Grade 3: New 2015 Sex-Ed Curriculum

Here is the link to the Ontario Curriculum doc from which this section was pulled from: http://www.edu.gov.on.ca/eng/curriculum/elementary/health1to8.pdf

grade3-healthy-living

Human Development and Sexual Health

C1.3 identify the characteristics of healthy relationships (e.g., accepting differences, being inclusive, communicating openly, listening, showing mutual respect and caring, being honest) and describe ways of overcoming challenges (e.g., bullying, exclusion, peer pressure, abuse) in a relationship [IS]

  • Teacher prompt: “Consider different types of relationships – with friends, siblings, parents, other adults – and think about the kinds of behaviour that help to make those relationships healthier. What can you do if you are having problems with a relationship?”
  • Student: “I can tell the person how I’m feeling, and we can try to work something out, or if we can’t solve the problem, we can just say we disagree. We could also try to get advice from someone else.”

 

C1.4 identify factors (e.g., sleep, food, physical activity, heredity, environment, support from a caring adult, sense of belonging, peer influence) that affect physical development (e.g., of hair, skin, teeth, body size and shape) and/or emotional development (e.g., of self-awareness, adaptive skills, social skills) [PS]

  • Teacher prompt: “There are factors that affect your development that you can control and other factors that you cannot control. Can you give me examples of both types of factors?”
  • Student: “I can’t control my heredity, which affects my body size and shape. I can’t control my family situation, or my cultural background, or where I grow up. I can usually control how often I brush my teeth, what foods I choose to eat from those that are available, how I choose my friends, and some of the activities I do.”
  • Teacher: “Having a sense of belonging, of being accepted and understood, is important for emotional development. How can you show acceptance or understanding of students who may be different in some way – in shape and size, ability, background, family, or the way they do things – from others around them?”
  • Student: “I can stand up for someone who is being teased because they are different. I could try to learn more about people who do things differently than I do – such as learning about how some people who are deaf can talk using their hands, how some people with physical disabilities move with a wheelchair, or what someone who has a different religion from mine believes in.”

C3.3 describe how visible differences (e.g., skin, hair, and eye colour, facial features, body size and shape, physical aids or different physical abilities, clothing, possessions) and invisible differences (e.g., learning abilities, skills and talents, personal or cultural values and beliefs, gender identity, sexual orientation, family background, personal preferences, allergies and sensitivities) make each person unique, and identify ways of showing respect for differences in others [PS, IS]

  • Teacher prompt: “Sometimes we are different in ways you can see. Sometimes we are different in ways you cannot see – such as how we learn, what we think, and what we are able to do. Give me some examples of things that make each person unique.”
  • Student: “We all come from different families. Some students live with two parents. Some live with one parent. Some have two mothers or two fathers. Some live with grandparents or with caregivers. We may come from different cultures. We also have different talents and abilities and different things that we find difficult to do.”
  • Teacher: “How can you be a role model and show respect for differences in other people?”
  • Student: “I can include others in what I am doing, invite them to join a group, be willing to be a partner with anyone for an activity, and be willing to learn about others.”

Healthy Eating

C1.1 demonstrate an understanding of how the origins of food (e.g., where the food is grown, how it is made) affect its nutritional value and environmental impact [CT]

  • Teacher prompt: “What is the difference between processed and unprocessed foods – for example, processed cheese and a wedge of cheese, toasted oat cereal and large-flake oatmeal, a fruit roll-up and an apple?”
  • Student: “Unprocessed foods are foods that are raw or the way they were before they were processed. Processed foods have been changed in some way to help preserve them or make them more convenient to use or easier to sell.”
  • Teacher: “Processed foods lose some of their nutrients when they are manufactured. How else are processed foods different from fresh foods in terms of nutrients? What is the environmental impact of processed foods?”
  • Student: “Fresh foods can be healthier to eat. Processed foods have more sugar, salt, trans fats, and other things added to improve the flavour or colour or to help preserve them. The way processed foods are made and the way they have to be shipped can make air pollution and other environmental problems worse. Manufacturing them can also make water pollution worse, and the packaging they come in creates extra garbage.”

C2.1 demonstrate an understanding of the importance of good oral health to overall health, and assess the effect of different food choices on oral health [PS]

  • Teacher prompt: “Problems with teeth or gums can be painful, can make it difficult to eat, and can affect our appearance. Oral health problems can also contribute to health problems that affect other parts of the body, like the heart, lungs, and digestive system. We can keep our teeth healthy by brushing and flossing and going to the dentist for regular checkups. Being careful about what we eat can also help. What kinds of foods should you limit? What could you eat instead?”
  • Student: “I should limit the amount of sugary foods that I eat, especially those like sticky popcorn or candy apples that stick to your teeth. I can eat apples without the candy coating instead, or a piece of cheese, or vegetables such as carrots or radishes.”

