Healthy Living 7 - Tri-County Regional School Board

Transcription

Healthy Living 7
Draft, January 2015
Note: This document has not yet been reviewed.
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Healthy Living 7, Draft, January 2015
© Crown Copyright, Province of Nova Scotia 2015
Prepared by the Department of Education and Early Childhood Development
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Cataloguing-in-Publication Data
Healthy Living 7
Contents
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Outcome
7.1 Students will be expected to identify what they value and set personal goals that contribute to their
health and value system.
Elaboration
Explicit discussion of values begins in grade 4 where students should develop awareness that personal
values play an important role in decision-making. In grade 7, the focus should be on helping students to
identify their own personal values, which many will find challenging, and to set goals that are aligned
with their values and which contribute to their health. In grade 8, students will analyze the relationship
between their values and their personal health practices.
Point out that “value” has several meanings, such as the monetary value of tangible things, sentimental
value such as a gift from a deceased grandparent, and intangible value such as love, honesty, loyalty,
etc.
Articulating our values is often difficult as we are seldom asked to reflect on or define them, and we may
not even be aware of our values until something contradicts them. We learn values in subtle ways from
our family, religion, school, media, friends, music, personal experiences, time period, culture and the
world we live in. In addition, the strength of those influences will fluctuate with a person’s age, for
example, young children will be most influenced by their parents, adolescents perhaps by their peers.
Values are those qualities or ideas about which a person feels strongly (family, spirituality, happiness,
health, etc.), and they act as a sort of moral compass that guides our decisions, goals and behaviour.
Values help define who we are and help determine how we behave. For example, a person who values
health is more likely to eat nutritionally, exercise, and avoid drugs and alcohol. Values also influence a
person’s sense of right and wrong, or what “ought” to be, and they affect a person’s attitude and
behaviours. For example, a person who values equal rights may find it difficult to work for a company
that pays immigrant workers a lower wage. This person may develop the attitude that the company is
unfair, and may quit.
Values help people make decisions, especially when faced with a moral dilemma; however, being
unclear about one’s values may result in confusion and uncertainly, and will allow people to be more
easily swayed by others. Also, there may be times when people find it hard to stand up for their values
due to external pressures and circumstances. Nevertheless, when values are clear, decision making
becomes easier.
Although identifying and articulating values is important, it is our actions that point to what we really
value, and this point should be made clear. It is also important to recognize and respect the fact that
others’ values may be different from your own. Values are personal and are influenced by many factors;
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there is no right or wrong when it comes to values (although there are some values that are supported
by Canadian laws, such as non-discrimination).
Defining and clarifying values is a life-long process.
Some things to consider:
It is not necessary for students to have things all figured out now, in fact, some of their values will
likely change with experience and over time.
Support those who express values that are not reflected by the majority
It is okay to disagree with others, but not to put them down; no teasing or laughing at someone for
expressing their values
Teacher should be aware of his/her own values and try not to unknowingly offer more support for
values that are similar to their own.
People generally feel strongly about their values, so be cautious not to let controversial subjects get
the lessons off track. This outcome is not about abortion, or the death penalty, or other issues, but
about understanding how values influence health practices.
Enduring Understandings
By the end of this outcome, students should understand that:
identifying personal values is a reflective on-going, lifelong process
values influence a person’s decisions and behaviour
values affect personal health practices.
Outcome Connections
Since personal values necessarily influence decision-making, this outcome can be connected to every
other outcome in this curriculum. Teachers should point out these connections whenever possible.
Assessment, Teaching, and Learning
The “Super Powers” Lesson: This is an anchor exercise in both grades that supports learning and
teaching across many outcomes due to its expanse of reference to risk scenarios that students may find
themselves in now and/or throughout their adolescent years and/or adult life. It also puts life skills
(super powers) front and center as those protective factors that impact healthy living. The full lesson
and its appendices have been provided to teachers via prescription drug misuse and will be housed in an
updated A Question of Influence: A Drug Education Curriculum Supplement once it is revised. This lesson
should be done once a safe, non-judgemental learning space has been realized. This may look like
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October or November. It is worthwhile to repeat this exercise at the end of the year. Begin with a check
in question “if you could have one super power, what would it be and why?”
When doing this learning experience for grade seven classes (it is recommended that this lesson is
utilized again in grade 9) you’ll be dividing the activity into two sessions. The first session will
concentrate on the life skills/super powers. The second class – the longer and more interactive of the
two – will bring the health issues into the conversation. The entire lesson is found on the draft
document website and will be titled “Lessons for Prescription Drug Misuse Education for Healthy Living
7-9”.
Explain that many students already have super powers – we call them life skills. These are things we
have that help protect us from a range of health issues that may impact students during junior high
school or during high school.
Create a large circle with all of the super powers or life skills facing up, with an inner circle with all of the
health issues facing up (the lessons intended to address/name prescription drug misuse as a concern
among youth will be housed in document on the draft website in the interim. It includes all appendices,
such as the slides to lay on the floor for this lesson).
For the grade seven classes go over each super power/life skill one-by-one explaining briefly how each
one gives you power.
The interactive portion of this exercise is not compulsory, but students are encouraged to move into the
circle and share with the group which of the super powers/life skills they feel they already have, and
which of ones they feel would be useful to get while they’re in junior high. Facilitators may ask students
why they feel they need certain powers and skills in the future. Facilitators are encouraged to ask some
probing questions, for example: 1. where do your powers/skills come from? 2. How do you get new
powers/skills? 3. What would prevent someone from using their power/skill? 4. When do you know it’s
time to use a power/skill that you have? 5. Are there other super powers/life skills that we haven’t
mentioned?
Check out (first grade seven class): Are you okay with the number of super powers/life skills you have
now?
For the follow-up grade seven classes restore the large circle of super powers/life skills and create an
inner circle of health issues. There should be enough space inside for a student to stand and move
around a little bit. Begin with a new check-in question.
Check-in (second grade seven class): Think of a person you care about and name a super power/life skill
you wish they had.
Name the health issues briefly, providing some elaboration if you think they students need some help
understanding why it’s named. Take a moment and elaborate on the prescription drugs slide. Explain
that prescription drugs are medicine. Doctors give them to patients who are sick or injured. If you’re not
sick or injured and take a prescription drug it can hurt you. A drug can lead to a dependence or
addiction, it can make you sick or increase your chances of an injury, and in some cases it can kill you.
They’re especially harmful when mixed with other drugs, like alcohol. If you’re taking them because
you’re sad or upset there are healthier ways to deal with those feelings.
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Ask for a volunteer to move into the circle and share with the class which health issues they’re worried
about sticking to them during junior high school and then name the super powers/life skills they have
that will help protect them; as well as the powers and skills they think they need to work on given the
health issues they identified. Each youth that participates can identify the next student they want to
hear from, remembering that it’s voluntary.
Thank the class for their participation and honesty and wrap up with a check-out question.
Check out (second grade seven class): How did today’s exercise make you feel?
Monetary Value. Show several different amounts of money ($20 bill, $5 bill, toonie, loonie, quarter).
Ask students which they would choose if they could. Point out that this decision is based on what had
the most value to them. Ask students to think about what other things have value in their lives. If they
get stuck on material things, encourage them to think about things they can’t see or hold (social status,
friendship, honesty, love, academic success, nature, health, adventure, etc.). Point out that some
tangible items (a ring, book from grandparent) may have great value to someone because the item has
an important meaning, but wouldn’t have the same value to someone else. What does such an item
represent (love, friendship, etc.)?
Graffiti Board A group brainstorming activity to activate prior knowledge and perhaps precede a
discussion. Write a word in the centre of a large sheet of paper and circle it. Then divide the paper into
four sections and provide headings related to the word in the centre. In small groups, students
brainstorm responses. After some time, collect student responses on the board and discuss (see
Appendix 1 for a graffiti board example).
Discussion Questions:
Do personal values have the same level of importance for all people? Why or why not?
How does the amount of importance we give these things affect our behaviour?
If a person values academic success, how might that affect their behaviour?
Why is it important to be aware of our values?
Family Values- the family is an important and powerful source of messages about values. Distribute a
list of values often learned in families and ask students to respond (see Appendix 2 for an example).
Divide students into small groups and ask each person to choose two topics to share in their small
groups. Invite groups to select two topics to share with the whole class. Discuss some of the verbal and
nonverbal ways that messages are communicated.
The Values Shuffle- create a list of value statements (or use the ones in Appendix 3). Cut the list into
strips and give each student a set, along with a blank piece of paper. The student’s task is to put the
strips in order so that what they value most is on top, and least at the bottom. This will be difficult since
they can only have one top choice. Students will have to shuffle the items until the ranking matches
how they feel. Students should take their time and think carefully. Once they are satisfied, they can
glue their list down to the blank paper.
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Alternately, use a ranking sheet (see Appendix 4 for an example) to help students clarify those values
that they cherish most.
Discussion Questions:
Invite students to share their top 3-4. Are there similarities with others in the class?
Was it harder to rank the things you value most or those you value least?
How do you think your list would compare with your parents?
How do you behave in ways that demonstrate your values?
How could you stand up for your top three values?
In what situations might it be difficult to stand up for your top 3 values?
Music- provide lyrics and play a popular song. Listen and have students identify the singer’s values.
Point out that artists express their values in their work. Discuss how music could influence values
(individual, cultural, etc.). Students research and provide examples of other songs and the values
included.
Personal Values Crest Have students visually represent those personal values that are important to
them. You can find many Coat of Arms templates online, or use the example in Appendix 5.
Goals Ask students to define goals (goals are important to you, achievable through your own actions,
clearly defined, have a specific plan, and a deadline). Why couldn’t “living forever” be a goal? Discuss
why someone might want to set a goal. Discuss how having a goal gives you a direction to work toward,
and a way to measure your progress. How does setting goals contribute to success? Consider obstacles
that may get in the way and what students can do to overcome obstacles (see Appendix 6 for a Goal
Setting organizer).
Reflective Writing Illustrate this quote and explain what it means. “Without goals, and plans to reach
them, you are like a ship that has set sail with no destination.” ~Fitzhugh Dodson
Values to Live By Identify one value that you will live by and explain why it is important to you. How will
this value help you make decisions? In what instance could it be difficult to stand by this value?
Journal Write about a time when you behaved in a way that demonstrated a personal value. Be sure to
identify the value, as well as the actions you took that made your values clear. How did you feel in this
situation? Was it hard to stand up for your values? Why or why not?
Values Clarification Students participate in reflection about their own personal values and make efforts
to clarify which values they hold as most important.
Respect Students recognize that values are personal and may differ from others based a variety of
factors. They are respectful of the values of others while participating in activities.
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Resources
Print
Beyond the Basics: A Sourcebook on Sexual and Reproductive Health Education (The Canadian
Federation for Sexual Health 2005) (NSSBB# 18447) The first few lessons of Module 2 in this resource
are related to personal values and decision-making. Module 4 on self-esteem offers several lessons
about understanding and knowing oneself.
Video
Learning Resources and Technology Services Videos listed below are available online, or for loan.
http://medialibrary.ednet.ns.ca/search-videos
Only One Me…Only One You: Respecting Differences (Sunburst Visual Media c1992) (Streamed, 26 min.)
Old, but still good. Scenarios that illustrate differences related to gendered choices, culture, and ability.
Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Only+ONe+Me&lid=17523857&ID=132541 6-8.
You Can Solve It! Character (Sunburst Visual Media c2007) (Streamed, 18 min.) Several scenarios that
show teens facing character issues and making decisions that demonstrate the depth of their character.
http://www.learn360.com/Search.aspx?SearchText=you%20can%20solve%20it&lid=17523857) 6-12.
Making Smart Choices: It’s Up to You (Sunburst Visual Media c2007) (Streamed, 18 min.) Several short
scenarios help students to think about their values and making decisions. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=making+smart+choices&lid=17523857&ID=130
039 6-12.
Building Self-Esteem: You’ve Got the Power (Kinetic Video c2009) (DVD/VHS, 27 min.) (LRTS #: 23814)
Students will learn nine steps to building self-esteem, including clarifying values, building positive
relationships, setting goals, and accepting and liking yourself just the way you are. Online Catalogue 7-8.
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Outcome
7.2 Students will be expected to demonstrate an understanding of the aesthetic and ability factors that
can influence one’s body image and how it can affect participation in physical activity.
Elaboration
In grade 5, students should have analyzed gendered media messages related to body image, and will
explore the media industry’s impact on body image and healthy eating in grade 8.
Body image is constructed from our feelings about the appearance of our bodies (form), the things our
bodies can or can’t do (function), and the things we do to maintain our “ideal” body (behaviour). How
we feel about our bodies may be influenced by many factors including our family’s attitudes about
bodies, hearing comments about bodies, exposure to media images of idealized bodies, our experience
of physical activity, experiences of abuse or neglect, prejudice, and the frequency with which we
compare ourselves to others.
In childhood, both boys and girls are primarily concerned with what their bodies can do (how fast they
can run, how high they can jump); however, in adolescence, this shifts more toward how our bodies
look, especially for girls. This shift is reinforced by media culture.
Junior high is a time of tremendous change. Many students are entering puberty and their bodies
change from those of children, to the physically mature bodies of adults in a very short time. The
emotional changes that young people go through at this time are also dramatic, as they struggle to find
greater independence and to figure out what they believe and value. During this time, young people are
bombarded with messages about gender, beauty, thinness, and attractiveness that are unattainable for
most people. Social constructions of masculinity and femininity also influence the way people behave
and interact with others. Boys are encouraged to be active, strong, competitive, and aggressive, while
girls are taught to be more reserved, calm, acquiescent, and passive. Both girls and boys are expected to
conform to these gender roles and if they don’t, they are subject to a great deal of social pressure to get
them back in line.
Participation in sports and physical activity declines in junior high, especially for girls who may feel selfconscious or uncomfortable about their bodies, lack confidence in their abilities, or not want to seem
too competitive or unfeminine. In addition, students may feel ill at ease with their bodies if they are
uncoordinated, overweight, or shy, and boys who do not fit the masculine stereotypes may feel similarly
uncomfortable with physical activity and withdraw.
However, sports and physical activity are areas where the functionality of the body, rather than
appearance, is the important factor contributing to participant success. Students who participate in
physical activity develop a sense of confidence in their skills and abilities, and this contributes to
improved self-esteem and more positive body images, regardless of the activity. The focus of physical
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activity should be on the improved health benefits, enjoyment, and skill development as opposed to
focusing on perceived body deficiencies or being physically active solely to improve appearance.
Body image is influenced by aesthetic factors (i.e. appearance, body size, attractiveness) and
functional factors (i.e. skills, abilities, what our bodies can or can’t do)
How a person feels about their body affects their participation in physical activity
Outcome Connections
7.23 Students will be expected to examine opportunities for physical activity at school, home, and within
their community.
Graffiti Board Brainstorm: A group brainstorming activity to activate prior knowledge and perhaps
precede a discussion. Write a word in the centre of a large sheet of paper and circle it. Then divide the
paper into four sections and provide headings related to the word in the centre. In small groups,
students brainstorm responses. After some time, collect student responses on the board and discuss
(see Appendix 7 for a graffiti board example). Alternately, use the Bubble Us online tool to create a
brainstorming map (see link below).
Students could read the Teen Health articles mentioned in the Internet resources below and add to their
brainstorms.
Form vs. Function Some sports continue to have a major focus on physical beauty and appearance
(form), while others focus on skills and ability (function), and physical beauty is not nearly as important.
Make a T-Chart and list the sports that fall into these two categories. Discuss the gendered nature of
these lists.
Form (focus on bodies/appearance): ballet, gymnastics, figure skating, beach volleyball…
Function (focus on skills/ability): basketball, baseball, hockey, skiing…
Read 5 Facts About Goal Setting (see link below)
Goals: Set a physical activity goal related to F (frequency), I(intensity), T(time or duration), T(type). See
link below for an explanation of the Physical Fitness FITT Principles.
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Making a Change Journal Use this online journal (link below) to help identify and plan how you will
achieve your FITT goal. Consider what might challenge or get in the way of you achieving your goal (e.g.
time spent using media, marketing of sexy body image for girls, etc)
Resources
Print
My Health: Talking Openly about Healthy Living (Bartlett 2010) (NSSBB # 2000010) Chapter 3: Body
Image and Self-Esteem.
Body Talk: The Straight Facts on Fitness, Nutrition, and Feeling Great about Yourself! (Douglas 2006)
(NSSBB #2000018) This book offers advice on getting active and eating well to feel the very best both
inside and out.
Video
http://medialibrary.ednet.ns.ca/search-videos
Real People: Healthy Body, Healthy Body Image (Sunburst Visual Media c2005) (Streamed, 23 min.) A
healthy body image is a key to good health for teens. This video examines the factors that impact teens'
body images. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Real+People+healthy+body&lid=17523857&ID
=130027 6-12.
Picture Perfect (Picture Perfect Productions c2002) (DVD/VHS, 40 min.) (LRTS # 23795) This documentary
challenges the stereotypical and distorted media images and messages that women and girls receive in
our media-saturated culture. Online Catalogue. 7-9
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Outcome
7.3 Students will be expected to demonstrate an understanding of the stages of pregnancy and prenatal
development.
Elaboration
In Grade 5, students should have learned about reproduction; however, it may be a good idea to review
this information. It is important for students to understand basic reproductive anatomy in order to
understand pregnancy (see lesson plan about reproduction under Teaching Sexual Health in the internet
resources). In grade 8 students will learn to recognize the signs of pregnancy, the importance of early
prenatal care, and the options related to an unintended pregnancy.
Students will learn about the changes a woman’s body goes through during pregnancy, as well as the
incredible changes of a single-celled embryo as it develops into a multi-million-celled human being in
just nine months. This is an amazing natural process that all young people should understand.
