Poster Campaign to Promote Wellness in Waterloo Region and the WRDSB School Community – Nov 18

The WRDSB has partnered with the WCDSB (Catholic Board), Lutherwood, KW Counselling and the Canadian Mental Health Association (CMHC) to create a poster or series of posters that promote mental well- being. These posters will be displayed in elementary and secondary schools in our Region, as well as in social service organizations and potentially common community places.

Invitation to Design a Poster

We are inviting students to design a poster that promotes the following messages:

  • Positive mental health and well-being apply to all of us (messages that are applicable to all students from JK-Grade 12)
  • Talking about mental health and getting help breaks down barriers and stigma re: mental illness
  • If a student is in crisis, contact Here 24/7 at 1 844 437 3247 or the Kids Help Phone 1 800 668 6868
  • The following apps can be incorporated into the poster: BeSafe, MindyourMind, Always There, MindShift, Virtual Hope Box but we can also add these to a bottom banner.

Please use images/concepts that will not be soon outdated, and use images, colours, graphics that are bold and catch one’s attention.

Please submit your artwork by November 18, 2016 to the WRDSB Mental Health Lead Barbara_Ward@WRDSB.on.ca.

Contact Barbara Ward at 519.570.0003 x 4558 if there are any questions.

Submissions can either be in hard or electronic copy, whatever the original is in. Your school Administrator can help provide access to scanners and inter-office Board mail service if needed.

Loblaw Free Nutrition Field Trip

loblaw-field-trip-image

What is it?

Hands-on nutritional field trip led by the in-store Registered Dietitian through the aisles of our local grocery store — fun activities and healthy snack included! (Approximately 60 minutes in length)

What do students learn about?

  • The benefits of choosing healthy foods
  • Guiding Stars® food navigation system
  • Canada’s Food Guide and the importance of the four food groups
  • Helpful nutritional skills

Why attend?

  • Experiential learning is effective and fun
  • Aligns with Ontario Health and Physical Education Curriculum
  • Encourages activity in your local community

Who is eligible?

  • Students in Junior Kindergarten to Grade 8
  • Groups of 5 – 30 students
  • All non-school youth organizations (including camps, daycares, community and sports groups)

A second field trip option including a Cooking Class is also available for $10 + taxes per participant! Learn more and book online: FieldTripFactory.com or Call: 855.383.0900

Grade 1: 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

grade1-healthy-living

Human Development and Sexual Health

C1.3 identify body parts, including genitalia (e.g., penis, testicles, vagina, vulva), using correct terminology [PS]

  • Teacher prompt: “We talk about all body parts with respect. Why is it important to know about your own body, and use correct names for the parts of your body?”
  • Student: “All parts of my body are a part of me, and I need to know how to take care of and talk about my own body. If I’m hurt or need help, and I know the right words, other people will know what I’m talking about.”

C1.4 identify the five senses and describe how each functions

  • (e.g., sight: the eyes give the brain information about the world to help us see colours, shapes, and movement;
  • touch: receptors in the skin tell us how things feel – if they are hot, cold, wet, dry, hard, soft;
  • hearing: the ears pick up vibrations and send messages to the brain to help us hear sounds that are loud or soft, high- or low-pitched;
  • smell and taste: the tongue is covered with thousands of taste buds and the nose has tiny hairs and nerves that send messages to the brain about how things taste and smell) [PS]
  • Teacher prompt: “How do you use your senses as you explore outside in the natural world? If you close your eyes, what other senses can you use to get information about what is around you?”

C2.5 demonstrate an understanding of and apply proper hygienic procedures for protecting their own health and preventing the transmission of disease to others

  • (e.g., washing hands with soap, using a tissue, sleeve sneezing, brushing and flossing teeth, not sharing hats or hairbrushes) [PS]
  • Teacher prompt: “Why is it important to wash your hands before you eat and after you use the washroom?”
  • Student: “Washing your hands helps to stop germs from spreading. We should wash with warm water and soap for as long as it takes to say the alphabet.”

Personal Safety & Injury Prevention

C2.3 demonstrate the ability to recognize caring behaviours (e.g., listening with respect, giving positive reinforcement, being helpful) and exploitive behaviours (e.g., inappropriate touching, verbal or physical abuse, bullying), and describe the feelings associated with each [IS]

  • Teacher prompt: “Caring behaviours are found in healthy relationships. How might you feel in a healthy relationship?”
  • Student: “I might feel happy, safe, secure, cared for.”
  • Teacher: “How might you feel in a relationship that is not healthy?”
  • Student: “I might feel sad, scared, angry, confused, hurt.”
  • Teacher: “What are some situations in which you might feel that way?”
  • Student: “I might feel that way if someone was being mean or leaving me out, if someone was touching me when I didn’t want to be touched, or if I was left at home alone.”

C2.4 apply their knowledge of essential safety practices to take an active role in their own safety at school (e.g., inform teacher of allergies, be aware of food safety issues, play in supervised areas, follow safe routines for travelling to and from school) [PS]

  • Teacher prompt: “What are some things that students may be allergic to?”
  • Student: “They may be allergic to nuts and other foods, bee stings, or medicine.”
  • Teacher: “What can we do to make the classroom as safe as possible?”
  • Student: “We should not bring anything that might have nuts in it to school. People with allergies who need to use medicine if they have a reaction should carry their medicine [epinephrine autoinjector] with them. We should know who has an allergy and what the signs of an allergic reaction are, and we should get an adult to help if someone is having a reaction.”

