify the roles played by heredity, environment, and behavior in the cause of illness.
• describe the three levels of prevention.
• summarize self-care and self-management skills.

DEVELOPING AN INTERPRETATION The student will . . .

• describe the cause/effect relationship between the Centers for Disease Control Risk Factors and the factors influencing health (access to health care, genes, environment, and behavior).
• compare the three leading causes of teen death to the factors influencing health (access to health care, genes, environment, and behavior).
• describe the effects of prevention on wellness.
• make a model of a self-care/self-management plan for a given illness or disease.
• explain how the health continuum is connected to prevention.
• analyze consumer products (plastics, cleaning supplies, personal hygiene products, and technology devices) and their impact on wellness.

MAKING CONNECTIONS The student will . . .

• compare and contrast the behaviors of teens in our community to the local and national statistics in the Youth Risk Behavior Surveillance System (YRBS).
• plan strategies to reduce personal health risks.
• interpret how “Prevention is the Cure” applies to me on a personal level.

EXAMINING THE CONTENT The student will . . .

• evaluate personal wellness strengths and weaknesses through a needs assessment and the 40 Developmental Assets checklist.
• extrapolate future wellness based on current health habits and prevention techniques.
• evaluate the credibility of relevant health information.
• assess the importance of assuming responsibility for personal health behaviors.

FOCUS QUESTIONS

• What is the overall effect of stress on health and wellness?
• What is the impact of mental health on wellness?
• How do self esteem and personal values impact physical, mental, social, and spiritual wellness?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• identify common stressors.
• define eustress, distress, and The General Adaptation Syndrome.
• define the three types of depression and the five anxiety disorders.
• identify universal values.
• list the four steps of an I-Message.
• summarize Maslow’s Hierarchy of Needs.
• outline the five stages of grief.
• identify ten positive stress management coping skills.

DEVELOPING AN INTERPRETATION The student will . . .

• describe the physical, mental, social, and spiritual effects of stress.
• compare and contrast the five levels of communication.
• describe the cause and effect between mental illness and wellness.

MAKING CONNECTIONS The student will . . .

• describe how your personal values and personal stressors impact physical, mental, social, and spiritual health.
• create a personalized stress management plan incorporating multiple coping strategies.
• examine the connection between Maslow’s Hierarchy and personal wellness.

EXAMINING THE CONTENT The student will . . .

• evaluate the personal use of an I-Message.
• evaluate the impact of social media on personal and societal wellness.
• peer-assess I-Messages.
• demonstrate care, empathy, respect, and responsibility for others without bias, abuse, discrimination, or harassment based on, but not limited to race, color, sex, religion, national origin, sexual orientation, ancestry, marital status, mental retardation, mental disorder, and learning and/or physical disability.

FOCUS QUESTIONS

• What are the appropriate steps to take in an emergency situation?
• What are the common causes of teen injury and the best prevention strategies?
• How can communication skills and decision making skills reduce my risk of injury?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• describe the types of bullying behaviors.
• identify the warning signs of suicide.
• define Check-Call-Care.
• brainstorm high-risk scenarios for teens.
• sequence the steps of conflict resolution and negotiation skills.

DEVELOPING AN INTERPRETATION The student will . . .

• analyze the characteristics and qualities of high-risk situations, decisions, and individuals.
• describe the cause and effect of conflict in relationships.
• hypothesize the role of the media on society’s attitude toward violence.

MAKING CONNECTIONS The student will . . .

• apply the steps of conflict resolution and anger management to a problem in your life.
• explain why a balance of physical, mental, social, and spiritual wellness is important for injury prevention.
• distinguish between healthy versus unhealthy conflict and healthy versus unhealthy conflict resolution.

EXAMINING THE CONTENT The student will . . .

• demonstrate the skills necessary for CPR.
• demonstrate strategies used to prevent, manage, and resolve conflict in healthy ways.
• evaluate the impact of technology on the physical, social, and emotional safety of teens.
• evaluate safety techniques used to avoid/reduce/prevent injury and disease. (Telling an adult when a friend is shows warning signs of suicide, standing up to a bully, etc.)

