Phys-ed: Grade 7 Healthy Living Unit Overview

Health & Physical Education

Healthy Living Unit

Grade 7

Why is the content of this unit important to teach?

The healthy living unit is one of the rare units that is directly relatable to the students personal lives. In grade 7, students are beginning a long and difficult journey into adulthood. This process is often one the students are ill-equipped to face. Some students don’t have parents who address the topics at home, with others only getting the clinical version. Also, some teachers are uncomfortable with this topic as well, leaving students feeling confused, embarrassed without effective coping strategies.

In this modern age of convenience, healthy eating is undervalued and often over-looked. Obesity Canada reports that 10 to 25% of all teenagers and 20 to 50% of all adults have a weight problem. It is known that obesity brings many health hazards with it, including heart attacks, strokes and diabetes with all of its complications. This unit can help provide the foundation to a healthier future for these students.

Depending on the region, substance use may already be a fact of life for graded 7 students, or they may not be exposed to it until high school. Either way, it is imperative that students understand the dangers, short and long term effects, and strategies for dealing with peer pressure before it’s too late.

The class for which this unit is intended is located in a rural area and comprises31 students, 30 of which are of White European descent, and the other is an English Literacy Development (ELD) from Russia. There are 15 boys and 16 girls. One student has a behavior problem, ADD.

Goals/Big Ideas

  1. You are okay just as you are. Losing weight, doing drugs, getting caught up in a relationship won’t change who they are. In fact, they will make it harder to see your authentic self. So love yourself first and you won’t need those things to feel good.
  2. Live a healthy life: eat well, exercise and stay clean. A healthy lifestyle is related to a healthy self-esteem.
  3. Knowledge is power. Only you can make the right decisions for yourself, so make sure you are informed about drugs, pregnancy, diseases, and a healthy lifestyle. But remember, we all make mistakes, so know who you can go to for support.

Overall Expectations
By the end of Grade 7, students will:

  1. relate healthy eating practices and active living to body image and self-esteem;
  2. describe age-appropriate matters related to sexuality (e.g., the need to develop good interpersonal skills, such as the ability to communicate effectively with the opposite sex);
  3. explain how harassment relates to personal safety;
  4. apply living skills to deal with peer pressure related to substance use and abuse.
Lesson Number & Title Lesson Description Assessment (Type, Strategy, Tool)
Relates to culminating activity or test?
1. Healthy Eating  Identify factors that influence their healthy eating and physical activity choices, demonstrate how these can be positive or negative, and determine how the negative influences can be overcome. Comic Strip (Visual Arts) including factors that influence them and how they deal with them in a healthy and positive manner.
2. Image Gap This lesson helps students understand how self-image can influence lifestyle choices. Students begin by identifying those qualities they admire most in peers, and by comparing their self-image with these qualities. They learn to identify self-image “problems” and develop positive strategies for dealing with these problems. Problem & Strategies Handout: Think of all the ways you could try and solve each problem, then decide which is the best strategy
3. Healthy Sexuality and Refusal Skills Indentify what a healthy & unhealthy relationship looks like, sounds like and feels like. Distinguish between assertiveness and harassment. Students demonstrate refusal skills, active listening, and assertiveness through role play. Students role-play various scenarios related to the topic of sexuality and harassment. Drama: students are given an unhealthy scenario to act out. Students will continue the scenario to look at refusal and assertiveness skills. .
4. Puberty & Reproduction (two periods) To review the physical and emotional changes of puberty.
To learn facts and myths about the reproductive system as it relates to fertilization
Label Diagram: Label the male and female reproductive organs.
5. Contraception & STDs
  1. To identify the risks of unprotected sex, including a review the most common STDs.
  2. Identify and evaluate basic types of contraceptives; i.e., abstinence, condom, foam, birth control pills.
Matching Exercise: Put the correct STD with the correct definition.
6. Substance Use & Abuse
  1. To learn about drugs, their effects on the mind, body and soul.
  2. To learn refusal strategies and support systems.
Public Service Announcement Radio Ad.
Language Arts: Divide the class into at groups of 2-3 (one group for each type of drug listed on the board). They will be given fact sheets on a drug and they will be creating a public service announcement radio commercial targeted at students their own age.
Summative Assessment
  1. Perform a case study on one of the following situations: healthy living, healthy sexuality, harassment or substance abuse.
  2. You may select a situation from a book, a TV show, a movie, someone you know (as long as it is done extremely confidentially), or you can make one up. For example,
    1. Healthy Relationship: You could choose the movie Twilight and examine the relationship between Bella and Edward.
    2. Healthy Eating & Activity: You could look at a parent’s eating habits and lifestyle.
    3. Harassment: You could look at a sibling who was bullied, or a character on or Degrassi High
    4. Substance Abuse: You could look at a student on the TV show 90210.
  3. You may work alone, or in pairs, but each person will need to hand in their own unique report.
  4. Look at the topic questions below and be sure your report addresses each of the questions. Some of the answers you will have to guess at, such as “What could happen in the future if they keep living this way?” When examining sources of support, you may refer to friends or family, or you may want to research a support group in the area that your subject could visit. I am not looking for exact answers, but am interested in your critical thinking skills, and your “best guesses”.
  5. My ELD student may create a story book, where she draws pictures of scenarios, and she may even cut-and-paste pictures from magazines, pamphlets, or website images.

 

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