C3.1 demonstrate an understanding of how to stay safe and avoid injuries to themselves and others in a variety of situations, using knowledge about potential risks at home, in the community, and outdoors (e.g., items or situations that could lead to poisoning, slips, falls, fire, or injury, including injuries from household products, medicines, kitchen tools and equipment, insecure furniture, candles, toys; road, water, and playground hazards; weather and sun hazards) [PS, CT]

  • Teacher prompt: “What do you do to stay safe and avoid injuries at home and when you are outside?”
  • Student: “I wear a helmet when I ride my bike or go tobogganing. I wear sunscreen and a hat in the summer. I never swim alone. I only take medicine if my parents/caregivers give it to me.”
  • Teacher: “How do you cross the road safely?”
  • Student: “I cross where there is a traffic light or a crosswalk, or at a corner. I look carefully both ways to make sure no cars are coming before crossing. I make sure that the drivers can see me, and that I am not hidden by bushes or cars.”
  • Teacher: “What can you do to stay safe in the kitchen?” Student: “I make sure an adult is with me when I’m doing things in the kitchen. I do not use a knife or other sharp tools on my own, and I don’t touch cleaners and products that are marked with danger symbols.”

Substance Use, Addictions, and Related Behaviours

C3.2 identify habits and behaviours (e.g., excessive screen time or video game usage, smoking) that can be detrimental to health, and explain how people can be encouraged to adopt healthier alternatives [PS]

  • Teacher prompt: “What are some behaviours that can be harmful to your health? What are some things you can do that are healthier or that protect your health and the health of other people?”
  • Student: “Spending too much time watching television or playing computer games keeps us from getting all the physical activity we need. We can play outside after school instead. Smoking is bad for you, and so is breathing smoke that is in the air when other people are smoking. We can ask people not to smoke around us. It is against the law for people to smoke in cars when there are children in the car.”

Healthy Eating

C1.1 explain why people need food to have healthy bodies (e.g., food provides energy for the healthy growth of teeth, skin, bones, muscles, and other body components

  • Teacher prompt: “Just as some toys need batteries to run, we need healthy foods to be active and to grow. How does eating a healthy breakfast every day help you learn?”
  • Student: “It gives me energy to help me stay alert and concentrate.”

C2.1 describe how the food groups in Canada’s Food Guide (i.e., vegetables and fruit, grain products, milk and alternatives, meat and alternatives) can be used to make healthy food choices [CT]

  • Teacher prompt: “Canada’s Food Guide provides information that can help you make healthy food choices. What does the food guide tell you that can help you decide what foods to eat regularly and what foods to limit?”
  • Student: “The guide tells you what kinds of foods to eat and how much. There are four food groups, and we need to eat foods from all four groups.”
  • Teacher: “Can you tell me which foods we should eat every day, and which ones we should eat less often?”
  • Student: “We should eat fruits and vegetables every day. We should eat treats that are not in the food guide less often. Sometimes it is okay to have foods that are not in the guide – like candies, cookies, and sweet treats – but there are also lots of foods that are in the food guide – like berries and other fruits – that are great to have as treats.”

C2.2 know and recognize cues to hunger, thirst, and the feeling of fullness, and explain how they can use these cues to develop healthy eating habits [PS]

  • Teacher prompt: “What does your body do to let you know you are hungry or thirsty?”
  • Student: “My stomach grumbles when I’m hungry and my mouth is dry when I’m thirsty. Sometimes I feel tired or grumpy.”
  • Teacher: “What should you do when this happens?”
  • Student: “I should try to have a snack or a drink when I feel hungry or thirsty.”

Grade 2: 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

grade2-healthy-living

Human Development and Sexual Health

C1.4 outline the basic stages of human development (e.g., infant, child, adolescent, adult, older adult) and related bodily changes, and identify factors that are important for healthy growth and living throughout life [PS]

  • Teacher prompt: “How does your body change as you grow? What helps you to grow and be healthy?”
  • Student: “As you grow, you get taller and bigger. Your bones grow. Your muscles grow. You grow faster at some stages than at others and not everyone grows the same amount at the same time. When you’re an adult, your body doesn’t grow anymore, but it still changes – for example, your skin gets more wrinkled and your hair might turn grey. Things that help make you healthy all through your life are eating well, being active, getting enough sleep, and having people to care for you.”
  • Teacher prompt: “When we look at growth and change throughout life, we can consider teachings from different cultures, including First Nation, Métis, and Inuit cultures, about the cycles of birth, life, and death. Different First Nations have different teachings and ceremonies for each life stage, and about growing and changes in roles and responsibilities at each stage. For example, the Anishinabe People teach about seven stages of life, and believe that at each stage, learning traditional teachings, such as the seven grandfather teachings, from family, community, and elders contributes to healthy growth and living.”

C2.4 demonstrate an understanding of and apply practices that contribute to the maintenance of good oral health (e.g., brushing, flossing, going to the dentist regularly for a checkup) [PS]

  • Teacher prompt: “How should you care for your teeth when you lose a tooth?”
  • Student: “I should make sure my hands are clean when I touch my teeth and remember to brush the gap between the teeth.”
  • Teacher: “It is important to brush your teeth after eating, but if you can’t, what else can you do?”
  • Student: “I can rinse my mouth with water.”

