Grade 9

Grade 9 Objectives

Required Grade 9 Units

Decision-making Process Unit

See objectives in sample unit.

Dating Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will acquire and evaluate health-related information to discover that dating comes in various forms and serves many different purposes.

Students will conclude that limits need to be discussed and agreed upon beforehand.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• describe the important characteristics of someone they may want to date
• explore why and how people dated in the past
• identify similarities and differences that exist among different cultures about how and why people date
• seek out information from people who may be knowledgeable (e.g., parents, grandparents, elders, church leaders, community leaders of cultural groups) (IL)
• seek information through a steadily expanding network of options including other libraries, databases, and the Internet (IL)
• give examples of things people do on dates
• outline the positive and negative aspects of dating
• identify the positive consequences of setting limits and agreeing to them early in dating relationships
• discuss date rape in the context of setting limits
• review the personal standards (from grade 6) that affect the limits they set for themselves in dating relationships
• review the strategies of personal commitment (grade 7) required to set limits in dating relationships
• review the assertiveness skills needed to set limits early in dating relationships and practise them in role play situations
• review the support strategies (grade 8) that would help them stick to the limits they have established
• review strategies to support peers who have chosen not to date at this time in their lives
• review the support strategies needed by someone who has experienced date rape or assault.

Foundational Objectives for Level B - Make an Informed Decision

Students will learn the lifelong skills of making health-enhancing decisions about dating.

Students will acknowledge the role health promotion makes in decision making.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• review the determinants of health and decide which of them apply to youth and dating in their community
• review the strategies of health promotion and determine which of them apply to youth and dating in their community
• seek information from people who may be knowledgeable (e.g., health promotion contacts in health districts) (IL)
• identify some challenges that surround the idea of dating in their community (e.g., youth complain of nothing to do)
• identify some health promotion strategies they might use to increase the options of healthy activities available for those who date and for those who do not
• explore the consequences of each strategy for themselves, other youth in the community, and the community as a whole
• select the best health promotion strategy based upon specific criteria (CCT)
• compile a goal statement to promote increasing the options of healthy activities available for those who date and for those who do not.

Level C - Carry Out an Action Plan

Two action plans throughout the school year or semester is the minimum expectation for grade 9 students. Teachers and students may choose to implement action plans in any units. Action plans are included in the sample units for grade 9 contained within this guide. See the chart on page 14 for identification of sample units.

Some students are dating in grade 8 and others are not. Some report dating at an early age for lack of something better to do. One possible action plan is one that promotes a variety of healthy activities in the community for those who date and for those who do not.

Chronic Illness Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will acquire and evaluate multiple sources of information to increase their knowledge about chronic illnesses.

Students will conclude that people with chronic illnesses want and need to be treated as much like the general population as possible.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• give examples of chronic illnesses
• state their feelings about specific chronic diseases and the people who have them
• examine personal knowledge in terms of what they already know and what they want to know (CCT)
• act upon the principle of respect for persons (PSVS)
• explore the differences between an acute disease, an infectious disease, and a chronic disease
• summarize the cause, symptoms, treatment, and prognosis of chronic illnesses that are of interest to them or are prevalent in their family or community
• gather information from a variety of sources and evaluate both the sources of information and the information itself
• consciously evaluate what is being read, heard, or viewed (CCT)
• give examples of ways in which people with chronic diseases are the same as people in the general population
• give examples of ways in which people with chronic diseases are different from people in the general population
• seek information from people who may be knowledgeable (e.g., people who have chronic diseases, caregivers for people with chronic diseases, parents and grandparents, community agencies, health care workers) (IL)
• through role play, experience for a day a chronic disease that includes a disability for purposes of identifying feelings associated with that disease and identifying positive ways others can support people with chronic disease and disability (e.g., arthritis, visual impairments, hearing impairments, paraplegia, multiple sclerosis, Parkinson's)
• identify the agencies, organizations, and other sources of support in the community for people who live with chronic illness
• point out some of the barriers that exist in the community for people who have chronic diseases.