Learning about reproduction, pregnancy and prenatal development is part of comprehensive sexuality
education. By providing accurate information to young people about their bodies and the process of
reproduction it is more likely that they will make informed and educated decisions about their sexual
behaviours in the future. Comprehensive sexuality education has been proven to significantly reduce
the rate of unintended pregnancy (SIECUS, 2010).
Pregnancy is divided into three trimesters that total approximately 40 weeks
Each stage of pregnancy is characterized by specific changes to the mother’s body
The stages of prenatal development include conception, implantation, the embryonic stage and the
fetal stage
Prenatal stages are characterized by specific changes to the developing fetus.
Outcome Connections
7.15 Students will be expected to examine methods for contraception and the benefits/disadvantages of
each method.
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Question Box Some students may be uncomfortable discussing this topic, or embarrassed to ask
questions. Some students may just be shy. Provide an opportunity for students to submit questions
anonymously, and then spend some time answering them during a subsequent class.
Activate Prior Knowledge Complete an activity to determine what students already know and to
prepare them for learning. A KWL organizer or an ABC organizer may work well for this. See appendices
8 and 9 for examples.
Videos Watch one of the videos suggested below and discuss. You may want to provide some guiding
questions for students to complete in response to the video.
Stages of Prenatal Development Write the stages on index cards, and ask students to put them in order:
conception (sperm and egg join);
implantation (fertilized egg implants in the uterus);
embryonic stage (fertilized egg is known as an embryo, and cells undergo rapid division and
differentiation);
fetal stage (the embryo is known as a fetus at about 10 weeks, and cell differentiation is complete);
growth and development (body systems and organ development is mostly complete, the remaining
development is about growing)
birth (the baby leaves the mother’s uterus and enters the world)
Research Divide students into small groups. Assign each group a stage of pregnancy (a month, a
trimester, a stage…) to research. Group should present their material to their classmates in sequential
order (month 1, month 2, etc.), using on online tool such as Prezi or Glogster.
Exit Pass The main idea of today’s lesson was… One question I still have is… (see Appendix 10).
3-2-1 Three stages of pregnancy, 2 changes that happen to the mother, 1 question I still have (see
Appendix 11).
Resources
Print
It’s Perfectly Normal: Changing Bodies, Growing Up, Sex, and Sexual Health (Harris 2009) (NSSBB #:
25453) This excellent book is written in teen friendly language and uses appealing illustrations and
humorous cartoons to presents factual and accurate information. Chapters 20 and 21 discuss pregnancy
and birth.
The Pregnant Body Book (Dorling Kindersley 2011) This book includes specially commissioned 3D
artwork, illustrations, scans, and photographs that show exactly how a baby changes and grows during
pregnancy, and how the female body adapts to carry it. Available at Chapters.ca
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Video
medialibrary.ednet.ns.ca/search-videos
A Baby is Born (Marsh Media c2008) (Streamed, 10:46) Discusses the stages of pregnancy and prenatal
development. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=a+baby+is+born&lid=17523857&ID=318162 35.
Three Stages of Pregnancy (Meridian Education Corp. 2001) (Streamed, 1:56) A short 2 minute clip that
explains the stages. Online video library:
http://www.learn360.com/ShowVideo.aspx?SearchText=three+stages+of+pregnancy&lid=17523857&ID
=925449
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Outcome
7.4 Students will be expected to examine influences that impact one’s decision-making abilities about
alcohol use.
Elaboration
In grade 6 students should have examined the messages that are communicated through advertising
with respect to the use of alcohol. In grade 8 they will examine the impact that substance use can have
on communities. In grade 9 students will take a much more in depth look at substance use including the
impact it has on mental health, the risks and signs of concern, social, legal and financial impacts, and
how to seek help.
The factors that influence the extent to which a person will use alcohol are numerous, inter-connected,
and complex. It is clear from many studies that genetic factors play a role; however, the effects of a
genetic predisposition is enhanced or reduced by the environment in which a person lives (Rose and
Dick, 2005).
A person’s genetic disposition is affected by the home environment in which that person is raised, and is
shaped by parenting practices and behaviour modeled by adults with regard to alcohol use. In addition,
homes and schools are located in neighbourhoods, which are influenced by community and cultural
values and practices. Students’ decisions with regard to alcohol use will also be impacted by many other
factors including media, marketing, access to alcohol, and peers.
Research indicates that genetic factors may be important in the establishment of long term drinking
patterns once drinking activities have been initiated, but that environmental factors are most important
in determining if and when drinking activities are initiated in the first place. This on-going and reciprocal
interaction of genetic and environmental factors influences a person’s decisions with regard to alcohol
use. In addition, people who begin using alcohol at an early age (under 15) are much more likely to
develop problems with alcohol as adults (Rose and Dick, 2005).
Understanding the factors that affect one’s decision-making abilities is an essential part of making
informed and educated choices.
Environmental factors are important in the initiation of drinking activities
Genetic factors are important in the establishment of drinking patterns
Environmental factors that influence decisions about alcohol use may be numerous, interconnected,
and complex (factors may include family attitudes and behaviors, peer pressure, cultural and social
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factors, public policy, advertising and marketing, media representation, etc.)
Outcome Connections
7.8 Students will be expected to apply a series of decision-making steps to potential situations involving
risk, including sexual decision-making and decision-making in relation to the use of alcohol.
7.16 Students will be expected to distinguish between positive and negative peer influence and acquire
skills for resisting/asserting oneself in negative peer influence.
7.18 Students will be expected to demonstrate an understanding that communities have resources that
youth can access for help for a variety of health issues.
7.19 Students will be expected to recognize that there are potential harms arising from use of alcohol,
caffeine, and gambling along a continuum of use.
7.22 Students will be expected to recognize characteristics of supportive environments within various
community contexts for healthy eating, environmental sustainability, physical activity, and non-use of
tobacco and alcohol.
Brainstorm As a large group, brainstorm factors that could influence a teenager to use alcohol. Discuss
whether these factors are positive, negative, neutral, or some combination of these. Check out some of
the online brainstorming tools mentioned in the resources below.
Factors may include:
Genetics, family history
Family attitudes, practices, frequency of use, witnessing drunkenness
Peer pressure, how often friends drink, wanting to fit in, experimenting
Cultural attitudes, social acceptance, laws and regulations
Advertising/marketing, billions spent annually, sports figures, famous people, make it
seem socially acceptable, don’t mention adverse effects
Media, movies, music, videos, tv, etc. that glorify drinking and drunken behaviour
Availability, number of liquor stores, lower prices (i.e. happy hour), ease of acquiring,
supervision, having money to spend
Coping with problems, escape, stress relief
Brainstorm Divide students into small groups. Assign each group one factor that may influence a
youth’s decision to use alcohol. Brainstorm ways to resist this influence. As a group, choose one idea to
share with the whole class. Students could develop role play scenarios and act out their idea.
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Discuss Advertising Divide students into small groups; discuss the ways in which media (tv, movies,
music, videos, advertising, and marketing) glamorize alcohol use. Look at some of the ads used to sell
alcohol. Identify what is used in the ad that youth might find appealing (celebrities, sports figures,
cartoons, talking animals, always associated with parties and fun, etc.). Recognize that advertisers are
trying to sell a product.
Design an advertising campaign to convince students not to use alcohol, perhaps by demonstrating
some of the negative effects of alcohol use. Share this with your schoolmates.
Write a letter to an advertising regulator (e.g. CRTC for TV advertising or a municipal council for transit
advertising, etc) to provide critical feedback about any ad that you believe promotes drinking among
youth.
Lesson Plans Check out the lesson plans mentioned under Internet Resources at the Media Smarts and
the Heads Up websites.
3-2-1 Identify 3 factors that could influence your decision to use alcohol, 2 ways advertisements make
alcohol seem appealing, 1 idea you could use to resist the influences to drink. See Appendix 11 for an
example.
Resources
Print
My Health: Talking Openly about Healthy Living (Bartlett 2010) (NSSBB # 2000010) A nicely laid out and
informative text book. Chapters 7 and 8 address some of the factors that may influence decisionmaking related to alcohol use.
A Question of Influence: A Teacher’s Drug Education Resource for Healthy Living (Roberts and Wynn
2008) There are nine ready to use activities in the grade 7 unit, and most of them deal directly with the
personal, social and cultural influences related to alcohol use. –distributed to schools, also available for
download at http://www.druged.ednet.ns.ca/ In addition, teacher orientation tutorials, student
handouts and slides are available at this site.
Video
Real People: Alcohol and Drug Free Teens (Sunburst Visual Media c2006) (Streamed, 22:30) This video
explores the strong influences on teens to use drugs and alcohol and the factors that lead them to
choose a drug-free lifestyle. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=real+people+alcohol+and+drug+free&lid=1752
3857&ID=130030 6-12
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The First Taste of Alcohol (Cambridge Educational c2001) (Streamed, 3:37)A very short clip that discusses
some of the influences affecting teen experimentation with alcohol. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=the+first+taste+of+alcohol&lid=17523857&ID=
925490 6-12
Talking About Alcohol (Sunburst Visual Media c1999) (Streamed, 13:42) Teens discuss why they choose
to drink, how it makes them feel and the consequences they experience. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=talking+about+alcohol&lid=17523857&ID=131
780 6-8
Internet
Media Smarts (Media Smarts n.d.) http://mediasmarts.ca/ This Go-To site includes excellent background
information for parents and teachers, including tip sheets and several excellent lesson plans.
Media Smarts (Media Smarts n.d.) “Messages About Drinking.” mediasmarts.ca/lessonplan/kids-alcoholand-advertising-lesson-1-messages-about-drinking
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Outcome
7.5 Students will be expected to demonstrate an understanding of the risks associated with gambling,
including no pay gambling sites and identify signs of concern among youth.
Elaboration
In grades 4 and 6, students begin to discuss the various forms of gambling, advertising, and the
messages related to gambling. In grade 8 students will examine the impacts of gambling on
communities, and in grade 9 they will consider the impact that gambling can have on mental health, and
where to seek help.
Gambling is everywhere. In fact, it has become so much a part of our lives that we may not even
recognize it. Any time a person risks something of value for an outcome that is decided mostly by
chance, they are gambling. Buying lottery or scratch tickets, betting on sporting events, hockey pools,
playing cards, bingo, buying tickets on a raffle, video games, going to the casino are some examples. For
most people, social gambling is not a problem, however; for some, gambling can have serious and
devastating consequences in all areas of their life.
Research tells us that gambling affects the brain in ways that are similar to those who use and become
addicted to drugs (Jabr, 2013). Also, it has long been established in psychology that behaviours
connected to intermittent rewards are much harder to extinguish that those related to predictable
rewards. That next big win could come with the very next card…or the next one.
Experimentation and risk-taking is a natural activity for adolescents as they seek independence and
separation from their parents. In fact, risk-taking is essential for growth and development, and is an
important part of life. Most of us take risks every day. Every time we cross the street, trust someone,
make a friend, or try something new, we take a risk. Learning to find a balance between positive risk
and negative risk is important developmental work for teenagers.
However, risk-taking is also exciting, and may be especially attractive to teenagers who are testing
limits. Also, since gambling is legally restricted to adults, this may make it even more appealing to
teenagers who want to feel grown up. Furthermore, winning may contribute to a positive sense of selfworth since having money and winning are firmly connected to success and popularity in our society.
With advances in technology, sophisticated online video games have also become a part of our culture.
VLT machines are similar in many ways to video games. The flashing lights, bells, rewards, excitement,
and anticipation play on the risk and reward center of our brains. The more kids play video games the
more likely they are to believe that success in gambling is related to skill. However, gambling is largely
based on chance and no amount of practice will improve the odds, which actually goes against what we
teach kids about improving with practice.
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Healthy Living 7
It is a short jump from free online games where kids “practice” gambling, to sites that require real
money. Many of these sites have limited free play options that require you to purchase additional time,
or lives when the free stuff runs out. In addition, many of these “practice” sites offer inflated odds of
winning, making it look easy to win, which encourages people to try playing for money. Not surprisingly,
many free sites also include links to paid sites in the hope of luring new gamblers. This type of grooming
of children is good business, as early exposure to gambling increases the likelihood that an individual will
develop a problem with gambling as an adult.
If we combine the developing adolescent brain and it’s penchant for risk-taking with a growing need for
immediate gratification in our technology satiated culture, it becomes imperative that we pay careful
attention to the exposure of youth to gambling and the long-term potential for harm. In particular,
online gambling activity may be overlooked as it can be more easily hidden from others.
Social attitudes toward gambling have changed dramatically over the years, and gambling has become a
socially acceptable form of entertainment. In addition, many worthy causes depend on gambling by
selling raffle and lottery tickets to raise funds, and the government makes billions of dollars every year
from the proceeds of gambling. Gambling is firmly entrenched in our culture. However, since gambling
has been legalized, problem gambling is a growing concern, especially among young people.
By the end of this outcome, students should:
understand that gambling may or may not include the use of money
understand the risks associated with gambling
be able to identify the signs of concern related to gambling among youth
Outcome Connections
7.19 Students will be expected to recognize there are potential harms arising from the use of alcohol,
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Healthy Living 7
KWL Students complete the K (what to they Know) and W (what do they Want to know) about
gambling. The L section (what they Learned), will be completed at the end of the instruction (see
Appendix 8 for a KWL organizer).
Graffiti Mat Use this activity to facilitate small group brainstorming. (see Appendix 12 for an organizer):
What is gambling? (The act of risking money or something else of value on an activity
with an uncertain outcome).
What are some examples? (playing poker, Texas Hold’Em, betting on sports, online
gambling, bingo, raffles, casinos, lotteries, scratch tickets, slot machines, VLTs, dice
games, hockey pools, etc.)
What are some signs of problem gambling? (constant interest in gambling, need to be playing,
preoccupation, secretive, borrowing money, stealing, missing valuables, problems at school or
work, changes in mood or personality, changes in relationships, increased anger, signs of anxiety
or stress, reckless behavior, lying, cheating, unpaid bills, missed time at school or work, denial,
etc.)
What are some of the risks of problem gambling? (depression, anxiety, physical health problems,
sleep problems, poor school achievement, diminished future opportunities, criminal record,
damaged trust, damaged reputation, loss of family and friends, financial loss, loss of job, risk of
suicide, etc.)
True or False? Use this activity to find out what students already know about gambling and to activate
their prior knowledge. See Appendix 13 for an explanation. See the brochure about Myths and Facts in
the print resources for some discussion points.
Discussion What do you currently spend your money on? If you started gambling, what would you be
willing to give up to pay for gambling? What have you got to win? What have you got to lose?
(brainstorm list) Is it worth it?
Scenarios In small groups, students develop a scenario that shows one or more of the negative
consequences that may arise as a result of gambling. Present scenarios to the class and discuss.
Write a Letter Based on what you have learned about problem gambling, write a letter to a friend that
you suspect has a problem, and explain the things you notice that cause you to be concerned.
Lessons Plans from Drawing the Line (listed in print resources below). The lesson plans for grade 7
discuss positive and negative risks, tolerance for risk, setting limits and weighing the consequences.
Ad Campaign Create an advertisement to inform teenagers of the risks associated with gambling. This
could be done in any number of formats including a radio ad, a song or rap, a PSA for television, a
poster, an internet ad, etc.
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Healthy Living 7
Debate Your school is planning a fundraiser and someone suggests a casino night. People would pay a
fee to enter and receive gambling chips to play various games (blackjack, poker, roulette, etc.). The
person with the most chips at the end of the night would win prizes. Present arguments for and against
this fundraiser.
3-2-1 Three signs that gambling has become a problem, two examples of gambling activities, one
question I still have.
Resources
Print
My Health: Talking Openly about Healthy Living (Bartlett 2010) (NSSBB # 2000010) Chapter 8: Tobacco,
Alcohol, and Gambling
Drawing the Line: A Resource for the Prevention of Problem Gambling (NS Dept. of Health 1997)
www.gov.ns.ca/hpp/publications/DrawingtheLineCV.pdf Developed by the NS Department of Health in
consultation with the Dept. of Education, this practical teacher resource is organized by grade level and
was designed to complement the junior high PDR curriculum.
Youth Making Choices: Gambling Prevention Program (CAMH 2010)
www.problemgambling.ca/EN/Documents/Curric_YouthMakingChoices_Complete.pdf A collection of
lesson plans published by the Problem Gambling Institute of Ontario and The Centre for Addiction and
Mental Health. Unit 5 in this resource deals with the effects of gambling on others.
Teen Gambling: Myths and Facts About Gambling (International Centre for Youth Gambling Problems
and High-Risk Behaviors 2012) A good brochure about teen gambling from McGill University
http://youthgambling.mcgill.ca/Gambling2/en/prevention/Depliant.pdf
Video
Real People: Protect Yourself: Personal Safety on the Internet (Sunburst Visual Media c2007) (Streamed,
24:40) The first segment of this video discusses online gambling and harassment. Only the first few
minutes deal with gambling, but it provides a useful starting place for some discussion. Online Video
Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Real+People++Protect+Yourself++Personal+Saf
ety+on+the+Internet+&lid=17523857&ID=130033
6-12
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Internet
information for parents and teachers, including tip sheets and several excellent lesson plans. Note:
These lessons related to gambling are for an older audience, but the background information for
teachers is excellent.
Media Smarts (Media Smarts n.d.) “Gambling in the Media.” mediasmarts.ca/lessonplan/gamblingmedia 9-10
Media Smarts (Media Smarts n.d.) “Online Gambling and Youth.” mediasmarts.ca/lessonplan/onlinegambling-youth 11-12
Kids Help Phone (Kids Help Phone 2014) http://www.kidshelpphone.ca/Teens/Home.aspx This Canadian
site provides a confidential, 24 hour telephone counselling and referral service to youth, and their
website offers a wealth of up to date information.
Kids Help Phone “Gambling” (Kids Help Phone 2014)
www.kidshelpphone.ca/Teens/InfoBooth/Emotional-Health/Gambling.aspx
Gambling Awareness Nova Scotia (GANS n.d.) www.nsgamingfoundation.org/pages/Other-NSGFPublications.aspx This organization attempts to help address and raise awareness of gambling harm.