Personal Safety and Injury Prevention

C1.1 demonstrate an understanding of practices that enhance personal safety in the home (e.g., observing precautions for answering the phone and door, establishing home fire escape strategies, respecting electrical outlet covers, following precautions for preparing and storing foods, washing hands) and outdoors (e.g., using UV protection; observing safety rules when riding the bus, riding a bicycle, walking to school, approaching railway tracks and crossings; carrying medication for allergic reactions; being cautious when approaching animals) [PS]

  • Teacher prompt: “What are some things you should do to stay safe when you are at home, outside, or riding on the school bus?”
  • Students:
    • “At home, you should make sure that an adult always knows where you are when you’re playing outside. You should not touch any household product that has a symbol on it that means danger or poison. You should have a plan and know what to do in an emergency.”
    • “When you’re outside, you should wear a hat to protect you from the sun and a helmet when you’re riding your bike, tobogganing, or snowboarding.”
    • “You should sit facing the front of the school bus, and always cross the road in front of the bus when you get off. Don’t get so close to the bus that you can touch it. Get help from the driver or another adult if you drop something in the ‘danger zone’ – the area around the bus where the driver can’t see you.”
    • “If you have a nut allergy, tell your friends and their parents about it when you’re playing at their house. Make sure your snacks do not have nuts, and always carry an autoinjector.”
    • “If you want to come up to an animal or touch it, you have to ask permission from an adult and learn how to do it safely.”

C1.2 identify common food allergies and sensitivities (e.g., to peanuts, tree nuts, milk, eggs, fish) and the reactions they might cause (e.g., swelling, skin rash, difficulty breathing, abdominal cramps, vomiting, diarrhea, coma, death)

  • Teacher prompt: “Anaphylaxis is a serious allergic reaction that can be life threatening. Food is the most common cause of anaphylaxis, but insect stings, medicine, latex, or exercise can also cause a reaction. What is the reason for our school policy that asks students not to bring nut products to school?”
  • Student: “A lot of people have allergies to nuts. If you have a nut allergy, you can have a very dangerous reaction if you eat or come into contact with nuts or something that is made with nuts.”

C2.3 explain the importance of standing up for themselves, and demonstrate the ability to apply behaviours that enhance their personal safety in threatening situations (e.g., speaking confidently; stating boundaries; saying no; respecting the right of a person to say no and encouraging others to respect that right also; reporting exploitive behaviours, such as improper touching of their bodies or others’ bodies) [PS, IS]

  • Teacher prompt: “What can standing up for yourself look like?”
  • Student: “You can hold your head up high, make eye contact, and speak strongly.” Teacher: “In some cultures, making eye contact is considered disrespectful. What can you do then?” Student: “You can stand up for yourself in other ways, by saying no in a polite but firm way, and not doing anything that makes you uncomfortable. You can also try to stay away from people or places where there may be trouble.”
  • Teacher: “Why is standing up for yourself and showing respect for others important in a friendship?”
  • Student: “It helps you when you can say what you think or what you need. Friends should listen to each other and show respect. When someone tells a person to stop, that person should stop. For example, if someone teases me about my allergy to nuts, I can tell them to stop and let them know that contact with nuts could make me stop breathing.”
  • Teacher: “If someone does something that you do not like, touches you in an inappropriate way, or asks to touch you in a way that makes you feel uncomfortable or confused, how can you stand up for yourself?”
  • Student: “I can say no and move away. My body is mine. I can tell someone – like a parent, a teacher, an elder, a doctor – that I need help. I can keep telling until I get help.”

C3.1 describe how to relate positively to others (e.g., cooperate, show respect, smile, manage anger, pay attention to what people say and to their facial expressions and body language), and describe behaviours that can be harmful in relating to others (e.g., verbal abuse, including both online and face-to-face name calling, insults, and mocking; deliberately ignoring someone, or ignoring the feelings they express; physical violence, including pushing, kicking, and hitting) [IS]

  • Teacher prompt: “What does being a good friend look like? How can you show that you’re a friend while working in groups?”
  • Student: “I can make sure to include everyone, be nice to anyone who wants to be my partner, share toys and equipment, be encouraging, keep my hands to myself, and speak nicely.”
  • Teacher: “Calling someone a name or leaving them out of a group because of how they learn, speak, or look are examples of abusing or mistreating someone with your words or behaviour. We are learning how to prevent and change this behaviour and also how to respond to this behaviour if it happens. What could you do to help in this kind of situation?”
  • Student: “I could make sure I don’t behave that way. If I saw someone else doing it, I could tell the person to stop, or get help from an adult. I could also be friendly to the person who is being treated badly.”

Substance Use, Addictions, and Related Behaviours

C1.3 describe the difference between prescription medicines and non-prescription medicines, giving examples of each, and identify rules for the proper use of all medicines

  • Teacher prompt: “Prescription medicines, such as penicillin and other antibiotics, are prescribed by a doctor and are available only at a pharmacy. How can you recognize a prescription medicine?”
  • Student: “On the label of the bottle, it has the name of the patient, instructions for using the medicine, and a prescription number.”
  • Teacher: “How are commonly used non-prescription medicines and health care supplements – for example, cough syrup; vitamins; herbal, homeopathic, and naturopathic remedies; and First Nation, Métis, and Inuit traditional medicines – different from prescription medicines?”
  • Student: “You don’t need a prescription from a doctor to get them. You can get them in places like health food stores and not just in pharmacies. Traditional First Nation, Métis, and Inuit medicines are usually made from things like plants that grow in the forest.”
  • Teacher: “What should we do to ensure that medicines are used safely and correctly?”
  • Student: “You should only take medicine that an adult who is caring for you gives you. You should never share prescription medicines. All instructions, like how much you should take and when you should take it, for all medicines should be followed carefully.”