FOCUS QUESTIONS

• How does addiction impact health and wellness?
• What is the relationship between internal and external influences and drug use in our society?
• What is involved in the treatment of addiction?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• define the three stages of addiction.
• describe the five roles in a chemically dependent family.
• identify the different types of addiction.

DEVELOPING AN INTERPRETATION The student will . . .

• describe how psychoactive drugs affect nerve cells and how those changes in nerve cells influence people physically and psychologically.
• examine the physical, mental, social, and spiritual consequences of drug use.

MAKING CONNECTIONS The student will . . .

• describe how a person can transmit an STD/HIV in the absence of symptoms.

EXAMINING THE CONTENT The student will . . .

• demonstrate refusal skills in drug-related scenarios.
• evaluate the effect of local and national laws on drug use in our society.

FOCUS QUESTIONS

• How can healthful nutritional habits enhance personal wellness?
• What are the health benefits of each component of physical fitness?
• How can we access and interpret nutritional and fitness related information to improve personal wellness?
• What are common eating disorders and how do they impact overall wellness?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• identify the five components of physical fitness.
• describe the nutritional information that is presented on a food label.
• identify the six essential nutrients.
• identify the signs of the common eating disorders.

DEVELOPING AN INTERPRETATION The student will . . .

• compare and contrast the Harvard Pyramid and MyPlate.
• describe the relationship between each fitness component and enhanced personal wellness.
• summarize the recommended food handling procedures.

MAKING CONNECTIONS The student will . . .

• create a model menu based on your personal nutritional needs and food preferences.
• create a model fitness plan that incorporates all five fitness components into a doable personal activity plan.
• describe the relationship between nutritional and fitness behaviors and the onset of lifestyle related diseases. (For example: diabetes, obesity, eating disorders, hypertension, etc. )

EXAMINING THE CONTENT The student will . . .

• evaluate how your model menu meets your nutritional needs and personal preferences using the Harvard Pyramid or MyPlate recommendations.
• evaluate food choices from local restaurants.

FOCUS QUESTIONS

• How can I create and sustain healthful relationships?
• What is involved in being a healthy sexual being?
• How have internal and external influences shaped my attitudes toward sexuality?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• describe the functions of the major male and female reproductive organs.
• sequence the steps of refusal and delay tactics.
• describe the six key symptoms of a sexually transmitted disease.

DEVELOPING AN INTERPRETATION The student will . . .

• explain how to maintain one’s reproductive wellness.
• compare the physical, mental, social, and spiritual consequences of a teen choosing to be sexually active against a teen choosing abstinence.
• explain the benefits of abstinence for teens.
• examine gender roles and their impact on wellness.

MAKING CONNECTIONS The student will . . .

• identify how birth control decreases the risk of pregnancy and disease.
• correlate the relationship between decision making and unplanned pregnancy and disease.
• examine the role external influences (media, parents, peers, the law) and internal influences (curiosity, desire, fear) on sexual decision making.

EXAMINING THE CONTENT The student will . . .

• assess the use of refusal and delay tactics in a variety of sexual situations.
• identify the physical, mental, social, and spiritual effects of an unplanned pregnancy or sexually transmitted disease in the life of a teen.
• analyze the power of choice with personal relationships and examine your personal responsibility and consequences regarding actions related to sexuality.

FOCUS QUESTIONS

• Which environmental factors are currently impacting your health?
• How do you identify community health services that are available?
• Why is it your social and civic duty to act in an environmentally responsible manner?

CONTENT OBJECTIVES

DEVELOPING A GENERAL UNDERSTANDING The student will . . .

• identify the governmental agencies responsible for addressing environmental concerns.
• describe the environmental issues that are important in our society.
• describe the community health services that are available to Ridgefield teens.
• prioritize the environmental issues that you feel are the most significant.

DEVELOPING AN INTERPRETATION The student will . . .

• hypothesize what will be the environmental impact of current practices in 10, 20, and 30 years.
• explain the potential impact on your health of two community services.
• create a plan of environmentally responsible actions that you can perform on a regular basis.

MAKING CONNECTIONS The student will . . .

• prioritize environmental issues based upon current local and national concerns.

EXAMINING THE CONTENT The student will . . .

• analyze how our actions and choices impact the environment and our personal health.