They have some useful info for teachers in their publications.
Gambling 101 (CAMH 2014) There is a wealth of good information here.
http://www.problemgambling.ca/EN/AboutGamblingandProblemGambling/Pages/default.aspx
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Outcome
7.6 Students will be expected to differentiate between sexual orientation and gender identity.
Elaboration
In grade 4 students should have explored the difference between gender roles and gender identity, and in
grade 5 they learned about sexual orientation and the harmful effects of homophobia. In grade 8
students will examine how sexual orientation is portrayed in the media.
Everyone has a sexual orientation and a gender identity. These are key aspects of our identity and
understanding these concepts is an important part of healthy development. The Canadian Guidelines
for Sexual Health Education note that effective sexual health education provides relevant, ageappropriate information inclusive of sexual orientation and gender identity.
While we all have a sexual orientation and gender identity, there is some confusion about the
differences between sexual orientation and gender identity. Although the terms are sometimes
grouped together to describe communities (e.g. LGBT to refer to “lesbian”, “gay”, “bisexual” and
“transgender”), the terms “gender identity” and “sexual orientation” are distinct.
Biological sex refers to a person’s anatomy, which is most obviously determined by their genitals, but
also includes internal sex organs, chromosomes, and hormones. Most often a person’s biological sex is
determined easily (male or female), however; there are also a variety of intersex conditions that can
make a person’s sex difficult to determine.
Sexual orientation is about who we are emotionally and physically attracted to and may not be related
to a person’s sexual behaviour. . Making assumptions about a person’s sexual orientation based on
their sexual behaviour can be misleading. A person may engage in a range of sexual behaviours for a
variety of reasons that have nothing to do with physical, emotional or romantic attraction. There are a
variety of social, cultural, political and religious factors that can impact the extent to which an individual
self-identifies as being part of a sexual minority and chooses to “come out
Gender identity is about a person’s innate sense of being male or female or an identity outside of those
binary categories. For most people, their biological sex and their gender identity are in sync (cisgender).
For some, their sense of gender identity (being male or female), does not match their physical body
(transgender), or does not match society’s expectations about gender (gender non-conforming). Rigid
social expectations about gender roles can cause a great deal of stress and confusion for those who do
not fit neatly into one box or the other.
At an age when kids desperately need to fit in and feel like they belong, many LGBT and gender variant
youth do not feel this sense of belonging. Teens experience tremendous peer pressure to conform to
rigid, socially constructed gender roles, and those who step outside of these expectations are frequently
subjected to a level of ridicule and prejudice that can be overwhelming and that sometimes threatens
their personal safety. This pressure puts anyone who does not conform at greater risk for emotional and
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mental health struggles. All teens need accurate and reliable information about sexual health, sexual
orientation and gender identity in order to understand themselves and others, and to access the
resources they need. Also, LGBT and gender non-conforming youth are surrounded by messages that
imply they are unacceptable, and they need to know that there are supportive adults who will defend
and protect them. School should be a place where all students feel safe and valued.
There are sexual minority youth in Nova Scotia schools, whether or not they make themselves known to
peers, teachers or administrators. There are also students who have sexual minority family members
and friends. Discussing issues around sexual orientation and gender identity are important for helping
to create an inclusive classroom environment that respects diversity.
all people have a sexual orientation and a gender identity
sexual orientation refers to who a person is romantically and/or physically attracted to
gender and sex are not the same
gender identity refers to a person’s sense of themself as male, female, both or neither
gender identity usually matches a person’s biological sex, but sometimes does n
Outcome Connections
7.10 Students will be expected to differentiate between the warning signs of major depressive disorder,
anxiety disorder, attention deficit disorder, recognizing gender differences, and the impact of delayed
treatment.
7.14 Students will be expected to describe different types of interpersonal relationships, the importance
of respectful and non-violent relationships and examine the positive and negative reasons for starting
and ending relationships.
Group Norms/Safe Space This is good practice in general, but especially because this topic may be
sensitive for some, it is important for the group to agree on some ground rules. If you have already
established such norms, it would be a good idea to revisit them.
Discuss guidelines for respectful conversation (i.e. no question is a dumb question, no putdowns, be respectful of others, use proper terms, maintain confidentiality, don’t use people’s
names, agree to disagree, be a good listener, no put-downs, right to pass, etc.).
Agree on and post guidelines in an obvious location in the room
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Healthy Living 7
Ensure that all students understand that sexual orientation and gender identity will be
respected.
Although some people may have strong opinions about this topic, allowing “for” and “against”
arguments sends the message that there is something wrong with being LGBT. We would never
allow arguments for or against people based on their race or disability. As with race and
disability, sexual orientation and gender identity are both protected in the Nova Scotia Human
Rights Code.
Acknowledge that some people may find this topic difficult or embarrassing to discuss. Ask
students to identify how we sometimes behave when we are embarrassed (giggle, blush, act
silly, shy, etc.).
Remind students that it is okay to laugh with but not at others; discuss the difference.
Talking about themes related to diversity requires maturity and compassion for others
Icebreaker: Use an activity to help students get beyond the awkwardness many of them will experience
when discussing this topic. Quickly read through a series of statements (Stand up if you like pizza, Sit
down if you watched TV last night, Stand up if you play sports…) The final statement should be: Stand
up if you find it embarrassing to talk about sex. See Appendix F in the Beyond the Basics resource (listed
below) for an example.
Group Brainstorm What do you think of when you hear the word “gender?” Collect class responses on
the board.
Think Pair Share What is the difference between sexual orientation and gender identity? See Appendix
14 for an explanation of this strategy.
Gender Poem by Nancy R. Smith. Read this poem (link below). Discuss how gender roles are learned;
invite students to contribute examples about how boys and girls learn to behave accordingly. Discuss
the ways in which the social construction of gender contributes to homophobia and heterosexism, and
the role media plays in perpetuating these roles. Write a collaborative poem where individuals or small
groups of students write their own line, then put all the lines together to create a group poem.
Discussion Questions
What is gender role stereotyping?
How does gender role stereotyping impact people’s lives?
What happens when people do not conform to gender roles?
In what ways might the “gender rules” be broken?
Why are some transgressions considered more serious than others (men dressing in women’s
clothes vs. women dressing in men’s clothes?)
How would you feel about constantly being identified and treated as the opposite sex?
Is it possible to raise a child without assigning them a definite sex?
What can we do to reduce gender role stereotyping?
How are gender role expectations and sexual orientation related?
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Question Box Provide an opportunity for students to submit questions anonymously. This allows them
to ask questions without risking embarrassment, and allows the teacher to prepare answers ahead of
time. Pass every student a piece of paper and ask them to write down any questions. So that no
student feels singled out, all students should write something on their paper. If they have no question,
they can provide feedback about the lesson, or write “no comment.” Plan to answer questions at the
beginning of the next class.
Write a letter Someone close to you is planning to change the way they express their gender identity.
Write them a letter about your concerns. What do you think are some of the problems they might face?
What are some ways that you might be able to help them? What sorts of things would they need to
change? What prejudices might they encounter? How might their relationships change with family,
friends, co-workers?
Understanding Gender Identity Lesson Plan (Lesson 5 in Unheard Voices: Stories and Lessons for Grades
6-12. See the link under Internet Resources below If the teacher is comfortable with the content, this
lesson is appropriate for grade 7 students. Part 2 of this lesson includes a very good explanation of the
various aspects of sexual identity along a continuum. It also includes discussion of transgender issues,
which would be a natural extension of discussions related to gender identity
Exit Pass Give each student an index card. Have them write down and complete the following sentence
starter: I learned that…
Resources
Print
Beyond the Basics: A Sourcebook on Sexual and Reproductive Health Education (CFSH 2005) (NSSBB#
18447) Module 5 of this resource offers lessons related to gender and sexual identity.
Sex? A Healthy Sexuality Resource (Healthy Sexuality Working Group 2012) (NSSBB # 24114) This
resource includes relevant, accurate and reliable information about sexual health, including an
explanation of the difference between sexual orientation and gender identity. The booklet is distributed
to all grade 7 students, and usually arrives in schools around January. It can also be viewed online at:
http://www.novascotia.ca/hpp/publications/11032_sexbook_en.pdf
The Gender Spectrum: What Educators Need to Know (Pride Education Network 2011) this
comprehensive Canadian guide provides teachers with everything they need to have meaningful
discussions with students about gender. It provides background info, materials, and lesson plans for P12. Available online: http://pridenet.ca/wp-content/uploads/the-gender-spectrum.pdf
My Health: Talking Openly about Healthy Living (Bartlett 2010) (NSSBB # 2000010) A nicely laid out and
informative text book. Chapter 5: Sexuality
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Seeing the Rainbow (Canadian Teachers Federation 2002) (NSSBB # 16987) A teacher’s resource about
gay, lesbian, bisexual, transgendered, and two-spirited realities. Includes definitions, stories, and
recommended resources.
Homophobia Hurts: A Teacher’s Resource Guide for Dealing with Lesbian, Gay and Bisexual Issues in the
Classroom. (Lesbian, Gay, and Bisexual Youth Project 2005) Provides definitions, good explanations,
stories, lessons and more. Available for loan from The Youth Project Library.
http://www.youthproject.ns.ca/library/home
Supporting Transgender and Transexual Students in K-12 Schools: A Guide for Educators (Canadian
Teachers Federation 2012) This valuable resource provides essential reading for teachers. It includes
definitions, research based scientific information, suggestions for supporting trans people, suggestions
for policy and lists of resources. Available to order for a nominal fee from CTF http://www.ctffce.ca/en/Pages/catalogue/Publications.aspx
Gender Poem Adapted from “For Every Woman.” (Nancy R. Smith 1973) Available online at:
www.crimethinc.com/tools/posters/gender_subversion_front.pdf
William’s Doll (Zolotow 1972) (NSSBB # 1000137) A picture book that questions rigid social expectations
and with regard to gender roles and behaviour. It is an engaging story that promotes critical thinking
and would be a great resource to spark discussion.
X: A Fabulous Child’s Story (Gould 1972) A short story about a child who is part of an experiment to keep
the child’s gender a secret. The story makes clear just how much gender expectations influence our
lives. Available online at: http://www3.delta.edu/cmurbano/bio199/aids_sexuality/babyx.pdf
10,000 Dresses (Ewert 2008) (NSSBB # 2000020) This picture book could be used as a read-aloud to
explore and discuss issues faced by transgendered youth.
Questions & Answers: Sexual Orientation in Schools (Public Health Agency of Canada 2010) This resource
provides answers to common questions. Available online at:
http://orders.catie.ca/product_info.php?products_id=25669
Questions & Answers: Gender Identity in Schools (Public Health Agency of Canada 2010) This resource
provides answers to common questions. Available online at:
http://orders.catie.ca/product_info.php?cPath=8_19&products_id=25669
Video
100% Woman (Artemis Dreams Productions 2004) http://www.100percentwoman.com/ The story of
Canadian mountain bike racer Michelle Dumaresq, the first transgender woman to be named to a
national sports team. This exciting documentary raises many issues for discussion. The documentary
can also be viewed on YouTube http://www.youtube.com/watch?v=r0A1UHQDtqs
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Outcome
7.7 Students will be expected to identify ways of maintaining sexual health.
Elaboration
In grade 5 students should have learned about male and female reproductive systems, puberty, and the
process of reproduction. In grade 6 they investigate the concept of sexuality and sexual health, including
sexually transmitted infections. In grade 8 students will learn to recognize the signs of pregnancy and
the importance of prenatal care.
The World Health Organization defines “sexual health” as:
…a state of physical, emotional, mental and social well-being in relation to sexuality; it is not
merely the absence of disease, dysfunction or infirmity. Sexual health requires a positive and
respectful approach to sexuality and sexual relationships, as well as the possibility of having
pleasurable and safe sexual experiences, free of coercion, discrimination and violence. For
sexual health to be attained and maintained, the sexual rights of all persons must be respected,
protected and fulfilled (WHO, cited in Canadian Guidelines for Sexual Health Education, 2008).
According to the Public Health Agency of Canada, sexual health education is about helping students
acquire the information, motivation, and skills they need to enhance sexual health and avoid negative
sexual health outcomes. The Public Health Agency of Canada also states that sexual health education is
a right for all Canadians. (Canadian Guidelines for Sexual Health Education 2008).
In our hypersexualized culture, youth are surrounded by images and messages about sex from media,
movies, television music, videos, advertising, internet, and peers. Much of it is inaccurate and
misleading and very little of it is sexual health information.
The goals of sexual health education include helping young people develop a positive view of sexuality,
as well as the appropriate knowledge and skills they need to navigate their environment and make
informed decisions about their sexual health. The risks of withholding or providing inadequate
information are serious. To deny kids the information they need to maintain their health is negligent
and potentially harmful, putting them at increased risk for significant negative outcomes such as STIs,
unintended pregnancy, unhealthy relationships, abusive or exploitive experiences, shame and guilt and
unsatisfying sexual relationships in adulthood
Research demonstrates that youth who have access to comprehensive sexuality education from a young
age are more likely to postpone sexual involvement until they’re older and to be safer and healthier
when they do become sexually active.
This outcome deals with only a few topics, however; sexual health education includes a wide range of
topics, and should not be taught in isolation. Sexual health is connected to healthy relationships,
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communication skills, body image and self-esteem, gender, sexual orientation, personal values, biology,
contraception, reproduction, and so much more. Some of these topics are the focus of other outcomes
in the Healthy Living curriculum, and connections should be made among related outcomes whenever
possible.
Finally, sex can be an awkward and uncomfortable topic for many people to discuss in a classroom
setting. However, students are generally very interested in this topic and despite the attitude that they
know everything there is to know, they have much to learn. Some students will be giggly and silly; you
should expect this. Let them get the giggles out, but insist on respect for others, and bring them back to
the seriousness of the topic.
It is also important to recognize that there will be a range of family values with regard to sexual health.
Nevertheless, all people are entitled to accurate information about their health; what people choose to
do with that information is a personal and family decision. You may want to send a letter home to
inform parents of the topics being covered in class and to encourage them to have follow-up
conversations with their child.
By the end of this outcome, students should understand:
that sexual health is an essential part of overall health and well-being
that there are positive and negative aspects of sexual health – it is not just the absence of
disease and pregnancy
the importance of genital care and hygiene
that there are various reasons why some youth may choose to become sexually active and why
some youth choose to wait
common STIs and how to reduce risk
that contraception can be used when a male/female have vaginal intercourse to avoid
unintended pregnancy
that there are safe an pleasurable alternatives to penetrative sex that help reduce risk of STIs
how to find accurate and reliable sexual health information
Outcome Connections
7.15 Students will be expected to examine methods of contraception and the benefits/ disadvantages of
each method.
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Sex? A Healthy Sexuality Resource Make sure you get your hands on this resource (see description
under Print Resources below). It is usually distributed to schools around January.
established such norms, it would be a good idea to revisit them.
Discuss guidelines for respectful conversation (i.e. no question is a dumb question, no putdowns, be respectful of others, use proper terms, maintain confidentiality, don’t use people’s
names, agree to disagree, be a good listener, no put-downs, right to pass, etc.).
Agree on and post guidelines in an obvious location in the room
Ensure that all students understand that sexual orientation and gender identity will be
respected.
Although some people may have strong opinions about this topic, allowing “for” and “against”
arguments sends the message that there is something wrong with being LGBT. We would never
allow arguments for or against people based on their race or disability.
Acknowledge that some people may find this topic difficult or embarrassing to discuss. Ask
students to identify how we sometimes behave when we are embarrassed (giggle, blush, act
silly, shy, etc.).
Remind students that it is okay to laugh with but not at others; discuss the difference.
Talking about themes related to diversity requires maturity and compassion for others
Review Although students should have previously discussed puberty, reproductive systems, and the
process of reproduction in grade 5, it is probably a good idea to review that information. Module 3:
Puberty and Reproductive Health in Beyond the Basics (see Print Resources below) offers several
lessons that could be used to support such a review.
ABC Brainstorm Students write as many words as they can think of related to sex, at least one for each
letter of the alphabet. This is a good way to activate prior knowledge about the topic. See Appendix 9
for an organizer.
Definition Match-Up Cut up sexual health terms and their definitions and mix them up. Have students
match the terms with the correct definition. They could do this in small groups, or alternatively, you
could give each student a slip of paper with either a term or a definition and have them find the person
with the correct match. This could be a used to activate prior knowledge and review material from the
previous grade. Note: Find relevant terms and definitions at the back of the Sex? A Healthy Sexuality
Resource
Health and Hygiene Match Prepare a handout that includes a list of health behaviours in a column on
the left, and explanations for those behaviours in the column on the right. Make sure that the
behaviours and explanations are not matched up. In small groups, students must match the health
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behaviour with the correct explanation. See the link below for the “Health and Hygiene Matching
Game” lesson plan.
Discuss
the range of normal and expected changes during puberty
sexual development for males and females.
Signs/symptoms that could indicate a problem.
the importance of proper hygiene, self-exams
protection against STIs
where to go if they do have a problem.
Note: Module 3 in Beyond the Basics includes lesson plans to support these discussions.
Normalizing Sexual Health: Have students brainstorm a list of ways of taking care of their physical
health (e.g. healthy eating, physical activity), oral health (e.g. brush teeth, visit dentist), mental health
(e.g. journaling, pursue hobbies, friendships and support system, breaks from technology, etc), sexual
health (e.g. keep genitals clean, postpone sexual involvement/ abstinence, use contraception to avoid
unintended pregnancy, safer sex to avoid STIs, think about personal values, communicate with partners,
visit clinic, etc).
to ask questions without risking embarrassment, and allows the teacher some time to prepare answers.
Pass every student a piece of paper and ask them to write down any questions. So that no student feels
singled out, all students should write something on their paper. If they have no question, they can
provide feedback about the lesson, or write “no comment.” Plan to answer questions at the beginning
of the next class.