C3.2 describe methods that may be used instead of or in combination with medication to maintain good health and prevent or treat various health problems (e.g., getting more sleep to help get rid of a cold; getting more fresh air and physical activity to relieve headaches; eating healthier meals as recommended in Canada’s Food Guide; using natural healing practices) [CT]

Healthy Eating

C2.1 use Canada’s Food Guide to assess the nutritional value of meals (e.g., in terms of food groups and number and size of servings), and identify food and beverage choices that enhance healthy growth and development

  • Teacher prompt: “Here is a picture of a school lunch. What food groups do you see in this lunch? Is this a healthy lunch? What might make it healthier?”
  • Student: “A healthy lunch has foods from different parts of the food guide. This lunch has rice from the grain products group, a piece of chicken from the meat and alternatives group, and carrots from the vegetables and fruit group. There are cookies for dessert. This is a healthy lunch. If there were also a piece of fruit, or yogurt from the milk and alternatives group, it would be even healthier.”

C2.2 demonstrate an understanding of how to make healthy food choices for meals and snacks, considering the factors they can and cannot control (e.g., the food that’s available in the home; the food that’s available when eating out; energy needed at different times of day; allergies; food guidelines associated with medical conditions such as diabetes or celiac disease; food safety related to food preparation, storage, handling, and cleanliness) [CT]

  • Teacher prompt: “What are some things to consider when choosing a snack?”
  • Student: “A snack should give me energy and it should be safe and easy to eat. Snacks with less sugar – like fruit and vegetables – are better for my teeth. Also, some foods need to be kept cold to be safe to eat.”
  • Teacher: “What can you do if you are going to be somewhere where there are only a few healthy choices or none at all?”
  • Student: “I should try to make the healthiest choice I can, like having a salad instead of fries at a fast-food restaurant. Or I can go ahead and eat what is available, as long as I don’t do it regularly or too often. If I’m not too hungry, I can wait to eat something healthier later. I can try to bring a healthy snack from home next time, or if my school has a healthy snack program, I can have a snack at school.”

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.”

Grade 4: 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

grade4-healthy-living

Human Development and Sexual Health

C1.5 describe the physical changes that occur in males and females at puberty (e.g., growth of body hair, breast development, changes in voice and body size, production of body odour, skin changes) and the emotional and social impacts that may result from these changes [PS]

  • Teacher prompt: “During puberty, the male and female bodies undergo many changes. Everyone experiences these changes at different rates and at different times. Increases in weight and body fat are normal. Sometimes it is difficult getting used to the changes that are happening so quickly. Feelings can be much more intense. What are some of the feelings you might have as you start to experience changes with puberty?”
  • Student: “Excitement, happiness, embarrassment, confusion, and fear are some of the feelings I might have. It is sometimes hard to recognize what I am feeling and why things feel different.” • • • • •
  • Teacher prompt: “What can change socially as you start to develop physically?”
  • Student: “Relationships with friends can change, because sometimes people start being interested in different things at different times. Some people start ‘liking’ others. They want to be more than ‘just friends’ and become interested in going out. Sometimes people treat you as if you are older than you actually are because of how you look. Sometimes classmates, friends, or family make comments or tease you about the changes.”
  • Teacher prompt: “Some cultures have traditions associated with puberty that mark the transition from childhood to adulthood. Can you give me some examples of these?”
  • Student: “In Judaism, a bar mitzvah or bat mitzvah is celebrated at age thirteen, when a boy or girl comes of age, according to religious law, and can now participate as an adult in the religious life of the community. Many Aboriginal societies have rites of passage that signal that adolescent boys and girls are ready to take on adult roles in society.”

C2.4 demonstrate an understanding of personal care needs and the application of personal hygienic practices associated with the onset of puberty

  • (e.g., increased importance of regular bathing/showering and regular clothing changes; use of hygiene products; continuing importance of regular hygiene practices, including hand washing, oral health care, and care of prosthetic devices and residual limbs) [PS]
  • Teacher prompt: “Why is it important to shower and change clothes more often as you approach puberty? What other things do you need to think about?”
  • Student: “As our bodies change, we perspire more. We should also be aware of spreading germs, and avoid sharing hats, lip gloss, hairbrushes, drinks, or towels.”

Healthy Eating

C1.1 identify the key nutrients (e.g., fat, carbohydrates, protein, vitamins, minerals) provided by foods and beverages, and describe their importance for growth, health, learning, and physical performance

  • Teacher prompt: “Report what you found from your research about nutrients.”
  • Student: “You can get calcium, which is important for healthy bones and teeth, by drinking milk or a fortified soy beverage and eating dairy products like yogurt and cheese.“Grains are a good source of carbohydrates and fibre. Carbohydrates give you energy. Fibre-rich foods help you feel full and satisfied, help your bowels function normally, and help reduce the risk of heart disease later in life. Grain products that are lower in fat, sugar, and salt are best. At least half of the grain products we eat each day should be whole grain, like oatmeal or whole-wheat pasta, because whole grains have more fibre. “All vegetables and fruits have important nutrients like vitamins, minerals, and fibre. Eating dark green and orange vegetables whenever you can is beneficial. Dark green vegetables have lots of folate and orange vegetables have lots of vitamin A. Folate is especially important during times of rapid growth (infancy and pregnancy), and vitamin A plays a key role in vision.”