Foundational Objective for Level B - Make an Informed Decision

Students will decide how to promote information about various ways for the community to support people with chronic illnesses.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• identify the wants and needs that people with chronic diseases have in common with other people
• review the determinants of health and determine, from their role play experience with a chronic disease for a day, which ones apply in their community
• review health promotion strategies and determine, from their role play experience with a chronic disease for a day, which ones might apply in their community
• list some of the ways in which they could promote information about how the community can support people with chronic diseases
• outline the consequences of each strategy for themselves, the people living with chronic diseases, and the community as a whole
• decide which health promotion strategy is the best way to develop positive attitudes or foster existing healthy attitudes toward people with chronic diseases in their community
• design a goal statement to promote information about various ways for the community to support people with chronic diseases.

Level C - Carry Out Action Plan

Some students may define 'community' as their school and work to promote ways of encouraging students with chronic illnesses to become involved in extra-curricular activities. Other students may define 'community' as being their neighbourhood and work to have the school population support neighbourhood families who experience chronic illnesses.

HIV/AIDS Education Unit

See objective in sample unit.

Tobacco Industry Unit

See objectives in sample unit.

Optional Grade 9 Units

Promoting Ways to Reduce Common Illnesses Unit

Foundational Objective for Level A - Extend Knowledge Base

Students will acquire and evaluate multiple sources of information in order to develop strategies to care for themselves throughout common illnesses such as colds and flu.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify selection criteria and use them to evaluate sources of information about common illnesses such as colds and flu
• state the causes of colds and influenza and how to avoid spreading such illnessess
• examine cures and behaviours from the past
• seek information from people who may be knowledgeable (e.g., doctors, nurses, parents, grandparents, elders, teachers, teacher-librarians) (IL)
• list criteria and use them to evaluate the information contained in the resources gathered on the topic of colds and flu
• list symptoms of colds and flu
• explore the role of media in caring for colds and flu
• compare similarities and differences in claims, ideas, opinions, or events (CCT)
• identify and understand persuasion and propaganda techniques (e.g., loaded words, unsubstantiated claims, etc.) (C)
• outline the best practices of self-care as learned from reliable sources of information.

Foundational Objective for Level B - Make an Informed Decision

Students will decide how to promote best practices of self-care during common illnesses such as colds and flu.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• predict some of the challenges surrounding the promotion of self-care during common illnesses such as colds and flu
• review the determinants of health and decide which of them apply to the concept of looking after themselves when they have a cold or the flu
• review health promotion strategies and determine which ones might best apply to self-care during common illnesses
• predict the consequences of possible promotion strategies based upon a target audience of school aged children (kindergarten to grade 9)
• select the best health promotion strategy based upon such criteria as their leadership skills and the effectiveness for the target audience
• compose a goal statement to promote best practices of self-care during common illnesses such as colds and flu.

Level C - Carry Out an Action Plan

Some grade 9 students may work with students at the Elementary Level to promote ways of reducing the spread of common illnesses. Some might choose to conduct a community wide media campaign about the benefits of washing our hands at least 12-14 times a day.

Safety at School, at Home, and in the Community Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will acquire and evaluate multiple sources of information about safety at school, at home, and in the community.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify possible sources of information about safety at school, in the home, and in the community
• evaluate the sources of information
• describe internal and external signals of danger in familiar and unfamiliar situations
• list unsafe practices that endanger the lives of young people and understand why these practices occur
• consciously evaluate what is being read, heard, or viewed (CCT)
• identify situations when their safety might be in jeopardy
• demonstrate the assertiveness skills to protect themselves and others
• identify effective decision-making strategies to respond to peer pressure in unsafe situations
• create and enact role play scenarios to demonstrate effective decision-making strategies to respond to signals of danger in familiar and unfamiliar situations.

Foundational Objective for Level B - Make an Informed Decision

Students will decide how to promote safety at home, in the school, and in the community.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• list ways to become involved in the promotion of safety at home, in school, or in the community
• predict the health promotion leadership skills needed to promote safety at home, in school, or in the community
• establish criteria and use them to evaluate the strategies to promote safety at home, in school, or in the community
• render a judgement and support that judgement by referring to clearly defined criteria (CCT)
• establish a goal to promote safety at home, in the school, or in the community.