Article Review Students choose 3 different articles to read (one of them must be about a sexually
transmitted infection) from the Sexual Health section of the Teens Health Website (listed in the internet
resources below) and write a response to each. See Appendix 15 for an organizer.
Condom Use Shuffle Prepare cards that list the important steps in the proper use of condoms. Ask for
volunteers to come to the front of the room. Give each volunteer a card and ask them so arrange
themselves in the proper order. When they are done, invite classmates who were watching to comment
on the correctness, and suggest changes to the order. Discuss.
Correct Order for cards: mutual decision to have sex, talk about condoms, get condoms, sexual
arousal, erection, check condom package for date, squeeze air from tip of condom, roll condom
onto penis, intercourse, orgasm, hold onto rim of condom, withdraw penis, remove condom
from penis, tie condom in a knot, dispose of condom in garbage, loss of erection, relax
Note: Module 7 in Beyond the Basics includes several lesson plans about condom use.
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Handshake Virus This activity illustrates how having sex with one person means you have also had
contact with many others. Sealed card are distributed to all students, indicating that one of them is
“infected” with the Handshake Virus. Students mingle around shaking hands with others for a few
minutes, having no idea what the cards are all about. At the end of the time, students open their cards
and learn what the activity was actually about. They also discover who shook hands with the infected
person, and who shook hands with the people infected by the infected person, and so on. Note: See
Module 8 in Beyond the Basics for a lesson plan.
Presentation Students choose any topic related to sexual health. Information could be presented to
classmates in a variety of ways including an oral presentation, role-plays, video, etc.
STI Presentation Divide the students into small groups or pairs. Assign each group a STI to research and
present to the class. Presentations should cover transmission, signs and symptoms, effects of the
infection, prevention, treatment, and where to go for help. Presentations could take a variety of forms
including a speech, poster, role play, etc. Note: See Module 8 in Beyond the Basics for a lesson plan.
I heard it ‘round the internet: Sexual health education and authenticating online information This
ready to go lesson plan from Media Smarts teaches students to use the internet as a research tool, to
explore myths about sexual health and contraception, and to consider the reliability of sources. See the
link below for lesson plan.
Website Hunt Have students take a look at their nearest sexual health centre. Create an assignment that
requires students to explore some of the services and resources available at the Centre and on the site,
including the location and phone number of the Centre. Alternatively, divide them into groups to look
for particular kinds of information and then report back to the class.
Jeopardy Divide students into small groups and have them create a Jeopardy-type game using sexual
health questions and answers. This could be a good activity to test students’ knowledge at the end of
the unit. Then of course, play the games with the class. See BYO Jeopardy link below for and easy to use
online template.
Resources
Print
It’s Perfectly Normal (Robie Harris 2009) (NSSBB # 25453) An excellent, teen-friendly book about
puberty and sexual health.
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My Health: Talking Openly about Healthy Living (Bartlett 2010) (NSSBB # 2000010) Chapter 4: Caring for
the Sexual and Reproductive Systems
Teaching Sexual Health Education: A Primer for New Teachers, A Refresher for Experienced Teachers
(sexualityandu n.d.) http://sexualityandu.ca/uploads/files/TeachingSexEdManual.pdf This excellent
Canadian resource includes background information and research, best practice strategies, teaching
tools and lessons plans.
18447) This excellent resource is all about sexual health topics and includes ready to go lesson plans.
Sexual health education in schools: Questions & Answers, 3rd Edition (SIECCAN 2010)
http://www.sieccan.org/pdf/she_q&a_3rd.pdf Designed to support the high quality sexual health
education in Canadian schools, this document provides research-based answers to common questions
about sexual health education in the schools.
Video
Sexually Transmitted Infections: What You Should Know (Sunburst Visual Media 2003) (Streamed, 21:55)
As teens make decisions about becoming sexually active, they need to understand the risks of
contracting sexually transmitted infections. Teacher’s guide is available. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Sexually+Transmitted+Infections++What+You+
Should+Know+&lid=17523857&ID=129942
6-12.
Internet
Teaching Sexual Health (Alberta Health Services 2013) http://www.teachingsexualhealth.ca This
excellent Canadian site includes a teachers’ portal with ready to use lesson plans, handouts,
PowerPoints, demonstration videos, answers to common questions, etc.
Sexuality and U (The Society of Obstetricians and Gynaecologists of Canada 2012)
http://www.sexualityandu.ca/ This Canadian site provides accurate and up-to-date information and
education on sexual health. The teachers section offers many free resources, including classroom
presentations. Also, Check the Research button at the bottom of the home page includes links to fact
sheets of current and relevant research.
Some of the fact sheets relevant to this outcome include:
Statistics related to trends in the sexual behaviours of Canadian teenagers
Sexual health education in the schools: What are the views of youth?
What are the most common sexually transmitted infections affecting youth?
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Canadian Federation for Sexual Health (CFSH 2011) “Your Sexual Health.” Lots of good information
about sexual health http://www.cfsh.ca/Your_Sexual_Health/
Media Smarts (Media Smarts n.d.) “I heard it ‘round the internet: Sexual health education and
authenticating online information.” http://mediasmarts.ca/sites/default/files/pdfs/lessonplan/Lesson_Sexual_Health_Education.pdf
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Outcome
risk, including sexual decision making and decision making in relation to the use of alcohol.
Elaboration
In grade 4, students consider how values are an integral part of making healthy decisions, however; this
is the first time they have been exposed to a decision-making process. In grade 9 students will take a
closer look at the impact that alcohol has on the decision-making process and the associated increase in
risky behaviours.
People make decisions every day. Many of those are small decisions that are made without a lot of
thought, such as what clothes you will wear that day, or what you want for lunch. This type of decision
probably won't make much difference in your life, or to anyone else.
Sometimes you will make bigger, more important decisions, such as deciding to save money to buy a
new bike. You would likely do some research; look at the different kinds of bikes to see which one you
like, check out different stores to compare prices and features. These kinds of decisions require more
careful thought.
Other decisions may have even bigger implications in your life. Deciding what you will do after high
school will have long term impact on your life. And still other decisions may have implications not only
for you, but for those around you, such as choosing to experiment with drugs, or to drink and drive.
It will be helpful to point out to students that personal values and decision-making are closely
connected. For example, a person may choose not to experiment with drugs if they strongly value their
health, likewise a person who values a good education will probably choose not to cut classes. Remind
students of the work they did in outcome 7.1 to clarify and understand their personal values. Point out
that being aware of values can help people make decisions, especially when faced with a moral
dilemma, and that being unclear about one’s values may result in confusion and uncertainly. There may
be times when people find it hard to stand up for their values due to external pressures and
circumstances, but nevertheless, when values are clear, decision making becomes easier.
Decision-making can be difficult for everyone sometimes. External pressures from family and friends,
uncertainty about personal values, uncertainty about outcomes, being unsure about the best option,
not having much time to decide…all of these things may complicate the decision-making process. Giving
some thought to these things ahead of time will make it easier when faced with having to make a
decision.
Students will learn a process that will be helpful no matter what decisions they are faced with: big, small
or in between. Sometimes they will make decisions easily without really needing to go through this
process, but other times it will be very helpful to sit down and think through these steps.
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a series of steps to assist with decision-making
the value of weighing pros and cons
Outcome Connections
alcohol use.
7.15 Students will be expected to examine methods for contraception and the benefits/ disadvantages
of each method.
Teaching - Learning – Assessment
Think Pair Share: What was the most important decision you have ever made? Explain the decision and
how you made it (ask someone’s advice, gather information and weigh the pros and cons, go with your
gut, put it off and then make a snap decision…) See Appendix 14 for an explanation of this strategy.
Teens and Decision Making: What Brain Science Reveals This article and lesson plan from Scholastic,
helps students understand how adolescent brain development impacts decision-making. This excellent
article makes a complex topic understandable for kids. See the link below.
Decision Making Model Share this model with students. Discuss how a decision-making model can be
helpful (thinking and planning ahead helps build confidence, clarifies options, provides time to consider
outcomes…)
1.
2.
3.
4.
5.
Understand the situation/define the problem.
Brainstorm options, alternatives…(as many as possible, but at least three)
Consider pros and cons for each option
Choose one option to implement
Reflect on decision, evaluate, and choose another option if necessary
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Scenarios- Divide students into small groups and provide each group with a scenario. Students should
discuss the scenario, go through decision making model, and then choose an option to act out for the
whole class. See Appendix 16 for scenarios and Appendix 17 for a decision-making worksheet.
Alternatively, have each student write down a serious decision that they or someone they know is
facing, or has faced in the past. The decision can be about anything (school, friends, a family situation,
drugs, etc.), but should be something where the consequences really matter. Assure students that
these will remain anonymous. Use the types of decisions suggested by students to create more
meaningful and relevant scenarios.
Teaching Sexual Health Lesson Plans. There are several great lesson plans related to decision making
that are available at this site. See the links below.
Headlines! Sometimes kids don’t have time, or won’t take the time, to weigh the consequences. When
faced with the need to make a quick decision, students can ask themselves: If the result of my decision
was being recorded for the news, would I be happy to have the world know about it? If not, they should
walk away!
Written Reflections
How can using a decision-making process be helpful?
I will/will not use this process because…
One personal value that is important to me is…
This value will influence my decisions in the following ways…
Resources
Video
Making Smart Choices: It’s Up to You (Sunburst Visual Media, 2007) (Streamed, 18:31) This video offers
several scenarios for discussion as well as strategies to help students make positive decisions. Online
Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Making+Smart+Choices++It%E2%80%99s+Up+t
o+You+&lid=17523857&ID=130039 6-12
Real People: Teens and Ethics (Sunburst Visual Media 2007) (Streamed, 23:02) Teens talk about the
ethical decisions they are faced with every day, and personal values. Examine the pressures they
experience to drink, smoke, cheat, and have sex, and understand the principles they call upon to do the
right thing. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Real+People++Teens+and+Ethics+&lid=175238
57&ID=130032 6-12
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Making good choices: keys to good decisions (McIntyre Media 2006) (DVD/VHS, 18:00) (LRTS # 23606)
Decision-making is critical for students in their teen and pre-teen years. Decisions made at that time will
affect their future in ways they often cannot even imagine at present. This program encourages
students to refrain from acting on impulse when working through decisions. Online Catalogue. Gr. 7
Risky Business (Marlin Motion Pictures 2004) ((DVD/VHS) (LRTS # 23615) This program looks at some of
the devastating results that occur when teens take risks without fully considering the consequences.
Teacher's guide is available. Online catalogue. 7-9
Internet
Teaching Sexual Health (Alberta Health Services 2013) http://teachers.teachingsexualhealth.ca/lessonplans/ This excellent Canadian site includes a teachers’ portal with ready to use lesson plans, handouts,
Teaching Sexual Health “Decision Making 1” (Alberta Health Services 2013)
http://teachers.teachingsexualhealth.ca/wp-content/uploads/Grade-7-Decision-Making-Lesson-12.pdf
Teaching Sexual Health “Decision Making 2” (Alberta Health Services 2013)
http://teachers.teachingsexualhealth.ca/wp-content/uploads/Grade-7-Decision-Making-Lesson-21.pdf
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Healthy Living 7
Outcome
7.9 Students will be expected to recognize the relationship between general health and oral health.
Elaboration
In grade 1 students should have learned about the importance of oral health and ways to maintain it. In
grade 7 the focus is on how oral health and overall health are related. Oral health is not covered again
after this.
Although kids at this age may not think that their oral health is overly important, it can have a significant
impact on their self-esteem and how they relate to others. At an age when young people are frequently
preoccupied with their peers and have a powerful need to belong, talking about the social impact of oral
health may be one way to get their attention about this important topic. Point out that poor oral
hygiene can be very unattractive and can also cause bad breath, which could put a major kink in their
social life. Really, who wants to kiss someone with poor oral hygiene!
In addition to the social considerations, oral health also affects how we eat, and how we speak. Just try
to talk without your tongue touching your teeth!
Once you have their attention, it will be important to help them understand that poor oral health may
have significant consequences for a person’s life in a number of ways other than social. Tooth decay
and infection can be painful, and may result in absences from school or work. This loss of time could
result in missed learning opportunities, diminished achievement, and lost income. Over the past few
years, there has been an increasing awareness of the relationship between oral health and other health
conditions, and there is no longer any question about the mouth-body connection; the health of our
mouths is not separate from the rest of our body. For example, there is plenty of evidence to show that
poor oral health has implications for diabetes, respiratory disease and cardiovascular health. In extreme
cases, diseases such as oral cancer may even result in death (Health Canada 2010).
Students must be aware of the interconnectedness of our body systems, and understand that disease in
one part of the body negatively affects the whole body.
oral health affects a person’s overall well-being
poor oral health contributes to a number of other health problems
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Oral Health Fishbone Activate prior knowledge by having students review the basics of oral health
(tooth care, dental visits, good nutrition, injury prevention, drug free...). Complete the fishbone
organizer by writing these basics in the boxes and then adding details under each category. For
example, under tooth care you might add: brush twice a day, floss daily, use fluoride toothpaste, etc.
Good Oral Health would be the result. See Appendix 18 for an organizer.
Think Pair Share See Appendix 14 for an explanation of this strategy.
What are the benefits of good oral health? (nice smile, fresh breath, speaking well, no problems with
eating, self-confidence…)
What can happen if your teeth and mouth are not well cared for? (cavities, bad breath, fuzzy
unattractive teeth, tooth stains, swollen gums, bleeding gums, tooth aches and pain, mouth sores, tooth
loss, other health problems…)
Article Review Students read an article and respond (see Appendix 15 for an organizer). Taking care of
your teeth Teens Health
The link between good oral health and your overall health Your Dental Health
Note: See internet resources below for links to these articles.
Oral Jewellery This is a popular fad among many teenagers. Have students do research on tongue and
lip piercings and create an ad campaign to inform other kids about the associated health risks. Their ad
could take the form of a brochure, poster, PSA, or radio spot, and should be shared with the school
population.
The Social Impact of Oral Health Ask students how good oral health might impact a person’s mental and
emotional well-being. Read the article Why is he out of work? (see the link under internet resources
below) and summarize the story to tell the class. Watch the You Tube video about Jason Jones (see link
below).
Discuss:
Why did this happen to Jason?
Why do you think Jason is out of work?
In what ways might pain interfere with your life?
How does a healthy smile affect your ability to get and hold a job?
How does a healthy smile affect your emotional and mental health?
What can you do now to prevent oral health problems in the future?
Research Divide students into small groups. Assign each group a topic to research the link between oral
health and general health, or the mouth-body connection. Groups should present their findings to the
class. (Topics may include: Oral Health and… Diabetes, Respiratory Illness, Pregnancy, Heart Disease,
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Cancer, Rheumatoid arthritis)
Resources
Print
Summary Report on the Findings of the Oral Health Component of the Canadian Health Measures Survey
2007–2009 (Health Canada 2010) www.fptdwg.ca/assets/PDF/CHMS/CHMS-E-summ.pdf This report
from Health Canada provides excellent background reading for teachers.
Smile: Healthy Teeth, Healthy Body (Health Canada 2009) http://www.hc-sc.gc.ca/hlvs/alt_formats/pdf/pubs/oral-bucco/2009-smile-sourire/2009-smile-sourire-eng.pdf This booklet was
designed to help the reader understand the link between oral health and overall health, to establish an
effective oral health plan, and to ensure the reader has information about the risks and symptoms of
oral cancer. To obtain printed copies of this document (limit of 50 copies per order), contact:
[email protected].
Healthy Mouth, Healthy You (Ontario Ministry of Health n.d.) This booklet for teens provides a wealth of
information about oral health. It is produced by the Ontario government and may be found online at:
www.mhp.gov.on.ca/en/healthy-communities/public-health/teen/39-2581G_MOH_TEEN_BOOK_E.pdf
Living Healthy in Atlantic Canada (Saltscapes 2014) www.iwk.nshealth.ca/page/living-healthy-atlanticcanada-magazine A magazine started by the QEII Foundation in partnership with the IWK and
Saltscapes. The magazine hopes to change the way we think about health and help inform Atlantic
Canadians about health care news and advances. Request hard copies here:
www.qe2foundation.com/en/home/donorresources/livinghealthyinatlanticcanadamagazine.aspx
Your Dental Health in Atlantic Canada (Saltscapes 2013) Explores the link between good oral health and
your overall health. Can be viewed online at:
www.nsdental.org/Portals/0/PDFs/Dental%20Health%20Fall%20%28English%29_final.pdf
Video
Healthy Habits for Life: Teen Hygiene (Sunburst Visual Media 2003) (Streamed, 15:47) This video
explains the routines a person can do on a daily basis in order to have good hygiene and stay healthy,
including oral hygiene. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=healthy+habits+for++life&lid=17523857&ID=13
1856 6-8
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Outcome
7.10 Students will be expected to differentiate between the warning of signs of major depressive
disorder, anxiety disorder, attention deficit disorder, recognizing gender differences and the impact of
delayed treatment.
Elaboration
In grades 4 and 5, students should have discussed when normal anxiety and normal feelings of sadness
become more serious. They also should have discussed who they could turn to for help. In grade 6,
students should have learned to recognize the signs and symptoms of Major Depressive Disorder and
ADHD. They will also learn about stigma and how to reduce it. For the most part, none of what they are
learning in grade 7 should be unfamiliar. In Grades 8 and 9, students will learn about the various
treatments available for these illnesses, the importance of seeking help, and they will continue to discuss
the consequences of delaying treatments.
It is estimated that as many as 1 in 5 young people is living with a mental illness (CMHA 2014), and many
of these mental illnesses begin during adolescence. For teachers, this may translate to as many as 6
students in a class of 30. Mental illness may have significant impact in all areas of a person’s life,
including contributing to learning challenges, poor academic performance, school drop-out, social
difficulties, self-harm, difficulties with employment, struggles with families, and more. Besides their
own homes, young people spend more time at school than anywhere else; making schools the ideal
venue for mental health education.