C2.1 analyse personal food selections through self-monitoring over time, using the criteria in Canada’s Food Guide (e.g., food groups, portion size, serving size), and develop a simple healthy eating goal appropriate to their age and activity level (e.g., eat breakfast every day; include at least one fruit or vegetable at each meal and snack; help with food shopping and meal preparation at home; plan a meal using the First Nation, Inuit, and Métis food guide) [CT]

  • Teacher prompt: “When making food choices, how do you know how much food you need?”
  • Student: “Canada’s Food Guide tells us how many servings we need in each food group and how big each serving should be. For example, one serving of grain products could be one slice of bread, half a pita, or half a cup (about a handful) of cooked rice.”
  • Teacher prompt: “When setting your healthy-eating goal, what do you need to do to ensure you accomplish your goal?”
  • Student: “I need to keep track of where I start and how I am doing. I need to have a plan. I can help to accomplish my goal by talking with my family about healthy eating, learning how to cook simple meals, and helping with making my lunch.”
  • Teacher prompt: “Being aware of your eating habits is important. As a Grade 4 student, you don’t always have control over what you eat, but you can do your best to make the best choices from what is available. For example, if you have a choice between pop or milk, you could choose milk. Instead of fries, you could choose a baked potato or brown rice, if they were available. Describe something you have eaten recently and identify a healthier alternative.”
  • Student: “I ate a sandwich with mayonnaise, margarine, mustard, and bologna on white bread. A healthier choice would have been a sandwich on whole wheat bread or a pita wrap, with either mayonnaise, margarine, or mustard instead of all three of these. Adding vegetables like tomatoes, lettuce, bean sprouts, or cucumbers to my sandwich and having an unprocessed meat such as chicken breast or a bean/chickpea spread instead of bologna would also be healthier. Another healthier choice might be to eat something completely different, such as rice and fish.”

C3.1 identify ways of promoting healthier food choices in a variety of settings and situations (e.g., school, arena, recreation centre, stores, food courts, special events; when camping, having a snack or meal at a friend’s house, eating on weekends versus weekdays) [CT]

  • Teacher prompt: “Our school is a healthy school, and we have a breakfast program and a snack program. How do these programs affect people’s food choices? How can the programs promote healthier food choices?”
  • Student: “The programs give us more healthy foods to choose from. They give all the students a chance to try different kinds of healthy foods that they might not otherwise be able to try.”
  • Teacher: “If you had to go directly to a lesson or practice after school, what could you plan for a snack that would be healthy and give you sustained energy?”
  • Student: “If I planned ahead, I could bring a healthy snack like yogurt or a piece of cheese and fruit or cut-up vegetables. If I buy a snack, I need to think about what would be the healthiest choice from what is available.”
  • Teacher: “What can you do to promote the availability of healthier food choices in community settings?”
  • Student: “I can ask for healthier choices – for veggie dogs at the arena, for example, instead of just regular hot dogs. If people keep asking for healthier choices, businesses might start to sell them.”
  • Teacher: “What kinds of things might you consider before inviting a friend to your home for a meal or a sleepover?”
  • Student: “I would ask if my friend has any food allergies or cannot eat certain foods for religious or cultural reasons and make sure my parents know about these.”

Personal Safety and Injury Prevention

C1.2 identify risks associated with communications technology (e.g., Internet and cell phone use, including participation in gaming and online communities and the use of text messaging), and describe precautions and strategies for using these technologies safely [IS]

  • Teacher prompt: “Advances in technology have greatly increased our ability to get and share information and to communicate and collaborate with each other. But these benefits also come with some risks and potential difficulties, such as a possible loss of privacy, addiction, increased sedentary behaviour, or exposure to people who ask you for sexual pictures or want you to share personal information. What are some things you should do to use this technology safely? How can you get help if you get into trouble?”
  • Student: “I should make sure that an adult knows what I am doing when I’m using the computer, the Internet, or a cell phone, so I have someone who can help if needed. When I can, I should use a computer in a public space like a kitchen, living room, or library, instead of alone in my bedroom. I shouldn’t share my password or personal information. I should be aware that people are not always who they say they are online. I should close and delete pop-ups and spam messages without responding. If there’s a problem, I should stop right away and tell an adult instead of trying to solve the problem online. I should help my friends by reminding them of these tips.”

C1.3 describe various types of bullying and abuse (e.g., social, physical, verbal), including bullying using technology (e.g., via e-mail, text messaging, chat rooms, websites), and identify appropriate ways of responding [IS]

  • Teacher prompt: “What is an example of social bullying? Physical bullying? Verbal bullying?”
  • Student: “Social bullying could include leaving someone out of the group, refusing to be someone’s partner, spreading rumours in person or online, or totally ignoring someone. Physical bullying could include pushing someone, pulling hair, or knocking a person down. Verbal bullying could include name calling, mocking, teasing about appearance, including weight, size, or clothing, and making sexist, racist, or homophobic comments in person or online. Any of these kinds of bullying could cause emotional pain.”
  • Teacher prompt: “Is it common for girls and boys to bully in different ways? Is one type of bullying any more or less hurtful than another?”
  • Student: “It might be more common for boys to bully physically or for girls to bully socially by spreading rumours or leaving people out, but that’s not always true. Social or emotional bullying is more difficult to see but it can be just as hurtful.”
  • Teacher prompt: “In cases of abuse, it is not uncommon for the person being abused to know the person who is abusing them. If a friend told you that she had a secret and that she was being abused, how could you help?”
  • Student: “I would tell my friend to ask an adult that she trusts so that she can get help. I would listen and be there to support my friend.”
  • Teacher prompt: “If you are a bystander and you see bullying online, what can you do?”
  • Student: “I can stand up for the person. I can tell the person being bullied to get offline and try to help them get help. I can tell an adult I trust.”