C3.1 explain how local fresh foods and foods from different cultures (e.g., berries, curries, chapattis, lychees, kale, lentils, corn, nan, wild game, fish, tourtière) can be used to expand their range of healthy eating choices [CT]

  • Teacher prompt: “Why is it a good idea to eat local fresh foods when they are available?”
  • Student: “They are usually more nutritious and taste better, and are better for the environment, because they don’t have to be shipped so far.” • •
  • Teacher prompt: “Look at these different versions of Canada’s Food Guide. This one is in English, these have been translated into different languages, and another is for First Nation, Métis, and Inuit users. What is the same about these guides? What is different about the food choices they recommend, and why are they still healthy choices?”
  • Student: “All of the guides show four food groups, but the foods in the groups are different. They are still healthy choices because they provide all of the nourishment that people need to stay healthy. The translated versions of the guides all show the same pictures, but the languages are different. All of the guides provide information about healthy choices for different cultures. The First Nation, Métis, and Inuit guide has some different information. The picture on the front shows the food groups as a part of a circle instead of a rainbow. It also shows some pictures of some First Nation, Métis, and Inuit foods, like berries, wild plants, bannock, and wild game, and includes healthy living tips that fit with the lives of First Nation, Métis, and Inuit people.”

Substance Use, Addictions, and Related Behaviours

C1.2 demonstrate an understanding of different types of legal and illegal substance abuse (e.g., dependency on nicotine in cigarettes or caffeine in coffee, energy drinks, and colas, or sugar and salt in sports drinks, or alcohol in beer, wine, and spirits) and the impacts of abusing these substances on themselves and others (e.g., dependencies or addictions, financial stresses, legal issues, health issues, environmental issues)

  • Teacher prompt: “When a family member is abusing alcohol, there is an impact on him or her, but there is also an impact on others. What impact does it have on others in the family?”
  • Student: “People who abuse alcohol may not be able to take good care of their families. They may miss important events, spend money on alcohol that is needed for other things, or get involved in arguments. Sometimes emotional or physical abuse happens in families if someone is abusing alcohol.”
  • Teacher: “Pop and sports drinks are not illegal substances, but consuming too much of them can still lead to problems. What problems might be associated with drinking too much of these kinds of drinks?”
  • Student: “Drinking too much of these drinks can give you more caffeine, sugar, or salt than is good for your body. Too much caffeine can make you jittery or too excited and may even make you addicted to caffeine. When you are addicted to caffeine, you sometimes get a headache when you do not have the caffeine. Too much sugar can lead to tooth decay. Too much salt makes your blood pressure go up and is not good for the heart. Also, you can get too full drinking these drinks and then not eat enough healthy foods.”

C2.3 apply decision-making strategies to make healthy choices about behaviours and the use of various substances in ways that could lead to dependencies, identifying factors that should be considered

  • (e.g., short-term use of medications can be helpful for an illness, but misuse of some medications could lead to dependency or harm; moderated television watching or computer use can provide healthy entertainment or new learning or be necessary to complete school work, but too much screen time can reinforce sedentary habits and inactivity, which can lead to social isolation and increased vulnerability to physical ailments;cultural teachings can provide guidance when considering the impact of using substances) [CT]
  • Teacher prompt: “What can you do to make healthier choices about substances or dependent behaviours?”
  • Student: “I need to think about what is healthy for me and what could be harmful and also what is legal and illegal. I can collect information and check facts about what I hear. I can find out where to get help if needed. I can pay attention to my choices and my behaviour and think about what needs to change. I can discuss things that are a problem with a friend or an adult and start looking for solutions.”

Personal Safety and Injury Prevention

C2.2 apply their understanding of good safety practices by developing safety guidelines for a variety of places and situations outside the classroom

  • (e.g., guidelines for water safety; safe routes and practices for going to school; home fire safety and emergency plans; safe camping checklists; guidelines for safe Internet use; guidelines for personal hygiene and the prevention of infectious diseases; wildlife safety precautions; guidelines for managing allergies; Halloween safety practices; rules for behaviour around guide dogs, other service animals, and animals in general) [CT]
  • Teacher prompt: “What are some examples of how you might prepare yourself or your family to respond in an emergency – like a fall into deep water or a house fire?”
  • Student: “In an emergency, it helps to have a plan. To prepare for an emergency around water, I could learn basic swimming skills, such as finding the surface, supporting myself at the surface, and swimming a short distance. I could also learn about basic boating safety rules, such as wearing a personal flotation device whenever I’m in a boat and staying with the boat if it overturns. To prepare for a home emergency like a fire, I could help make a family escape plan that we could use in case of fire, with escape routes and meeting places.”
  • Teacher prompt: “How do you stay safe when walking to school?”
  • Student: “I am careful when going by driveways and parking lots. I make eye contact with drivers before crossing the road, so that I know they have seen me. I walk with someone else.”

C3.2 explain how the portrayal of fictional violence in various media (e.g., television dramas, video games, Internet, movies) can create an unrealistic view of the consequences of real violence (e.g., physical trauma, chronic disability, family stress, death) [IS]

  • Teacher prompt: “Watching violence in movies, in video games, and on television might make you think that violent behaviour is normal or acceptable. How is violence in a cartoon different from real life?”
  • Student: “In a cartoon, characters aren’t really hurt. If they are badly hurt in one scene, they may suddenly be all right in the next. In real life, a person involved in violence can be seriously hurt, physically and emotionally.”
  • Teacher: “Why is play fighting not a good idea?”
  • Student: “Nobody intends to hurt anybody in a play fight, but someone may get hurt accidentally. If the person who gets hurt gets angry, then the play fighting can turn into real fighting.”
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