For these reasons, it is essential that adolescents receive accurate information about the signs and
symptoms of common mental illnesses, that they are aware of the effects of delaying treatment, and
know where they can go for help. Although few adolescents will seek help on their own, if their friends
and classmates are aware of the symptoms, they may be able to encourage and support their friends to
seek help.
Delaying treatment for mental illness can have significant impacts on a person’s life, both in the short
and long term. With regard to depression, if diagnosis and treatment begin early, 80 % or more may
expect to get back to their regular activities (CMHA 2014). If left untreated, depression may become life
threatening and lead to suicide. In addition, delaying treatment for ADHD may result in behaviour
problems in school, lower academic achievement, and increased risk-taking behaviour that could follow
a person for their whole life. Anxious responses that are left untreated become stronger and more
difficult to treat, perhaps becoming overwhelming and debilitating. Students should be aware of these
impacts in order to make informed decisions.
Be aware that there will likely be students in your class who have been diagnosed with ADHD. There
may also be students who are struggling with depression or anxiety, or who have a family member who
is struggling. Be particularly sensitive to this when discussing any misperceptions associated with these
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illnesses, as those students have likely personally experienced some of these negative assumptions. Be
clear that these are misperceptions, and that you will be refuting with them factual information.
If you have concerns about a student, direct them to the school counsellor.
Note: There is a lot of overlap between this outcome and the next one.
See Appendices 19,20,21,22, 23 for background information on mental health, depression, anxiety, and
ADHD
recognize the signs and symptoms of depression, anxiety, and ADHD
understand that there are some gender differences with regard to these disorders
understand the consequences of delaying treatment
Outcome Connections
7.11 Students will be expected to demonstrate an understanding that mental health is an integral
component of health, that there is no shame in expressing a need for mental health support, and to
recognize safe people in their lives whom they can trust to help them.
Think Pair Share What makes a person healthy? What things contribute to good health?
(see Appendix 14 for an explanation of this strategy).
If it doesn’t come up in discussion, be sure to point out that overall health is made up of physical
health and mental health in a reciprocal relationship. Mental illness is a health disorder, just like
a respiratory illness.
Graffiti Sheet. Divide students into three groups and provide each with a large sheet of paper. Assign
each group an illness (depression, anxiety or ADHD) and have them write the illness in the center of the
paper. Ask students to talk about the illness and write down all the relevant words or phrases that
come up in their discussion. This a good way to activate their prior knowledge and discover what they
already know.
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Discussion:
Who has never felt depressed at one time or another? Who has never felt anxious?
At what point do these normal feelings become a cause for concern?
Mental Illness Criteria Remind students that in order for a person to be diagnosed with a mental illness,
three things must be present:
1. Person has a specific group of symptoms
2. Symptoms must be present for a specific period of time
3. Symptoms cause dysfunction in the person’s life
Healthy Mind, Healthy Body There are several lesson plans (7.1, 7.2, 7.3) in this resource that directly
address this outcome (see print resources below).
Research Divide students into three small groups and assign them an illness (Depression, Anxiety,
ADHD). Have the groups read the related article at Teens Health (see internet resources below) and
prepare a brief presentation for their classmates. Presentations should include: signs and symptoms,
causes, who is affected, and treatment.
Video Clips View the video clips at the Teen Mental Health website (see internet resource below). These
videos are engaging, teen-friendly clips that clearly explain these illnesses. Note: The video about panic
disorder explains how anxiety works and what happens when anxiety runs amok.
Compare Contrast Matrix After some instruction and discussion about the signs and symptoms of
Depression, Anxiety and ADHD, have students complete the matrix. Discuss patterns of similarities and
differences (see Appendix 24 for an organizer).
Brainstorm In small groups, brainstorm short and long term consequences of delaying and/or not
receiving treatment (symptoms become more severe, more likely to recur, impaired ability to learn, may
drop out of school, loss of productivity at work, more susceptible to illness, substance abuse,
relationships suffer, risk of suicide, impact on society, etc.). Collect responses from the class on the
board. You might want to explore why some people may be reluctant to seek help for mental illness,
and discuss the impact of stigma (see Stigma and Mental Health video clip under You Tube in the
resources below).
Exit Pass: What did you learn today that you didn’t already know? Where you surprised by anything
you learned? If so, what? What question do you still have about mental illness?
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Resources
Print
Healthy Mind Healthy Body (Lauria-Horner 2008) Lessons 7.1 (MDD), 7.2 (Anxiety), 7.3 (ADHD) Ready to
go lesson plans linked to the outcomes. Lessons address signs and symptoms, risk factors, gender
differences, treatment, finding help, consequences of delaying treatment. Previously distributed to
schools.
My Health: Talking Openly about Healthy Living (Bartlett 2010) (NSSBB # 2000010)Chapter 10:
Emotional Well-Being and Mental Health.
My Kind of Sad: What It’s Like to be Young and Depressed (Scowen, 2006) (NSSBB # 25475) Feeling blue,
clinical depression, and the warning signs of suicide are shared through the personal experiences of
teens and expert advice is given on how and where to get help.
The Anxiety Workbook for Teens (Schab 2008) (NSSBB# 25525) A workbook that includes activities to
deal with the feelings of worry, fear, and panic. Includes resources for seeking additional help and
support if needed.
Beyond the Blues (Schab 2008) (NSSBB# 25441) A workbook to help teens overcome depression
(especially activities 32, 33)
Child and Youth Mental Health (Canadian Teachers’ Federation 2013) This document provides useful fact
and information for teachers. Available online at: http://www.ctf-fce.ca/ResearchLibrary/HillDay2013_MentalHealth.pdf
Video
Lost & Found: Young People Talk About Depression (Film Ideas 2009) (Streamed, 22:00) Youth discuss
the sources, impact and aftermath of depression in their lives. They describe the effects of depression
on their feelings, actions, conversation and even their choice of clothing. Topics touched upon include:
abuse, alcoholism, suicide, terminal illness, death, adoption, self-esteem. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=lost+and+found&lid=17523857&ID=678670 612
Identifying Depression, Preventing Suicide (Sunburst Visual Media 2004) (Streamed, 22:53) Discusses the
waning signs of depression and suicide, and explains the importance of recognizing the warning signs.
http://www.learn360.com/Search.aspx?SearchText=Identifying%20Depression%20%20Preventing%20S
uicide%20%20&lid=17523857 6-8
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Internet
Kids Help Phone (Kids Help Phone 2014) http://www.kidshelpphone.ca/Teens/InfoBooth/EmotionalHealth.aspx Canada's only toll-free, 24-hour, bilingual and anonymous phone counselling, web
counselling and referral service for children and youth. Kids can also find a wealth of information online.
Teens Health (The Nemours Foundation 2014) teenshealth.org/teen/ This is a go-to website for kids,
teens and parents. The articles available on this website are written in a straight forward manner that is
easy for kids to understand. The material is reviewed regularly by a team of doctors and other medical
experts to ensure the information is as current as possible.
Teen Mental Health (teenmentalhealth.org) www.teenmentalhealth.org/ This should be every
educator’s first choice for online information about adolescent mental health issues. There are short,
engaging videos at these links that provide excellent, easy to understand explanations of these illnesses.
Sponsored in part by the IWK.
Teen Mental Health “Depression” (teenmentalhealth.org) teenmentalhealth.org/for-families-andteens/depression/
Teen Mental Health “ADHD” (teenmentalhealth.org) teenmentalhealth.org/for-families-andteens/adhd-attention-deficithyperactivity-disorder/
Teen Mental Health “Panic Disorder” (teenmentalhealth.org) http://teenmentalhealth.org/for-familiesand-teens/panic-disorder/
Teen Mental Health “Generalized Anxiety Disorder” (teenmentalhealth.org)
http://teenmentalhealth.org/for-families-andteens/generalized-anxiety-disorder/
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Outcome
7.11 Students will be expected to demonstrate on understanding that mental health is an integral
component of health, that there is no shame in expressing a need for mental health support, and to
recognize safe people in their lives whom they can trust to help them.
Elaboration
In grades 4 and 5, students should have discussed when normal anxiety and normal feelings of sadness
become more serious. They also should have discussed who they could turn to for help. In grade 6,
students should have learned to recognize the signs and symptoms of Major Depressive Disorder and
ADHD. They will also learn about stigma and how to reduce it. For the most part, none of what they are
learning in grade 7 should be unfamiliar. In Grades 8 and 9, students will learn about the various
treatments available for these illnesses, the importance of seeking help, and they will continue to discuss
the consequences of delaying treatments.
All of us deal with mental health problems from time to time. These are the normal ups and downs of
life, things like breaking up with a boyfriend or girlfriend, getting in an argument with your best friend,
conflict with parents, or grief. Most people will recover from these difficulties on their own; however,
many people unnecessarily struggle in silence because we are afraid to talk about our mental health
needs. More importantly, this fear prevents those who may be struggling with mental illness from
seeking help. For these people, delaying treatment may result in the illness becoming more severe and
harder to treat.
Students should understand the connection between body and mind. Many students will be able to
relate to feeling anxious or afraid and having a stomach ache or headache as a result. On the flip side,
they should also be able to recognize that someone who has been in a serious accident and becomes
paralyzed may become sullen and depressed.
Students should understand that the exact cause of most mental illnesses is unclear. It is best
understood as the interaction among genetics, biology, the environment and life experiences. There
does appear to be a family history in some cases, but that doesn’t necessarily mean an individual will
develop a mental illness. Other factors, such as chronic stress, traumatic experiences, or drug use may
make an individual more susceptible to developing a mental illness.
Mental illness is not a life sentence. People who live with diabetes must take medication that helps
manage and control their illness, allowing them to lead lives much like everyone else. Mental illness is
no different than physical illness in this way. Most people who are diagnosed with a mental illness are
able to recover and get to a place where they can manage their illness and get on with their lives.
Stigma, or the fear of negative repercussions related to mental illness, keeps many people from talking
about their mental health needs. Mental illness is common, and the stigma associated with mental
illness is the biggest obstacle to people receiving help. Students should understand that there is no
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shame in asking for help, and that there are many supports and services available.
Physical health and mental health exist in relation to each other
Mental illness is a health disorder, no different than any other illness
Stigma contributes to shame and prevents people from seeking help
There are support and services available to help someone struggling with mental illness
Outcome Connections
7.10 Students will be expected to differentiate between the warning of signs of major depressive
disorder, anxiety disorder, attention deficit disorder, recognizing gender differences and the impact of
delayed treatment.
Consolidation Brainstorm Have students respond to a prompt individually, and then pair with another
student to compare and consolidate their lists. Pairs then join to form groups of four and consolidate
again, coming up with one group list.
Prompt: Identify as many habits as you can think of that contribute to good health (i.e.
sleep, stress, dental care, nutrition, weight, injury prevention, substance use, physical
activity, hygiene, healthy relationships, etc.)
‘There is no health without mental health’ Ask students what they think this means. Do they agree or
disagree? Discuss the ways in which the habits discussed earlier might affect mental health and wellbeing, and vice versa. Discuss how mental problems or difficulties (stress, worry, fear, depression, grief,
etc.) may affect one’s physical health.
Concept Map Students choose an online tool (see Appendix 25 for some suggested tools) to create a
concept map that illustrates the interconnected nature of physical health and mental health.
Article Review Students choose an article about seeking help from the Teens Health website (several
articles are suggested in the internet resources below). Read the article and complete the Article
Review organizer (see appendix 15)
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Emily Maguire Singer/songwriter who lives with Bipolar Disorder. Watch the short interview and listen
to her song (see You Tube links below). Discuss: What phrases in the song tell you that it is about
bipolar disorder? What is the message of the song? Why do you think Emily speaks publically about her
illness? Do you know any other famous people who have spoken publically about mental illness?
Where I Can Go for Help Pass out and have students complete this sheet (see Appendix 26). Tell
students that these will not be collected, but they will be checked for completion.
Trusted adults that teens could talk to might include:
Parent
Teacher
School counsellor
Relative
Nurse/doctor
Coach
Exit Pass Choose a couple of questions related to the lesson or the unit and ask the students to respond
(see Appendix 10 for an example).
Resources
Print
Myth: Reframing Mental Illness as a ‘Brain Disease’ reduces Stigma (Canadian Health Services Research
Foundation 2012) This short article discusses the effectiveness of campaigns to reduce stigma and
recommends a different approach. Available online at: http://www.cfhifcass.ca/SearchResultsNews/12-06-04/a078ceca-4a41-4d14-82b5-b60f5a8bb991.aspx
Child and Youth Mental Health (Canadian Teachers’ Federation 2013) This document provides useful fact
and information for teachers. Available online at: http://www.ctf-fce.ca/ResearchLibrary/HillDay2013_MentalHealth.pdf
Healthy Mind Healthy Body (Lauria-Horner 2008) Lessons 7.1 (MDD), 7.2 (Anxiety), 7.3 (ADHD) Ready to
go lesson plans linked to the outcomes. Lessons address signs and symptoms, risk factors, gender
differences, treatment, finding help, consequences of delaying treatment. Previously distributed to
schools.
My Health: Talking Openly about Healthy Living (Bartlett 2010) (NSSBB # 2000010) Chapter 10:
Emotional Well-Being and Mental Health.
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Internet
Kids Help Phone “What Do Kids Ask Us Online?” (Kids Help Phone 2014)
http://org.kidshelpphone.ca/en/about-us/what-do-kids-ask-us-online/
Kids Help Phone “Mental Health Tip Sheets” (excellent 1-page info sheets about asking for help) (Kids
Help Phone 2014) http://kidshelpphone.ca/Teens/InfoBooth/Emotional-Health/Mental-healthtipsheets.aspx
Teen Mental Health (teenmentalhealth.org) www.teenmentalhealth.org/ This should be every
educator’s first choice for online information about adolescent mental health issues. There are short,
engaging videos at these links that provide excellent, easy to understand explanations of these illnesses.
Sponsored in part by the IWK.
Teen Mental Health “Fighting Stigma” (teenmentalhealth.org)
http://teenmentalhealth.org/understanding-mental-health/fighting-stigma/
Shatter the Stigma, Mend the Mind (Niagara’s Mental Health Anti-Stigma Campaign 2014)
http://www.mendthemind.ca/ This website provides excellent information and resources related to
stigma including what it is, the effects of stigma, ways to reduce stigma, and how to find help.
mindyourmind (n.d.) mindyourmind.ca/ This site aims to inspire young people to reach out, get help and
give help. The site includes information, resources and tools to help teens during difficult times.
I Get Real (mindyourmind) http://www.igetreal.ca/ project is focused on encouraging, educating and
inspiring youth to step up and support a friend who may be struggling with a mental health problem.
Canadian Mental Health Association (CMHA 2014) http://www.cmha.ca/ promotes the mental health of
all and supports the resilience and recovery of people experiencing mental illness through advocacy,
education, research and service.
Canadian Mental Health Association “Stigma and Discrimination” (CMHA 2014)
http://ontario.cmha.ca/mental-health/mental-health-conditions/stigma-and-discrimination/
Canadian Mental Health Association “The Relationship between Mental Health, Mental Illness & Chronic
Physical Conditions” (CMHA 2014) http://ontario.cmha.ca/public_policy/the-relationship-betweenmental-health-mental-illness-and-chronic-physical-conditions/#.UvZrWIWGc6I
Stigma and Mental Illness (IWK Health Centre 2012) This video is a joint project of the IWK Health
Centre and the Mental Health Commission of Canada (MHCC).
http://www.youtube.com/watch?v=LTIZ_aizzyk
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Outcome
7.12 Students will be expected to identify relationships between their strength, skills, abilities, and
interests and their educational plans.
Elaboration
Students have not explicitly discussed personal strengths, skills, interests or abilities in previous grades.
Junior high is a challenging time for most young people. From the time they enter junior high as
children, until they leave as young adults, they go through tremendous change. Teenagers struggle to
figure out who they are and what they value, and hopefully we can help them come to an understanding
that striving for personal awareness is a worthy and on-going, life-long process.
However, besides being an invaluable part of personal growth, being aware of interests and abilities is
practically important when it comes to educational and career planning. Before a person can know
what kind of training and work might be right for them, they must discover who they are.
Important steps to consider when thinking about future plans:
Self-assessment: Who am I? What are my interests, preferences, aptitudes, personal values,
personality traits? This is the focus of grade 7 outcomes.
Job exploration: Having done some personal assessment, where do I want to go? How are my
strengths and abilities related to employment? What jobs or careers are well suited to my
personality, interests and skills? What is the labour market like? What are my goals? This is the
focus of grade 8 outcomes.
Action: Make a plan. How do I get there? What skills and abilities do I have, and what do I need
to develop? What education and training is required? How do I write a resume and handle an
interview? What obstacles might I encounter and what strategies could I use to overcome
these? This is the focus of grade 9 outcomes.
Students should understand that planning for their future is a process, not an event. Although there is
some debate about exactly how many times people change jobs or careers, the fact that most people go
through several job changes in their lifetime is not contested. Personal awareness and career planning
are skills for a lifetime, and will help people make informed and meaningful decisions about their future.
be able to identify their strengths, skills, abilities and interests
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understand that personal awareness will help them make sound educational plans
Outcome Connections
7.13 Students will be expected to select items for and maintain a LifeWork Portfolio
When I Grow Up… Students think about a job or type of work they think they might like to do, and the
types of skills they think might be required. See Appendix 27 for an organizer. Share this information
with a classmate, and then share some with the whole class. Use this activity to get students thinking
about the topic.
Discuss:
Interests: things you like to do and enjoy
Abilities/Strengths: things you are naturally good at, have a knack for
Skills: things that you do well, may be learned
(Abilities/strengths + education/training = skill)
Classroom Blogs Students could create a classroom blog about their “When I Grow Up” response.
Students could also choose a career that interests them and do a bit of research (description, duties,
responsibilities, work environments, employment prospects, earnings, skill requirements, school
subjects that would help prepare, educational requirements, why this job interests you, etc.) to share on
a blog (see Kidblog under internet resources below)
Interest Inventories Complete several interest inventories and skills assessments (some online
suggestions are listed below).