Level C - Carry Out an Action Plan

Some students may work with Elementary Level students to promote the basics of electrical safety, water safety, or any kind of safety that is of concern in the community. Other students may choose to promote safety by forming a SADD group in the school. There are unlimited possibilities in this unit.

Promoting a Healthy School Food Policy Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will acquire and evaluate multiple sources of information about the principles of a healthy school food policy.

Students will understand that there are many ways of taking a leadership role in health promotion.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• name possible sources of information related to healthy school food policies
• identify selection criteria and use them to evaluate the different sources of information about school food policies
• gather examples of school food policies for purposes of comparison
• seek information through a steadily expanding network of options, including other libraries, databases, and the Internet (IL)
• establish criteria based upon Canada's Food Guide and compare the school food policies to the principles outlined in it
• seek information from people who may be knowledgeable (e.g., nutritionist in the health district; dietitian at a hospital, clinic, or wellness centre) (IL)
• identify the influences that affect the development, or lack of development, of a healthy school food policy
• review leadership skills that can be used in promoting a healthy school food policy at school tournaments, at school special events, and regarding vending machines or lunch counters.

Foundational Objective for Level B - Make an Informed Decision

Students will decide how to promote a healthy school food policy.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• predict obstacles or barriers to promoting a healthy school food policy
• review the health determinants and decide which of them might apply to school food policies in their community
• review health promotion strategies to determine which of them might apply to school food policies in their community
• review the skills and traits of support people they may need in their school and community
• analyze the consequences of each suitable promotion strategy
• select the best promotion strategy and support the judgement based upon specific criteria (CCT)
• compile a goal statement that promotes a healthy school food policy.

Level C - Carry Out an Action Plan

In schools where lunch is served in a cafeteria or multi-purpose room, students might promote enhancing the healthy food options. In schools where there are vending machines, students might promote the addition of healthy food choices. Other students may want to promote healthy food choices being offered at school tournaments.

Gambling Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will understand that gambling involves both economic and social risks.

Students will acquire and evaluate multiple sources of information about gambling.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify possible sources of information and consider the authority of such sources (CCT)
• discuss some general issues related to gambling
• identify community agencies that provide support for people confronting such issues
• explore the benefits and the costs of gambling to a community
• extend their knowledge of the history of gambling
• compare the history of gambling in Saskatchewan to the history of gambling in other places.

Foundational Objective for Level B - Make an Informed Decision

Students will decide how to promote alternatives to gambling.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• identify a gambling challenge or issue to promote in their community
• list different ways in which they might inform the community about the selected gambling issue
• predict the consequences of each of the alternatives and decide on the best one
• render a judgement and support it by referring to clearly defined criteria (CCT)
• establish a health promotion goal regarding community awareness of a gambling issue.

Level C - Carry Out an Action Plan

Individuals or groups of students may choose to promote health by informing the community of the benefits and hardships involved in gambling. They may attend a council meeting, write an article in the local paper, or arrange for an interview on a local television station.

Tragic Death and Suicide Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will acquire and evaluate multiple sources of information about tragic death and suicide.

Students will understand that most people who attempt suicide give out some clues beforehand and that it is useful to know what the common clues are.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify selection criteria and use them to evaluate multiple sources of information about tragic death and suicide
• outline some of the myths that surround suicide
• examine personal knowledge in terms of what they already know and what they want to know (CCT)
• identify strategies and use them to evaluate the information contained in the many resources gathered on the topic of tragic death and suicide
• identify some warning signs of suicide
• outline the connection between self-esteem and suicide
• identify ways to support a peer who may be contemplating suicide
• seek information from people who may be knowledgeable (e.g., teachers, guidance counsellors, elders, clergy, Kids Help Line)
• identify ways to help themselves if they are contemplating suicide
• list agencies or organizations that provide support for those considering suicide or coping with the tragic death of a friend or family member.