C2.2 apply a decision-making process (e.g., identify potential dangers and risks, consider ways to stay safe, consider the pros and cons of each option, consider whether they need to check with an adult, choose the safest option, act, reflect on their decision, consider whether there is anything they could improve for next time) to assess risks and make safe decisions in a variety of situations (e.g., when using a wheelchair, cycling, preparing food) [CT]

  • Teacher prompt: “What safety considerations do you need to think about when you make a snack after school?”
  • Student: “I need to think about whether food that needs refrigeration has been kept cold and whether my hands, work surfaces, and utensils are clean. I also need to be sure that I know how to use the appliances and utensils safely.”
  • Teacher prompt: “Before riding your bike to school, what do you need to think about and what do you need to do to be safe?”
  • Student: “I should think about what I need to have and how to stay safe. Do I have a helmet that fits right and that’s properly fastened? Do I need to take any precautions because of the weather? What routes can I take, and how much traffic is there on them? How will I carry my books and lunch? Will I be riding with anyone else, and should we ride side by side or in a line? What is my plan if there is a problem, like a crash, or if something breaks on my bike?”

Substance Use, Addictions, and Related Behaviours

C1.4 identify substances (e.g., nicotine, carbon monoxide, tar) found in tobacco products and smoke (e.g., cigarettes, cigars, pipe tobacco, chewing tobacco, snuff), and describe their effects on health

  • Teacher prompt: “What are the dangers of nicotine? What are the dangers of tar?”
  • Student: “Nicotine is very addictive and is absorbed quickly in your body. The craving for nicotine can make a person very uncomfortable, and that can be stressful. Tar is made up of thousands of chemicals. Many of these chemicals can cause cancer and other illnesses.”

C2.3 demonstrate the ability to make and support healthy, informed choices about smoking, using their understanding of factors that affect decisions about smoking and a variety of personal and interpersonal skills and thinking processes

  • (e.g., applying decision-making, assertiveness, and refusal skills; thinking in advance about values and personal choices; identifying the pros and cons of both making a change and not making a change; being aware of peer pressure; avoiding situations where people will be smoking; using conversational strategies, such as saying no strongly and clearly, giving reasons, changing the topic, making a joke, asking a question) [CT]
  • Teacher prompt: “Although the number of young people smoking is declining, some still choose to smoke. What are some examples of things that might influence someone to smoke or not to smoke?”
  • Student: “Kids might be more likely to try smoking if their friends and family members smoke, or if someone dares them to smoke, or if it is easy for them to get cigarettes. They might be less likely to try smoking if they are not old enough to buy cigarettes legally so cigarettes are harder to get or if they know someone who got cancer or emphysema because of smoking.”
  • Teacher prompt: “How is tobacco used traditionally in First Nation and Métis societies? What is the difference between the spiritual or sacred use of tobacco in First Nation and Métis culture and the commercial use of tobacco?”
  • Student: “Among the First Nations and the Métis, tobacco is often used in small amounts in ceremonies connected to cleansing and communicating with the spirit world. In these cultures tobacco is one of the four sacred medicines (natural tobacco, cedar, sage, and sweetgrass). In its original form, tobacco had a spiritual purpose. The tobacco used in cigarettes and cigars is harmful to our health and not connected to spirituality.”

C3.2 describe the short- and long-term effects of first- and second-hand smoke on smokers and on people around them

  • Teacher prompt: “What are some effects of smoking?”
  • Student: “Some of the short-term effects can include bad breath and bad clothing and hair odours, and possibly some problems with family and friends, like arguments with parents. Young people who smoke are more likely to be less active, hang out with other kids who smoke, try other drugs, and not do as well at school. Longer-term effects can include addiction, yellow teeth, getting out of breath easily, reduced energy and activity levels, respiratory diseases, and lung or oral cancer. Second-hand smoke makes the air unpleasant to breathe and makes clothing smell. Over the long term, exposure to secondhand smoke increases a person’s risk of getting lung cancer or other respiratory diseases.”

Grade 5: 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

grade5-healthy-living

Human Development and Sexual Health

C1.3 identify the parts of the reproductive system, and describe how the body changes during puberty [PS]

  • Teacher prompt: “Female body parts that mature and develop as a part of puberty include the vagina, cervix, uterus, fallopian tubes, ovaries, endometrium, and clitoris. Male body parts that mature and develop during puberty include the penis (with or without the foreskin), scrotum, urethra, testicles, prostate gland, seminal vesicles, and vas deferens. These changes occur as people become capable of reproduction. What are some physical changes that happen during puberty?”
  • Student: “During puberty, girls will develop breasts and get their periods for the first time. An increase in weight and body fat is normal. Boys will become more muscular, get deeper voices, and grow facial and body hair. The penis and testicles will grow larger. Both boys and girls will grow hair under their arms, on their legs, and in their pubic area. The rate at which these changes occur will vary for each individual.”