Brainstorm Divide students into small groups. Assign each group a subject that is studied in school.
Students should brainstorm as many jobs as they can that are related to that subject.
Career Cruising Have students create an account and complete the interest surveys. What jobs are
matched to their strengths and interests? (see internet link below)
Written Reflections (or prompts for an Exit Pass)
What is an area of strength for you? Explain why.
In which areas do you need to improve? Explain.
In what ways is school like a job?
How are school skills related to good work habits?
Besides job specific skills, what do you think is the most important skill for success in a job? Explain
why.
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Why is it important to pursue jobs that match your strengths and interests?
How are your strengths and interests related to career success and job satisfaction?
Exit Pass See Appendix 10 for an example. What is the skill you most need to improve? Identify two
specific actions you will do to strengthen that skill.
Resources
Print
The Kid’s Guide to Becoming the Best You Can Be (Frankel Hauser 2006) This book empowers youth to
explore their potential. Through enjoyable, thought-provoking activities, simulations, and discussion,
students investigate five traits: Making the Most of Who You Are, Getting Involved, Doing the Right
Thing, Going after Knowledge, and Joining Together.
Video
Looking at Careers: It’s Never too Soon (Sunburst Visual Media 2006) (Streamed, 25:19) Get to know
yourself better by learning about your personality preferences. The more that you know about yourself,
the easier it is to think about the type of work you will find fulfilling. Online Video Library:
http://www.learn360.com/Search.aspx?SearchText=Looking%20at%20Careers%20%20It%92s%20Never
%20too%20Soon%20&lid=17523857 6-12
4) http://www.businessballs.com/freepdfmaterials/free_multiple_intelligences_test_young_people.pdf
Gardner’s Multiple Intelligences (Chapman 2014) www.businessballs.com/freepdfmaterials/MI-testintelligences-descriptions.pdf Descriptions
Multiple Intelligences Quiz (The Birmingham Grid for Learning 2014)
www.bgfl.org/custom/resources_ftp/client_ftp/ks1/ict/multiple_int/what.cfm
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Outcome
7.13 Students will be expected to select items for and maintain a LifeWork Portfolio.
Elaboration
Starting in grade 7, students begin a chronological record of their personal growth, achievements, skills,
and goals as they make plans for their future. Ideally the portfolio will be developed and expanded on
each year until the student leaves high school.
The portfolio provides an opportunity for students to identify their personality traits and interests, and
to clarify personal values as they explore a number of very important questions such as “Who am I?”
and “Where do I want to go with my life?” and “What do I need to do to get there?” Hopefully students
will begin to see the connection between being personally aware, and making educational and career
decisions for which they are well suited. The answers to these sorts of questions will guide students as
they consider their goals and aspirations for the future, and will allow them to make well informed
decisions.
The portfolio is made up of a collection of items that celebrates a student’s strengths, skills, interests,
abilities, and goals for the future. It is a tool to help students showcase their achievements and reflect
on their educational and career plans, and to share this with others. With this in mind, the portfolio
may be tailored to suit a variety of audiences and purposes including applying for a work or community
placement, seeking admission to a program or educational institution, or seeking employment.
This is a project that some students love, and some students hate. For kids who have organizational
challenges, this project is a nightmare. For those who enjoy design, and being creative and artistic, this
project can be a nice change from the usual fare. However, whether kids love it or hate it, this is a
valuable and meaningful project for all students as it requires them to be thoughtful and reflective
about themselves and their goals, and encourages students to see the connections between personal
growth, school and the community.
personal growth and learning is an on-going, life-long process
the selection of portfolio items is a thoughtful and reflective process
presentation and appearance are important in certain situations
there are many benefits related to developing and sharing a portfolio
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Outcome Connections
7.12 Students will be expected to identify relationships between their strengths, skills, abilities, and
interests and their educational plans.
Think, Pair, Share What is the purpose of developing a portfolio? What are the benefits of developing a
portfolio? How could the portfolio be used?
Brainstorm items that could be included in a portfolio (table of contents, goals, self-assessments,
personality indicators, report cards, attendance record, work samples, photos, awards, certificates,
resume, letter of recommendation, etc.). Group items into categories and create headings (education,
employability skills, transferrable skills, work or volunteer experience, accomplishments, hobbies,
interests, sports, etc.).
Artefacts Students identify artefacts that provide evidence of strengths and interests, and then select
those to be included.
Artefact Reflections Every artefact should be accompanied by a written reflection. Students reflect on
artefacts and articulate how each artefact demonstrates strengths and interests. Reflection might
include why the item was chosen, what it illustrates, why it is significant, what is it evidence of, what
skill it shows, etc. (see Appendix 28 for an example). Organize, group, and sequence artefacts.
Self-Assessment about the process and the product (see Appendix 29 for an example).
Peer Assessment of the product (see Appendix 30 for an example).
Plan to Share Students develop a plan to share their portfolio with a family member. Students write a
reflection about this process. Family members might also comment on the portfolio and offer feedback.
The Life Work Portfolio Teaching Resource (link below) includes an example of a Response Sheet that a
family member could use, as well as rubrics and self-reflection forms.
Note: Assessment of the portfolio should only be based on whether the work has been completed to the
best of the student’s ability.
Resources
Print
Life Work Portfolio Teaching Resource (Nova Scotia Department of Education 2005)
www.ednet.ns.ca/pdfdocs/curriculum/lifework_portfolio_teaching_resource.pdf Includes background
info, suggestions of items to include, goal setting sheets, reflections, rubrics, etc.
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Internet
Life Work Portfolio (Nova Scotia Department of Education 2014) lifework.ednet.ns.ca/ The Nova Scotia
public schools support site for students developing a portfolio. Includes teacher and student links.
What is a Career Portfolio? (BreitLinks 2013)
www.breitlinks.com/careers/career_pdfs/Whatiscareerportfolio.pdf This two page handout gives a good
overview the benefits of a career portfolio, as well as some examples of the things that could be
included.
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Outcome
7.14 Students will be expected to identify and practise the skills needed to manage relationships
Elaboration
Discussions about relationships have been part of the curriculum since primary, with a focus on family
relationships and friendships. In grade 3 students begin to discuss how to deal with difficulties in
friendships. By the end of grade 6, students should have discussed positive and negative relationships,
relational aggression, and communication skills. In grades 8 and 9 students examine healthy and
unhealthy relationships, communication and assertiveness skills.
Humans are social beings; we live in groups and interact with others every day. Our health and wellbeing depend largely on our ability to form close and healthy relationships. The process of building
relationships begins with our families from the moment we are born, grows to include the formation of
friendships, and as we get older, widens to include teachers, co-workers, employers, and others. For
most of us, there will also be several significant romantic relationships.
A relationship involves a bond or connection with another person; however, when students think about
relationships, they will likely assume romantic relationships. It is important to point out the range of
relationships we are involved in, and that all of these relationships help us to develop interpersonal
skills, and provide opportunities for us to learn how to deal effectively with our emotions.
At this time in their lives, teens will be most interested in dating relationships, which are nevertheless
built on the skills learned in earlier relationships. For many adolescents, their first romantic
relationships may be short-lived, intense, and sometimes emotionally painful, but there are important
lessons to be learned as they develop the capacity for long term adult relationships. In order for teens
to develop positive, healthy relationships they need to be able to identify when relationships are
unhealthy as well as what makes a relationship healthy.
Most relationships start out well, but if people do not have the skills to deal with conflict appropriately,
the relationship may become unhealthy. Not all conflict is negative, and conflict may actually lead to
beneficial change if handled well. Problems result when people try to resolve conflict using behaviours
such as threats, coercion, aggression, humiliation, or when there is a lack of mutual respect and trust.
Students should be able to recognize the value and importance of maintaining healthy relationships, as
well as when it may be time to end a relationship because it is no longer healthy.
If students have not experienced healthy relationships in their homes, they may not be aware of these
characteristics, and as a result of these discussions, some students may come to identify some of their
own relationships as unhealthy. Consequently, this may be a sensitive topic for some students. Ensure
that students know where to go for further information or if they need someone to talk to.
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In addition, teachers must also be aware of their legal responsibility to report any signs of mistreatment,
neglect or abuse to the local child protection service. Teachers who are uncertain should speak to the
school counsellor or the principal. The “Responding to Crises” section in Beyond the Basics (page 28) can
support you to deal with disclosures.
As well, in the context of dating/romantic relationships, it is important for teachers to avoid heterosexist
language that makes assumptions about the gender of one’s dating partner(s) and instead to use
language inclusive of opposite gender and same gender relationships.
Note: See Appendix 31 for a list of characteristics of healthy and unhealthy relationships.
be able to describe different types of interpersonal relationships
understand the importance of respectful and non-violent relationships
be able to examine the pros and cons of starting and ending relationships
Outcome Connections
7.20 Students will be expected to analyze positive and negative outcomes of social networking and use
of mobile devices.
Think Pair Share What is a relationship? Who do we have relationships with? In discussion, point out
that relationships begin as soon as we are born and include anyone with whom we have an on-going
connection (family, friend, coach, team-mate, co-worker, student/teacher, romantic interest including
same-sex attraction, etc.), and may be positive or negative. See Appendix 14 for an explanation of this
strategy.
Brainstorm What are some of the reasons why we enter into relationships? (love, power, sex,
companionship, to learn, etc.) Separate these into negative and positive factors. See Beyond the
Basics, Module 6 (mentioned in the print resources below) for a lesson plan on Starting Relationships.
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Consolidation Brainstorm Each student brainstorms a list of 10 important qualities or behaviours in a
friendship. Next have students pair up with one other person, discuss, and consolidate their ideas into
one list of 10 qualities they both agree on. Join pairs into groups of 4 and consolidate again. Use the
group lists to discuss and come up with one list for the whole class. Have students rank the items on the
list in order of importance (top three or four).
Repeat the above procedure to create lists of 10 negative qualities or behaviours in a friendship. See
Kids in the Know, Lesson 2 for a more detailed explanation of the above activity.
Relationship Pyramid Divide students into small groups. Give each group a large sheet of paper, have
them draw a large triangle, and then draw horizontal lines to divide the triangle into three sections.
In the bottom part, the base of the triangle, students write 4-5 things that believe are essential
to healthy relationships. These are the ‘must-haves’ that create the foundation of all their
relationships.
In the middle, write 3 things that they feel are important but not essential. These things would
be nice to have, but you could probably do without one or two of them.
In the top, write 1 thing that they would consider a bonus (money, humor, etc.)
Have small groups share with the class. Discuss why they ordered things as they did, if it was
hard to decide where to put things, what would happen if the bottom or foundational pieces
were missing, if there were similarities in the way groups valued things, why people value things
differently, etc.
Healthy/Unhealthy Relationships Give three examples for each:
What do healthy relationships looks like? Sound like? Feel like?
What do unhealthy relationships looks like? Sound like? Feel like?
Short Stories Copy short stories about relationships (like the ones in the Chicken Soup book mentioned
below). Make enough copies for each student (30 different stories, 3 x 10 different stories, etc.). Have
students read and respond to several different ones (see appendix 21 for an example of an organizer).
Article Review Students choose an article about relationships from the Teens Health website (several
articles are suggested in the internet resources below). Read the article and complete the Article
Review organizer (see Appendix 15)
TV Relationships Watch a show that you enjoy. Choose one character. Identify a relationship that he or
she has with another character and analyze their relationship. What type of relationship is it? What
qualities (positive and negative) are demonstrated in this relationship? What advice would you give this
person that could improve the relationship? How do you think media (TV, movies, videos, etc.) impacts
our values and beliefs about relationships?
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Written Reflections:
What are the three most important qualities in any relationship and why?
What are the three worst qualities in an unhealthy relationship and why?
In order to have good friends, you have to be a good friend. Do you agree? Explain what this
means.
How do you know when it is time to end a relationship?
What makes it difficult to end a relationship?
Describe the best friendship you’ve ever had. What makes it special? What qualities do you
value most about this person?
Exit Pass: List three qualities of a healthy relationship. List three qualities of an unhealthy relationship.
Resources
Print
18447) Module 6 of this resource offers lessons related to relationships, communication and decisionmaking.
Kids in the Know Grade 7: Personal Safety Program (Canadian Centre for Child Protection 2011) (NSSBB #
2000218) Lesson 2: Relationships. This lesson discusses important qualities of friendships and romantic
relationships. Lesson 3: Boundaries-Knowing the Line. This lesson explores knowing your own and
respecting the personal boundaries of others.
Chicken Soup for the Soul: Teens Talk Relationships (Chicken Soup for the Soul Publishing 2008) Short
stories written by teens for teens about how they dealt with the problems, issues and challenges of
relationships.
My Health: Talking Openly about Healthy Living (Bartlett 2010) (NSSBB # 2000010) Chapter 6: Intimacy
and Sexual Decision Making includes a few pages about relationships.
Adolescent Romantic Relationships (ACT for Youth Centre of Excellence 2007)
http://www.actforyouth.net/resources/rf/rf_romantic_0707.pdf This short fact sheet is concise and
includes great information.
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Video
Character: Friendship Basics (Learning Zone Express 2009) (Streamed, 11:22) This short video uses
humor to talk about friendships. Discover how to make new friends, keep them, and end friendships in a
positive way. Includes a worksheet. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=character+friendship+basics&lid=17523857&ID
=516416 6-8
Developing Healthy Relationships (Kinetic Video 2003) (DVD/VHS, 30:00) (LRTS # 23600) This video
discusses a variety of important qualities of healthy relationships including open communication, trust,
honesty, the qualities of true friendship, peer pressure and effective refusal skills. Online Catalogue. 7-9
Internet
Kids in the Know (Canadian Centre for Child Protection 2011)
https://www.kidsintheknow.ca/app/en/relationships_sheet_12-15 This website includes a link to an
excellent PDF about healthy and unhealthy relationships for teens.
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Outcome
7.15 Students will be expected to examine methods for contraception and the benefits/ disadvantages
of each method.
Elaboration
\Students begin to discuss the changes associated with puberty in Grade 4. By the end of Grade 6 they
should have learned about reproduction, sexuality, and sexual health, including common STIs. Grade 7 is
the first time they will learn about contraception. In Grade 8 they will learn about signs of pregnancy,
the importance of prenatal care and the options and challenges associated with a teen pregnancy.
Becoming a parent is a life-changing event for which there is very little formal preparation, and which
has many challenges. For teenagers who are not finished maturing, being a parent can be doubly
difficult and involves responsibilities that often interrupt schooling, future plans, social life, and family
life. It is important for teachers to be sensitive to any students who may have friends or family who are
teen parents or any teen parents in the school when discussing the challenges associated with young
parenting so as not to stigmatize those youth. Consider that someone in your classroom may have been
raised by a teen parent, so be sensitive to the language you use.
Teen pregnancy and parenthood may create barriers to success for teens and for their children. Teen
parents are less likely to complete high school, and very few of them go on to complete college or
university. As a result, many teenage parents have difficulty finding meaningful employment, earn
significantly less, and are more likely to be on welfare than those who are not parents at a young age. In
this way, pregnancy can contribute to teenage parents getting caught in the ‘cycle of poverty’ where
they remain poor, and where their children are also at increased risk for teen pregnancy, lower
academic outcomes, and poverty (MOHLTC 2012).
Although the pregnancy rate among teens in Canada has been declining for the past decade, there are
still numerous teens each year that unintentionally become pregnant, and recent studies indicate that
teen pregnancy rates are on the rise again (McKay 2013). Learning about contraception is critical health
information that teens need before they become sexually active.
Assure students that learning about contraception does not in any way assume that they are sexually
active or that everyone in the classroom is heterosexual. In fact, we hope that most of them are not
sexually active, and research tells us that the majority of kids their age are not engaging in sexual
intercourse (Rottermann 2005). However, some teenagers do have sexual intercourse, and for them,
information about contraception is extremely important. Also, most people will need to make decisions
about birth control someday, and having factual information is essential in order for people to make
informed decisions now and in the future. There is a lot of misinformation about sexual health, and this
will be an opportunity for students to learn the difference between truth and myth.
It is also important to recognize that there will be a range of family values with regard to contraception.
Nevertheless, all people regardless of their age are entitled to appropriate and accurate information
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about their health; what people choose to do with that information is a personal and family decision.
You may want to send a letter home to inform parents of the topics being covered in class and to
encourage them to have follow-up conversations with their child.
Finally, be careful not to assume that everyone in the class is heterosexual. Be aware of gendered and
heterosexist language that reinforces binaries (male/female, straight/gay). Instead, make an effort to
use language such as partner, or when two people engage in sexual intercourse…
The primary message should be that abstinence is preferable for teens and the only 100% safe choice,
however; if students do choose to engage in sexual activity, they need to know how to protect
themselves against pregnancy and STIs. Teach the ABCs of sexual health: Abstinence, Birth Control,
Condoms.
there are a variety of different methods of contraception
each method has pros and cons
any method is better than no method
Outcome Connections
7.3 Students will be expected to demonstrate an understanding of the stages of pregnancy and prenatal
development.
KWL Before beginning discussions about contraception, it will be useful to determine what the students
know about reproduction, conception and pregnancy. They should have a basic understanding of the
process. Possible question: Where do babies come from? See Appendix 8 for a KWL organizer. Take
some time to fill in gaps and correct misinformation.
Think Pair Share What is contraception? What types of contraception have you heard about? (Ensure
that abstinence is included on this list). See Appendix 14.
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Sex? A Healthy Sexuality Resource Make sure you get your hands on this resource. Written in student
friendly language, it includes a whole chapter on contraception (see description under Print Resources
below). It is usually distributed to school around January.
established such norms, it would be a good idea to revisit them. See outcome 7.7 for some discussion of
how to do this.
to ask questions without risking embarrassment, and allows the teacher some time to prepare answers.