Foundational Objective for Level B - Make an Informed Decision

Students will decide how to promote an awareness in the community of the signs that accompany suicide and the supports available.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• identify suicide information about which they can inform their community (danger signals, ways to prevent suicide, and areas of support, etc.)
• list different ways in which they might inform the community about their suicide information
• predict the consequences of each of the alternatives and decide on the best one
• render a judgement and support that judgement by referring to clearly defined criteria (CCT)
• establish a health promotion goal regarding community awareness of a tragic death or suicide issue.

Level C - Carry Out an Action Plan

Individual students may choose to promote health by informing the school population about the warning signs of suicide. Small groups of students may decide to promote health by creating a bulletin board display focusing on community supports for those contemplating suicide.

Abstinence, Sexually Transmitted Diseases, Pregnancy, and Contraception Unit

Note: This unit requires school division board approval prior to teaching it.

Foundational Objectives for Level A - Extend Knowledge Base

Students will acknowledge that early sexual activity can be harmful physically and emotionally and can have a serious negative impact on life goals.

Students will understand that sexually transmitted diseases are preventable, and that some are treatable while others are not.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify and clarify some of the myths that surround teenage pregnancy
• examine personal knowledge in terms of what they know and what they want to know (CCT)
• explain the developing reproductive systems
• explain the process of intercourse and fertilization
• identify the outcomes of sexual intercourse
• be aware of the development of the embryo from conception to birth
• understand the effects of alcohol and other drugs on the developing child (e.g., fetal alcohol syndrome (FAS) and other alcohol related birth defects)
• understand the process of labour and birth
• be aware of the responsibilities of parenthood
• explore various forms of conception control, including abstinence
• consciously evaluate what is being read, heard, or viewed (CCT)
• outline the personal standards (from grade 6) that influence a person's decisions about postponement of first sexual intercourse
• list the strategies of personal commitment (from grade 7) that a person needs to stick to his or her decisions
• list ways to support friends (from grade 8) and their decisions (e.g., dating, sex, and birth control)
• identify where birth control information can be obtained
• seek information from people who may be knowledgeable (e.g., caregivers, public health nurse, teacher, guidance counsellor, family doctor, community clinic) (IL)
• identify the risks associated with teenage pregnancy
• identify the short-term consequences of the pregnancy for the mother, the father, and their parents
• identify some of the long-term ramifications of teenage pregnancy on life goals
• identify emotional and social implications of teenage pregnancy for the baby, the mother, the father, and their parents
• explore alternatives regarding unplanned pregnancy
• describe the causes and symptoms of common sexually transmitted diseases (STDs)
• gather information from multiple sources about STDs and evaluate both the sources of information and the information itself
• be aware of the common sexually transmitted diseases and how they endanger health
• identify ways to avoid sexually transmitted diseases
• be aware of the ways in which STDs can endanger health.

Foundational Objectives for Level B - Make an Informed Decision

Students will decide how to promote health-enhancing decisions among teens regarding sexual activity.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• identify an issue for youth in their community regarding contraception, teen pregnancy, or sexually transmitted diseases
• review the determinants of health and decide which of them apply to the issue they have identified concerning contraception, teen pregnancy, or sexually transmitted diseases
• review the strategies of health promotion to determine which of them might apply to the challenges youth face in their community about contraception, teen pregnancy, or sexually transmitted diseases
• list ways they might use to inform the community of their contraception, teen pregnancy, or sexually transmitted diseases issue
• predict the consequences of each alternative and decide upon the best one
• render a judgement and support that judgement by referring to clearly defined criteria (CCT)
• establish a health promotion goal regarding community awareness of a contraception, teen pregnancy, or sexually transmitted diseases issue.

Level C - Carry Out an Action Plan

Action plans in this unit, as in all others, will vary from classroom to classroom and from one community to another. For example, some students may decide to promote health by meeting with the health education liaison committee to advise them of particular needs experienced by youth in their community concerning abstinence, STDs, pregnancy, and contraception.