C1.4 describe the processes of menstruation and spermatogenesis, and explain how these processes relate to reproduction and overall development

  • Teacher prompt: “Menstruation is the medical term for having a ‘period’ and is the monthly flow of blood from the uterus. This begins at puberty. Not all girls begin menstruation at the same age. Generally, every month, an egg leaves one of the ovaries and travels down one of the fallopian tubes towards the uterus. In preparation, the walls of the uterus develop a lining of extra blood and tissue to act as a cushion for the egg in case fertilization occurs. When an egg is fertilized, it attaches itself to the lining of the uterus and begins to develop into a baby. If fertilization does not occur, the lining of the uterus is no longer needed and is discharged through the vagina. This is the monthly flow of blood. The whole process is called the menstrual cycle. Can you summarize its purpose?”
  • Student: “It is how the female body gets ready for pregnancy.”
  • Teacher: “The testicles are glands within the scrotum that produce sperm and hormones, beginning at puberty. After sperm develops in the testicles, it can travel through the epididymis until it reaches the vas deferens where it is stored until ejaculation occurs. During ejaculation, the prostate gland releases a liquid that mixes with the sperm from the vas deferens to make semen, which then leaves the body through the urethra. Fertilization can occur when the penis is in the vagina, sperm is ejaculated, and the sperm and egg connect. Babies can also be conceived by having the sperm and egg connect using assisted reproductive technologies. What is the purpose of sperm production?”
  • Student: “Sperm is needed for fertilization. When the sperm from the male and the egg from the female join together, pregnancy occurs.”
  • Teacher: “We’ve described what menstruation and spermatogenesis mean from a physical point of view. How do these changes affect you in other ways?”
  • Student: “Not everyone experiences these changes at the same time and in the same way, so teasing people about these changes isn’t right. It can be very hurtful.” “In my culture and my family, becoming an adult is a cause for celebration.” “We don’t talk about it in my family. What I see in the media and online is a bit confusing, so it’s good to know what these changes in my body actually mean. The more I know, the better I can take care of myself.”

C2.4 describe emotional and interpersonal stresses related to puberty (e.g., questions about changing bodies and feelings, adjusting to changing relationships, crushes and more intense feelings, conflicts between personal desires and cultural teachings and practices), and identify strategies that they can apply to manage stress, build resilience, and enhance their mental health and emotional well-being

  • (e.g., being active, writing feelings in a journal, accessing information about their concerns, taking action on a concern, talking to a trusted peer or adult, breathing deeply, meditating, seeking cultural advice from elders) [PS]
  • Teacher prompt: “Think about some things that could lead to stress for adolescents. For example, as they grow, people sometimes feel self-conscious about their bodies, but we all grow at different rates and you can’t control how fast you grow. When you think about how to respond to stress, consider what is within your control and what is not.”
  • Student: “Things I can control include whether I have a positive or negative attitude about things, how I show respect for myself and others, whether I ask for help when I need it, whether I am involved in activities at school and in my community, actions I take, whether I am open to new ideas, and whether I make my own decisions about

Personal Safety and Injury Prevention

C1.1 identify people (e.g., parents, guardians, neighbours, teachers, crossing guards, police, older students, coaches, elders) and supportive services (e.g., help lines, 9-1-1, Telehealth, public health units, student services) that can assist with injury prevention, emergencies, bullying, and abusive and violent situations [PS]

  • Teacher prompt: “If you are being bullied or you know of someone being bullied, to whom can you turn for help?” Student: “I can turn to any adult I trust – a parent, a teacher, a coach, or an elder. I need to continue to ask for help until I get the help I need.” Teacher: “What should you do in a situation in which someone is being violent?”
  • Student: “Get out of the way, get help, and do not try to intervene directly.”

C2.2 demonstrate the ability to deal with threatening situations by applying appropriate living skills (e.g., personal skills, including self-monitoring and anger management; interpersonal skills, including conflict resolution skills; communication skills, including assertiveness and refusal skills) and safety strategies

(e.g., having a plan and thinking before acting; looking confident; being aware of their surroundings and of people’s body language, tone of voice, or facial expressions; seeking help; drawing on cultural teachings, where appropriate, to analyse situations and develop responses) [PS, IS, CT]

  • Teacher prompt: “What strategies could you use in a situation where you were being harassed because of your sex, gender identity, race, religion, sexual orientation, gender expression, body shape, weight, or ability?”
  • Student: “Different situations may require different strategies. Sometimes it is best to be assertive and stand up to the person who is harassing by speaking confidently. If you feel threatened, it is safer to avoid confrontation by ignoring the person, making an excuse and walking away, or getting help.”
  • Teacher prompt: “As a bystander, what could you do to help if a friend tells you about a situation where he or she is feeling bullied or unsafe?”
  • Student: “I can listen to my friend and talk about ways we can stand up for ourselves when someone is bullying us. I can stand up for my friend if I am there when it happens, or I can get help by telling an adult.”
  • Teacher prompt: “How might the medicine wheel concept, which is used in some First Nation teachings, help you to consider strategies for personal safety?”
  • Student: “The four elements of the medicine wheel can help me think about my safety and well-being in terms of my physical, emotional, spiritual, and mental health.”