Pass every student a piece of paper and ask them to write down any questions. So that no student feels
singled out, all students should write something on their paper. If they have no question, they can
provide feedback about the lesson, or write “no comment.” Plan to answer questions at the beginning
of the next class.
Article Review Students choose an article about contraception from the Teens Health website. Read the
article and complete the Article Review organizer (see Appendix 15)
Concept Map or Idea Web Students create a visual display of the main ideas related to contraception.
They could use an organizer like the Fishbone (see Appendix 18) or an online tool (see Appendix 25).
True /False Quiz Students prepare a quiz that includes correct answers.
Small group research and presentations (BCP, Depo Shot, Implant, Condoms, IUD, Patch, Plan B, Vaginal
Ring, Abstinence…) There are many types of contraceptives, be sure to include the ones that teens will
be most likely use and have access to. See Appendix 37 for an organizer.
Name of method, how does it work, how do you use it, how effective is it, advantages,
disadvantages, where do you get it.
Audience: write two important facts that you learned about each method
Poster or Brochure Students present their research information to their classmates. Visual material
should be assessed on things like: content and accuracy; references included; attractive graphics; design
is well organized and easily viewed; spelling and punctuation; etc.
Oral Presentation of Research: Should be assessed on things like: content and accuracy; comprehension
of material; preparedness; volume; posture and eye contact; etc.
3-2-1 List three highly effective contraceptives; Give 2 reasons why contraceptives are important; Name
1 method that is 100% effective.
Exit Pass What is the safest way to avoid disease and pregnancy (abstinence)? Which contraceptives are
best suited for teenagers and why? Which contraceptives also protect against disease? What is the
most important thing you learned?
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Resources
Print
It’s Perfectly Normal (Robie Harris 2009) (NSSBB # 25453) An excellent, teen-friendly book about
puberty and sexual health.
My Health: Talking Openly about Healthy Living (Bartlett 2010) (NSSBB # 2000010) Chapter 6 includes
some information about contraception.
18447) This excellent resource is all about sexual health topics and includes ready to go lesson plans.
Module 7 is about contraception and safer sex.
Why teen pregnancy is on the rise again in Canada (Bielski 2013)
http://www.theglobeandmail.com/life/health-and-fitness/health/why-teen-pregnancy-is-on-the-riseagain-in-canada-and-spiking-in-these-provinces/article7927983/ This article from The Globe and Mail
reports on a study conducted by SIECCAN.
Teen Pregnancy (Ontario Ministry of Health and Long Term Care 2012)
http://www.health.gov.on.ca/en/public/publications/pubhealth/init_report/tp.html This brief gives a
good overview of teen pregnancy from a public health perspective.
Video
Teens and Sex: What You Need to Know (Sunburst Visual Media 2005) (Streamed, 28:23) A dramatization
of a teen online sex information site. Segments include common questions, reproduction, contraception,
STIs, and short vignettes Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Teens+and+Sex++What+You+Need+to+Know&
lid=17523857&ID=130003 6-12.
Internet
online.
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Kids Help Phone “The Law and Your Body” (Kids Help Phone 2014)
https://www.kidshelpphone.ca/Teens/InfoBooth/Money-jobs-laws/Laws/The-law-and-your-body.aspx
This page includes important information about laws in Canada as they relates to the sexual health of
teens.
Teaching Sexual Health (Alberta Health Services 2013) http://www.teachingsexualhealth.ca This
excellent Canadian site includes a teachers’ portal with ready to use lesson plans, handouts,
Teaching Sexual Health “Contraception Lesson 1” (Alberta Health Services 2013)
http://teachers.teachingsexualhealth.ca/wp-content/uploads/Grade-8-Studying-Contraception-Lesson1.pdf
Teaching Sexual Health “Contraception Lesson 2” (Alberta Health Services 2013)
http://teachers.teachingsexualhealth.ca/wp-content/uploads/Grade-8-Studying-Contraception-Lesson2.pdf
Teaching Sexual Health “Birth Control Fact Sheets” (Alberta Health Services 2013)
http://teachers.teachingsexualhealth.ca/resources/print-resources/birth-control-fact-sheets/
Sexuality and U (The Society of Obstetricians and Gynaecologists of Canada 2012)
http://www.sexualityandu.ca/ This Canadian site provides accurate and up-to-date information and
education on sexual health. The teachers section offers many free resources, including classroom
presentations.
Sexuality and U “Birth Control” (The Society of Obstetricians and Gynaecologists of Canada 2012)
http://www.sexualityandu.ca/birth-control
Sexuality and U “Contraception PPT” (The Society of Obstetricians and Gynaecologists of Canada 2012)
www.sexualityandu.ca/teachers/classroom-presentations/birth-control-contraception
Canadian Federation for Sexual Health (CFSH 2011) “Your Sexual Health.” Lots of good information
about sexual health http://www.cfsh.ca/Your_Sexual_Health/
Canadian Federation for Sexual Health “Contraception and Birth Control” (CFSH 2009)
www.cfsh.ca/Your_Sexual_Health/Contraception-and-Safer-Sex/Contraception-and-Birth-Control/ Fact
Sheets.
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Outcome
Elaboration
In grade 3 students begin to talk about dealing with the difficulties that may arise in friendships. By the
end of grade 6 they will have discussed the components of healthy relationships, positive self-identity,
dealing with relational aggression, and communication skills. In grade 8 students learn assertiveness
skills to communicate thoughts and feelings. In grade 9 they will learn about the negative impact of
stigma on help-seeking behaviour, as well as negotiation and refusal skills related to sexual activity,
drugs and gambling.
Adolescence is a time when peers and relationships outside of the family become increasingly important
to youth. Perhaps more than at any other time in a person’s life, adolescents have a powerful need to
feel like they belong, and they begin to develop relationships that are more meaningful and intimate
than they have in the past. Exploring and learning about relationships is an important part of a young
person’s development, providing opportunities for youth to learn and practice skills that will influence
the success of their future relationships.
Parents often worry about their teenager’s preoccupation with friends, and the negative influence of
peers, and although it may seem that many adolescents are in conflict with their parents and rejecting
their family values, this not often the case. They are doing the developmental work of adolescence as
they explore their own ideals and search for greater independence, which often creates some conflict
with families as youth struggle to renegotiate their relationships with their parents. Nevertheless, many
youth continue to be significantly influenced by their parents and do not stray too far from the
fundamental values established by families during childhood.
While we are all aware that negative peer influence exists, it is often the only type of influence that we
focus on. Many youth are also positively influenced by peers who encourage them to get good grades,
participate in sports, resist drugs, and motivate them to do well. Recognizing that peer influence affects
everyone, that it can be both positive and negative, and that we have a choice about how we are
influenced is important for young people to understand.
Nevertheless, many adults and parents are understandably concerned about negative peer influences
that may lead some youth to participate in unhealthy and unsafe behaviours. For this reason, it is
essential to talk with youth about strategies to resist negative pressure. Having open conversations
about peer influence, being aware of and confident about one’s values, and practicing how to respond
assertively in a variety is situations will help youth be better prepared to resist negative influences.
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Everyone, regardless of age, is influenced by their peers
peer influence can be positive or negative
being aware of your own values is helpful when making decisions
resisting negative peer pressure can be difficult
practice being assertive can make negative peer influences easier to resist
Outcome Connections
alcohol use.
including no pay gambling sites, and identify signs of concern among youth.
7.19 Students will be expected to recognize that there are potential harms arising from use of alcohol,
Note: Peer influences are very strong at this age and may impact a young person’s life in many areas
other than the outcomes mentioned, including body image, mental health, help-seeking behaviour,
expression of sexual orientation, social media use, participation in sport and many more.
Discuss Who decides what (or who) is cool or not? Is there anything wrong with wanting to fit in? How
important is fitting in? What are the costs of fitting in? What are the consequences of not fitting in?
Think Pair Share Define peer influence (a group of people your own age who try to persuade you to
think or behave in a certain way).
Types of Peer Influence
negative (ex: influence to try drugs)
positive (ex: influence to get involved in sports)
direct (ex: putting pressure on someone to gamble)
indirect (ex: people feel subtle pressure to conform to group behaviors in order to fit it).
Brainstorm Divide students into small groups to brainstorm examples of the different ways our peers
influence us. Sort the examples into the different types of pressure. See Appendix 38 for an organizer.
Lesson Plans related to peer influence, and drugs and alcohol found in A Question of Influence (see print
resource below).
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Brainstorm and Discuss What are some things you can do to resist negative peer influence?
Ask yourself if you would you feel proud about your decision. How would your parents feel?
Talk to trusted friends or adults
Take time to make decisions
Consider the consequences
Know where you stand and what you value.
Find support for your position.
Prepare what you will do ahead of time; have a plan and practice.
Name the behaviour (That’s mean, That’s dangerous, That’s cheating…)
Students may also feel that ‘everyone is doing it” when in fact this is often not the case.
Learning some facts about the actual number of students engaging in certain behaviors will help
some resist the pressure.
Scenarios: Divide students into small groups and assign each group a scenario to discuss options for
resisting negative peer influences. See Appendix 32 for some scenarios.
The Road Less Travelled-read the poem and discuss the meaning. What could the two paths represent?
What could make this a difficult decision? Write about a time when you chose the road less travelled.
What could be the benefits of this choice?
Poster Reflection Find your own or choose one of the quotes that appeal to you. Illustrate it on a
poster. On the back, write a paragraph that explains: what you think it means, how it relates to peer
influence, why you choose it. See Appendix 33 for some quotes.
Resources
Print
handouts and slides are available at this site.
Coping with Cliques: A Workbook to Help Girls Deal with Gossip, Put-Downs, Bullying and Other Mean
Behaviour (Sprague 2008) (NSSBB# 25666) This workbook helps girls deal with gossip, put-downs, social
isolation and other mean behaviour. It suggests strategies for maintaining self-esteem and being
assertive.
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Video
Real People: Teens and Ethics (Sunburst Visual Media, 2007) (Streamed, 23;02) Discusses ethical
decisions that teens face every day. Examine the pressures they experience to drink, smoke, cheat, and
have sex, and understand the personal values they call upon to do the right thing. Online Video Library:
http://www.learn360.com/Search.aspx?SearchText=Real%20People%20%20Teens%20and%20Ethics%2
0&lid=17523857 6-8
Every Day Peer Pressure (Cambridge Educational, 2000) (Streamed, 27:25) Although a little dated, this
program investigates the dynamics of subtle, overt, and group peer pressure, along with approaches to
resisting negative pressure. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=peer+pressure&lid=17523857&ID=947473
Indicated for grades 9-12, but fine for grade 7.
Bridging the Gap: No Can Do (Centre for Educational Resources 1999) (Streamed, 12:10) Discusses peer
pressure situations, the conflicting feelings that can result, and effective refusal skills for resisting peer
pressure. Although a little old, it does not seem dated. 6-8
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Outcome
7.17 Students will be expected to provide leadership among peers and younger school-aged children an
active transportation.
Elaboration
In grade 4, students identify personal motivation factors that contribute to participation in physical
activity, and recognize the importance of daily activity for growth and development. They also explore
ways to promote safe, active transportation in their community. By the end of grade 6 students will have
started to discuss the connection between physical and mental health, the changing needs for physical
activity with the onset of puberty, and the role of physical activity in weight management and preventing
disease. In grades 8 and 9 students will set personal goals related to physical activity, determine levels of
activity needed for health benefits, and examine community infrastructure that enhances of creates
barriers for physical activity.
The Canadian Physical Activity Guidelines recommend that kids participate in 60 minutes of moderate to
vigorous physical activity each day in order to receive health benefits. However, many of our youth fall
short of this recommendation. Active transportation can easily be integrated into everyday life with
little or no cost and minimal planning, and presents an excellent opportunity to improve health among
youth.
Active transportation includes any human powered method of getting from one place to another, and
although walking and cycling are the most popular, it may also include other methods of transportation
such as rollerblading, skateboarding, scooter riding or even paddling.
There are numerous benefits to active transportation, most notably the health benefits gained by
individuals who participate. It is common knowledge that obesity and inactivity have a negative impact
on a person’s overall health, and may contribute to heart disease, stroke and other chronic conditions.
On the other hand, physical activity is known to be associated with many positive health benefits
including improved fitness, as well as improved physical, mental, and social health.
Other benefits of active transportation may include less traffic, improved public safety, social and
community cohesion, reduced pollution, and financial savings for individuals.
they exert influence over their peers, and especially younger children.
daily physical activity is essential for overall health
choosing active transportation is an easy way to increase daily activity level
active transportation requires students to be aware of safety
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Outcome Connections
7.22 Students will be expected to recognize the characteristics of supportive environments within
various community contexts for healthy eating, environmental sustainability, physical activity, and nonuse of tobacco and alcohol.
their community.
Class Survey Ask students how they got to school today. Collect information and display numbers on
the board. You could create a simple bar or pie graph of the data. Discuss:
Which form of transportation is used the most? Why?
Which form is best for your health? The environment? Rank these in order.
Carousel Brainstorm This is a good way to activate prior knowledge, find out what students know, and
get them ready to learn about a new topic. Students will brainstorm the benefits of physical activity
which include: physical, social, mental and emotional (mental-pertaining to the mind, one’s awareness,
thoughts, reason, knowledge, cognition; emotional- affective, pertaining to one’s emotions or feelings,
mood). See Appendix 34 for details about this activity. See Internet links for suggested articles that
could be used with this activity.
What is Active Transportation? Watch the short videos (Planning 101, AT in N.S. )mentioned in You
Tube resources below that explain this concept. Besides the health benefits of increased physical
activity, what are some of the other benefits of active transportation (environmental, economical, traffic
and transportation, safety, community well-being…)? What about barriers to active transportation?
Neighbourhood Walkabout Create your own checklist or use the one found in the How Walkable is Your
Community? brochure in the links below.
Create a Map Create and distribute a map to other students in your school that illustrate the best active
transportation routes to school. Be sure to include the location of sidewalks, crosswalks, crossing
guards, and street lights. Alternatively, students could print Google Maps of their neighbourhood and
annotate them.
Walk Score Students determine the ‘walkability score’ of a neighbourhood using the resource
www.walkscore.com mentioned in the Internet resources below. It is important that students are
familiar with the neighbourhood for this activity so they should enter their home address or school
address. Since the website may not mention all services in an area, there will likely be some
disagreement with the score. Students should write a response to the score.
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Do you agree with the score? Why or why not?
What can be done to improve the walkability of this neighbourhood?
Write a letter to your MLA Collect information about the walkabililty of your neighbourhood and write
to your MLA with your concerns and suggestions to make your community safer and more walkable.
Consider cyclists, pedestrians, transit users, people with strollers, people with disabilities, children,
elderly, etc.
Pledge Take a pledge to increase the amount of time you participate in active transportation for a
period of one month. See Appendix 35 for an example.
Design a PSA that highlights one or more of the benefits of one type of active transportation (biking,
walking, roller blading, riding scooters, skateboarding, etc.). Share it with others in your school.
Resources
Print
Are We Driving Our Kids to Unhealthy Habits? (Active Healthy Kids Canada n.d.)
http://www.activehealthykids.ca/ReportCard/ReportCardOverview.aspx This annual report provides a
comprehensive assessment of Canada’s “state of the nation” each year with regard to physical activity
opportunities for children and youth. The focus of this year’s report is on active transportation.
Highlights from the 2013 Active Healthy Kids Canada Report Card on Physical Activity for Children and
Youth (Active Healthy Kids Canada 2013) http://dvqdas9jty7g6.cloudfront.net/reportcard2013/AHKC2013-Fact-Sheet-FINAL.pdf
Internet
Articles for the Carosel Brainstorm Activity:
Physical: Why Exercise is Vital to Health (Ontario Ministry of Health and Long-Term Care 2013)
http://www.mhp.gov.on.ca/en/active-living/exercise.asp
Mental Benefits: A Fit Body Means a Fit Mind (Richardson, 2014)
http://www.edutopia.org/exercise-fitness-brain-benefits-learning
Emotions/Mood: More exercise could be simple solution to help prevent mental illness. (CTV News
myHealth 2013) http://www.ctvnews.ca/health/health-headlines/more-exercise-could-be-simplesolution-to-help-prevent-mental-illness-1.1155664
Emotions/Mood Exercise: Improving your mental health (Alberta School Employee Benefit Plan 2012)
http://www.spin37.com/admin/ul/CUPE_April_article.pdf
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Social: The Positive Impact of Sports (Let Kids Play 2010)
http://www.letkidsplay.ca/docs/LKPPositiveImpactSports.pdf
All: What the Research Says About Physical Acitivity and the Early Years (best start 2011)
http://www.beststart.org/resources/physical_activity/pdf/Research_2011_Eng_Final.pdf
All: Benefits of Physical Activity (Saskatchewan Ministry of Education
http://www.education.gov.sk.ca/ELCC/active-solutions1
“How Walkable is Your Community?” (I Can Walk 2014)
http://www.icanwalk.ca/files/upload/brochure_ENG_withlogos_cover_Rev.pdf
Teens Health (The Nemours Foundation 2014) teenshealth.org/teen/ This is a go-to website for kids,
teens and parents. The articles available on this website are written in a straight forward manner that is
easy for kids to understand. The material is reviewed regularly by a team of doctors and other medical
experts to ensure the information is as current as possible.
Teens Health “Why Exercise is Wise” (The Nemours Foundation 2014)
http://teenshealth.org/teen/your_body/take_care/exercise_wise.html#cat20116
ParticipACTION (ParticipACTION 2013) https://www.participaction.com/ The national voice of physical
activity and sport participation in Canada, and is solely dedicated to inspiring and supporting healthy
and active living for Canadians. This organization provides campaigns, tools and resources to help
Canadians be more active.