C3.2 explain how a person’s actions, either in person or online, can affect their own and others’ feelings, self-concept, emotional well-being, and reputation

(e.g., negative actions such as name calling, making homophobic or racist remarks, mocking appearance or ability, excluding, bullying, sexual harassment [including online activities such as making sexual comments, sharing sexual pictures, or asking for such pictures to be sent]; positive actions such as praising, supporting, including, and advocating) [PS, IS]

  • Teacher prompt: “Negative actions that hurt the feelings of others can also result in stigma. When someone appears to be different from us, whether it is because of something visible like a physical disability or something less visible like having an illness such as HIV/AIDS or a mental health problem like depression, we may view him or her in a stereotyped manner and make assumptions. Stereotypes can have a strong, negative impact on someone’s self-concept and well-being. On the other hand, you can also make a big difference in a positive way with your actions. Give an example of an action that can affect someone’s feelings, self-concept, or reputation in a positive way.”
  • Student: “Actions that can have a positive effect include asking someone who has been left out to be a partner, praising someone for their accomplishments, recognizing someone’s talent or skill, and making sure everyone gets a turn.”
  • Teacher: “How do your actions – positive or negative – have an impact on your own self-concept and reputation?”
  • Student: “Having a positive attitude towards other people can make you feel good about yourself. It can also make people want to be around you. Always being negative or putting other people down reflects badly on you and can make you feel worse about yourself.”

Substance Use, Addictions, and Related Behaviours

C1.2 describe the short- and long-term effects of alcohol use, and identify factors that can affect intoxication (e.g., amount consumed, speed of consumption, sex, body size, combinations with other drugs or food, emotional state)

  • Teacher prompt: “Drinking even a small amount of alcohol can affect your body. The more you drink, the greater the effects. What are the short-term effects of alcohol use?”
  • Student: “Short-term effects can include relaxation but also reduced coordination, higher body temperature, slower reflexes, drowsiness, lowered inhibitions, slurred speech, and problems making good decisions. Becoming drunk, or intoxicated, could lead to vomiting, loss of consciousness, or even alcohol poisoning. If any of these things happen, medical attention is needed.”
  • Teacher: “What long-term consequences can result from alcohol abuse?”
  • Student: “Addiction, liver damage, financial problems, family or relationship issues, and emotional and mental problems are some of the possible consequences of long-term alcohol abuse.”

C2.3 demonstrate the ability to apply decision-making, assertiveness, and refusal skills to deal with pressures pertaining to alcohol use or other behaviours that could later lead to addiction (e.g., smoking, drug use, gambling) [IS]

  • Teacher prompt: “What might you do if someone is pressuring you to try alcohol or a cigarette?”
  • Student: “I can try to avoid situations where I might be offered alcohol or cigarettes. If I can’t, I can say strongly and clearly that I do not want to participate. I can also mention problems that I’d rather avoid, like bad breath, disease, and impairment – or I can just make a joke and change the subject.”

C3.3 identify personal and social factors (e.g., emotional, physical, mental, spiritual, cultural, legal, media, and peer influences) that can affect a person’s decision to drink alcohol at different points in his or her life [CT]

  • Teacher prompt: “How realistic are the messages that we get from the media about drinking alcohol?”
  • Student: “On television, you see people having fun, being sociable, and doing cool things while drinking. You do not often see images in the media of someone who has passed out or who has caused a car crash or who is in an abusive relationship because of alcohol.”
  • Teacher prompt: “Some adults choose to drink alcohol in social settings or during celebrations. How is this different from a teen drinking alcohol?”
  • Student: “It is legal for adults to drink alcohol. Drinking in moderation, avoiding getting drunk, and following the law about drinking and driving are some of the responsibilities that adults who choose to drink alcohol have to accept.”

Healthy Eating

C2.1 explain how to use nutrition facts tables and ingredient lists on food labels to make healthier personal food choices [CT]

  • Teacher prompt: “Food labels contain a lot of information, including the product name, product claims, an ingredient list, and a nutrition facts table, which identifies the nutrients in the product, the number of calories per serving, the serving size, and other information, such as the amount of trans fats. How can you use this information to evaluate food choices?”
  • Student: “I can check the nutrition facts table to see how much fat, sugar, and salt is in the product. Foods with less saturated fat, trans fats, salt, and sugar are better than those with more. However, growing bodies do need a certain amount of fat for healthy growth. Foods with more nutrients like fibre and vitamins A and C are healthier than those with smaller amounts of these nutrients. I can use this knowledge to help me make healthier food choices at home and to help my family make healthier choices when we go shopping – for example, by choosing 100 per cent fruit juice instead of fruit-flavoured drinks. I can also use similar information about the ingredients in food at restaurants and fast-food places, if it is available.”

C3.1 describe how advertising and media influences affect food choices (e.g., TV commercials, product packaging, celebrity endorsements, product placements in movies and programs, idealized body images in movies and programs, magazine articles promoting fad diets), and explain how these influences can be evaluated to make healthier choices

(e.g., critically examining the reasons for celebrity endorsements or the plausibility of product claims, checking whether there is information in the advertisement that verifies the claims, asking for information about product ingredients and nutrients, critically examining the reality and healthiness of idealized body images in the media, evaluating diet plans against accepted nutritional criteria such as those used in Canada’s Food Guide) [CT]

  • Teacher prompt: “What might you think about when you see a professional athlete drinking an energy drink in a commercial?”
  • Student: “The advertisement is trying to influence me to buy the drink. But just because the ad says a professional athlete drinks it does not mean that it is healthy for me or that I need to drink it when I am being active.”