Tips on how to increase your kids’ active transportation (ParticipACTION 2013)
http://www.participaction.com/wp-content/uploads/2013/05/AHKC-2013-ParticipACTION-TipsSheet_FINAL.pdf
Active Healthy Kids Canada (Active Healthy Kids Canada 2013)
http://www.activehealthykids.ca/Home.aspx In an on-going effort to advance knowledge and effect
change, this organization releases an annual report card which provides a comprehensive assessment of
the current state of physical activity among Canadian kids.
Canadian Physical Activity Guidelines (Canadian Society for Exercise Physiology 2014)
http://www.csep.ca/CMFiles/Guidelines/CSEP-InfoSheetsComplete-Eng.pdf Canadian guidelines for
each age group, including intensity, benefits and suggested activities.
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What is Active Transportation? (Public Health Agency of Canada 2009) http://www.phac-aspc.gc.ca/hpps/hl-mvs/pa-ap/at-ta-eng.phpExplains what active transportation in, the benefits, and suggestions
about how to get involved.
Active Transportation (Governement of Canada 2013) http://www.healthycanadians.gc.ca/kidsenfants/physical-physique/active-transport-actif-eng.php Information for the public from the
Government of Canada
Ecology Action Centre (Ecology Action Centre n.d.) https://www.ecologyaction.ca/content/AT-101 The
EAC provides workshops for schools to develop Active Transportation Plans.
Ecology Action Centre “Active Transportation 101: A ‘How-To’ guide for developing an Active
Transportation plan in your community” (Ecology Action Centre 2013)
https://www.ecologyaction.ca/files/images-documents/AT101-2013_WEB.pdf
Ecology Action Centre “Thrive! Walking” (Ecology Action Centre 2012)
http://www.youtube.com/watch?v=Va5YabLnOws
Active and Safe Routes to School (Green Communities Canada n.d.) http://www.saferoutestoschool.ca/
Promotes the use of active transportation for the daily trip to school, addressing health, physical
activity, and traffic safety issues while taking action on air pollution and climate change. A variety of
programs designed to engage students and encourage walking to school are available.
iCANwalk (Green Communities Canada 2014) http://www.icanwalk.ca/ A collection of resources and
tools available for use in local campaigns to promote walkable communities.
Walk Score (Walk Score 2014) http://www.walkscore.com/ The mission of this site is to promote
walkable neighborhoods. Enter your street to see the score.
What Does Active Transportation Look Like in Nova Scotia? (Bouchard 2011)
http://www.youtube.com/watch?v=9YppbZy8aTs A short video (4 min.) that discusses what active
transportation is, why should we do it, and what can we do to support it.
Video News Release: Are We Driving Our Kids to Unhealthy Habits? (Active Healthy Kids Canada 2013)
http://www.youtube.com/watch?v=vdn1IbYWXQg&feature=youtu.be A short video (2 min.) that
summarizes the results of the 2013 Report Card on Physical Activity for Children and Youth with respect
to active transportation.
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Outcome
Elaboration
This is the first time that students will explore the range of services that they can access for help in their
community. In grade 9 students will also practice how to make an initial contact with these services.
Asking for help is difficult for many people. Some people are reluctant to ask for help because they are
perfectionistic (nobody will do it as well as me), or they don’t want to be a burden to others or feel
indebted. However, many people do not ask for help out of fear of appearing weak. We are raised in a
culture that values independence and admires competence. Asking for help is difficult because it
involves admitting that perhaps you can’t handle things on your own, and that makes people feel
vulnerable. What if someone exploits your need? What if someone laughs at or makes fun of you while
your needs are exposed? Admitting that you don’t know what to do can be hard, and many people are
afraid to take the risk of being embarrassed or rejected.
However, we are social beings who live and work in groups. Everyone needs help at some time or
another, and we would all be happier and healthier if we could ask for what we need when we need it.
It is important that we teach children that it is okay to ask for help and that sometimes, this is the best
thing to do. Struggling in silence may be unnecessary when there are resources and supports available
that can alleviate suffering and make things easier. Children should be taught that asking for help when
it is needed can be a sign of strength and courage.
In addition, it is important that children know who to ask and where they can go in their communities to
seek appropriate and accurate assistance. Sometimes just knowing where to begin is the biggest hurdle.
there are a variety of community services and resources that students can access for help for a
variety of different reasons
Outcome Connections
There are community services and resources related to many of the outcomes covered in this course,
including those related to body image, drug use, gambling, sexual orientation, sexual health, fitness,
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mental health and illness, career planning, employment, abuse, teen pregnancy, bullying, and many
more.
Brainstorm places in the community where students might go to get accurate information or assistance
for themselves or others. Suggestions might include the school public health nurse, school counsellor,
KIDS Help Phone, The Youth Project, Laing House, Pathways, AA, etc.
Research Students choose a topic related to Healthy Living that interests them and research a related
service or resource available in their local community. Students prepare a short presentation for their
classmates as well as a one page summary to be included in a class book of resources. See Appendix 36
for a summary template. Students may want to begin their research with the Kids Help Phone Resources
Around Me Tool or 211 Nova Scotia (see internet links below). Note: Each student should review a
different service or resource.
Resources
Internet
Kids Help Phone “Resources Around Me: A tool to search for resources in your own community” (Kids
Help Phone 2014) http://www.kidshelpphone.ca/ResourcesAroundMe/
211 Nova Scotia (211 Nova Scotia n.d.) http://ns.211.ca/ Users can easily and quickly connect to
the community and social services they need, anywhere in the province, regardless of where they're
located.
Living with Mental Illness: A guide for Family and Friends Resource List (Capital District Health Authority
2010) http://ourhealthyminds.com/family-handbook/appendix-resources-list.html
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Outcome
7.19 Students will be expected to recognize there are potential harms arising from the use of alcohol,
Elaboration
In grade 4 students begin to learn about gambling, and in grade 5 they learn about the impact caffeine
has on the body. In grade 8 students examine the impact substance use and gambling have on
communities, and in grade 9 they will learn about the role of alcohol in decision making, the risks and
signs of substance use and gambling along a continuum of use, and how to recognize and respond to
health dangers related to substance use.
Adolescence is a time when youth are seeking independence from their parents, and while
experimentation and risk-taking are a natural part of this developmental process, it causes many adults
to worry about teens making decisions that could have serious implications for their future. Most
adolescents are well-adjusted youth who are exploring and experimenting in developmentally
appropriate ways, engaging in some degree of risk-taking behaviour without any serious problems.
However, some do develop problems and continue to engage in an activity despite experiencing
negative consequences. For this reason, it is important that youth understand the difference between
healthy and unhealthy risks, and are able to recognize problem behaviours in themselves and others.
As far as experimenting with drugs or gambling, no one can predict how their body will react. For some
people, trying something once is not a big deal, and for others it is. No one sets out to become addicted
when they experiment, but some end up that way. The risk of addiction lies in this uncertainty.
One of the challenges with caffeine, alcohol and gambling is that these are socially acceptable activities
that are restricted to adults, and easily accessible to most youth. For young people who are seeking
independence and trying to appear grown up and mature, these activities may have a special appeal.
Youth should understand why these activities are restricted to adults, and that there is a continuum of
use that ranges from no use, to social use, to harmful use.
Youth require guidance and accurate information about the impact that substance use and gambling
may have on their lives. Students must understand how easily involvement in these activities can
escalate out of control, and prevent them from achieving their goals and the kind of life they imagine for
themselves.
Many adults are involved in these activities in harmful ways. No one chooses to become addicted.
Taking that chance could risk their future and change their life forever.
In discussing the harms associated with the use substances and gambling, teachers must exercise care to
avoid the perpetuation of victim blaming – blaming people for the harms they experience as a result of
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their use. In this healthy communities section, conversation can be directed to some of the factors in
the environment that might influence an individual’s behaviour.
because alcohol, caffeine and gambling are socially acceptable, their misuse or overuse may go
unnoticed.
in moderation, none of these is problematic.
Alcohol, caffeine and gambling all have addictive properties that can be harmful and may lead to
significant problems for people.
Outcome Connections
alcohol use.
including no-pay gambling sites and identify signs of concern among youth.
Think, Pair, Share Possible prompts:
Some people think it is okay to experiment with drugs as long as it is only a few times. What do
you think? Discuss.
Alcohol/caffeine/gambling is a problem when…
Continuum Create sets of index cards for a continuum of use (generally something like this: no activity,
experimental use, social use, regular use, harmful/ problematic use, dependence). Divide students into
small groups and give each group a set of cards. Have them place the cards in order from no use to
harmful use. Discuss. See Continuum of risk charts in My Health text listed in Print resources below.
Small Group Brainstorm Divide students into three groups and assign them one of the topics. What are
some of the harms that may arise from alcohol/caffeine/gambling use? Can these be ranked in order of
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seriousness? Consider harms/consequences related to social, community, work, financial, educational,
physical health, mental health, safety, legal, relationships… Alternatively, you could do a Carousel
Brainstorm (see appendix #). Note: with this exercise, care must be taken to avoid victim blaming (e.g.
blaming or judging someone who was sexually assaulted after heavy alcohol use).
Article Review Students choose an article to read from the Teens Health Website (listed in the internet
resources below) and write a response. See Appendix 15 for an organizer.
Social Media Students develop short messages to be used in a texting campaign. Topics could include
myths about energy drinks, short and long term effects of alcohol use, the realities of gambling, etc.
Lesson Plans: Check out two lessons available online, mentioned under Internet resources.
Poster and Slogan Create a slogan and a poster to encourage youth to be aware of the risks before
choosing to engage in these activities.
Exit Pass Some possible prompts:
Explain why the misuse of caffeine, alcohol and gambling might easily go unnoticed? Explain
why legal doesn’t necessarily mean safe.
What would you say to a friend who told you that they wanted to try a drug “just once”? What
interesting or surprising information did you learn?
Have your beliefs or opinions changed since the beginning of these lessons? Explain.
3-2-1 Some possible prompts:
What are three signs of problem use? Identify two areas of a person’s life that might be
affected? What is one question you still have?
Choose one topic: caffeine, alcohol, or gambling. List three physical effects, two other effects
(mental, social, emotional…), and one serious risk.
Choose one topic: caffeine, alcohol, or gambling. List three possible consequences of
involvement, two ways these consequences could interfere with your future, one way to avoid a
risky situation.
It would be good to have discussion about why some youth might be using substances or gambling (e.g.
stress at home or school, marketing, peer pressure, family norms, etc).
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Resources
Print
My Health: Talking Openly about Healthy Living (Bartlett 2010) (NSSBB # 2000010) Chapter 8: Tobacco,
Alcohol, and Gambling. Page 117 includes a continuum of risk for substance use; page 135 includes a
continuum of risk for gambling.
handouts and slides are available at this site. Activity 7.3 deals with some of the risks of use.
Youth Making Choices: Gambling Prevention Program (CAMH 2010)
www.problemgambling.ca/EN/Documents/Curric_YouthMakingChoices_Complete.pdf A collection of
lesson plans published by the Problem Gambling Institute of Ontario and The Centre for Addiction and
Mental Health. Unit 5 in this resource deals with the effects of gambling on others. Unit 2: What is
Gambling? Unit 4: What is Problem Gambling? The document if free to download at:
Nova Scotia Student Drug Use Survey 2012: Technical Report (Dalhousie University 2013)
http://novascotia.ca/dhw/publications/Student-Drug-Use-Survey-Report.pdf This survey asked junior
and senior high school students about their experiences with substance use, gambling and associated
risk behaviours.
Video
It Won’t Happen to Me: Learning About Addiction (Sunburst Visual Media 2003) (Streamed, 21:04)
Presents two scenarios involving substance abuse by students, and illustrates the effects and
consequences that substance abuse can have on your daily life. Online Video Library:
http://www.learn360.com/Search.aspx?SearchText=It%20Won%92t%20Happen%20to%20Me%20%20L
earning%20About%20Addiction%20&lid=17523857 6-8
Alcohol Facts: Straight Up (Sunburst Visual Media, 2005) (Streamed, 17:24) Looks at how alcohol affects
a teenager's thinking and behaviour, teen drinking and driving, and the impact of having an alcoholic
parent. Online Video Library:
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http://www.learn360.com/ShowVideo.aspx?SearchText=Alcohol+Facts++Straight+Up+&lid=17523857&I
D=130058 6-12
Under the Influence (Marlin Motion Pictures 2005) (DVD/VHS, 24:00) (LRTS # 23611) This program
focuses on the deadly decisions that alcohol can often lead to. Segments include: A big deal; The first
drink; Wake-up call; Rock bottom; Straight ahead. Online Catalogue. 7-9
Internet
Kids Help Phone (Kids Help Phone 2014) http://www.kidshelpphone.ca/Teens/Home.aspx This Canadian
site provides a confidential, 24 hour telephone counselling and referral service to youth, and their
website offers a wealth of up to date information.
Kids Help Phone “Alcohol and Drugs” (Kids Help Phone 2014)
http://www.kidshelpphone.ca/Teens/InfoBooth/Emotional-Health/Alcohol-And-Drugs.aspx
Kids Help Phone “Gambling” (Kids Help Phone 2014)
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Outcome
7.20 Students will be expected to analyze positive and negative outcomes of social networking and use
of mobile devices.
Elaboration
Our lives are saturated with technology that is changing the world at a rate so fast that many of us have
a hard time keeping up. However, kids today have never known a world without cell phones and
internet access, and they are very comfortable with this rapidly evolving technology.
The internet has changed the way we interact and socialize with others, and it has become an essential
part of many peoples’ lives, yet the internet also brings with it some very real concerns. Despite the fact
that it is an amazing tool offering endless opportunities for learning, it is also home to an equal number
of risks and dangers. The internet provides access to unlimited amounts of information, some of which
is reliable and educational, and some that can be inaccurate, harmful, and even illegal.
Online and digital communication has become an ever present part of a teenager’s social world. By
junior high, if not sooner, many young people have their own cell phone that they carry with them all
the time. This provides some safety benefits for kids and some peace of mind for parents; however, kids
also use their phones and computers to go online to chat, gossip, text, post pictures, listen to music,
make plans, do homework, play games, and gossip some more. At a time when teens are experiencing a
powerful need to belong, to explore their identity, and assert their independence, growing up online
without the skills and supervision necessary for safe exploration presents a whole host of concerns and
dangers. Teenagers must learn the skills that are required to be thoughtful and critical about what they
see and read online, and they need frequent reminders to use technology with caution.
Three main areas of risk, commonly referred to as the 3 Cs (Canadian Centre for Child Protection, 2011),
exist with the use of technology:
Content -the nature of the material that is available online. Students must learn to think
critically about the material they see and read online, rather than just accepting it and assuming
that it is an accurate representation of the world in which we live.
Contact -the infinite number of other people with whom users have instant contact. Students
must understand that not everyone online is who they say they are, and that they should only
be in touch with people online whom they also know in person.
Conduct -what a person does and how they interact online. Students must understand that it is
impossible to have a private life in a public space, and that once they post words or photos
online they cannot take them back. Material posted online becomes part of public information
and the poster loses control over how it is used. Good rule of thumb: If you wouldn’t say it face
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to face, you shouldn’t say it online.
Personal growth is about making and learning from mistakes; however, the nature of online social media
means that teens are making very public mistakes that can live forever in cyberspace, often with
devastating social consequences that teens just don’t anticipate. With the rate of change in technology,
it may feel impossible to keep up, especially with teens who are much more tech savvy than most
adults. Nevertheless, it is our responsibility to help young people become thoughtful and critical
consumers of media in whatever form that takes, and to learn to recognize and manage the risks
associated with online and digital communication.
the benefits of social networking and mobile devices
the risks of social networking and mobile devices
that social networking and mobile devices are tools
that like any tool, they are used by people who make decisions about how to use them
Outcome Connections
7.14 Students will be expected to describe different types of interpersonal relationships, the importance
of respectful and non-violent relationships and examine the positive and negative reasons for starting
and ending relationships.
Think Pair Share Possible prompts:
Why do you think texting and social media are so popular? What are the pros and cons?
Have you ever lied about your age online? What are the pros and cons of doing this?
Why do you think people tend to be bolder online than in person?
Discussion How many of you have created a profile on a social networking site? How many of you have
posted images online? How many have had someone post an embarrassing image of you without your
permission?
Lesson Plans Excellent, ready to go lessons are available in the Kids in the Know materials under Print
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Resources. Also, at Common Sense Media, Net Smart Teens, textED and Media Smarts, all listed under
Internet Resources.
Two Truths and a Lie Students write their name and three statements on an index card. Two
statements must be true and one false, but the false one cannot be obvious. The teacher reads out the
name and comments, and classmates have to guess which statement is false. Make the point that even
though they know each other well, it is not always easy to figure out what is true. How can they expect
to know when someone online is being truthful?
Website Search Direct students to a website geared toward teens and let them explore. Visit texted.ca
Digital Footprint and Online Reputation What can people can find out about you from the internet?
What kind of impression would they get? Is it positive or negative? Is this an accurate picture of the
real you? Imagine yourself in 20 years, what would your children find about you on the internet?
Internet Safety Pledge Create your own or print the one at the NetSmartz link below. Discuss and
encourage students to sign it and post it near their computer.
Public Service Announcement Create an advertisement or campaign with a message aimed at younger
students about responsible use of social media and texting. This could take any form including a poster,
TV, radio, social media campaign…
Exit Pass Possible prompts:
What are two positives and two negatives of using social media?
What are three guidelines for staying safe online?
What kinds of things contribute to your digital reputation?
Resources
Print
Kids in the Know Grade 7: Personal Safety Program (Canadian Centre for Child Protection 2011) (NSSBB #
2000218) Lesson 4: Texting. This lesson considers the benefits and risks of texting, and appropriate
ways to socialize using technology. Lesson 5: Permanent Record Online. Students will consider the
benefits and risks of the internet, and the level of permanence with things they post.
Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social Aggression, Threats, and
Distress (Willard 2007). This book addresses the risks children face with the Internet and other digital
technologies. It provides school administrators, counselors, and teachers with information on how to
prevent and respond to cyberbullying.
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Video
Internet Bullies: What is it? (Mazarella Media 2010) (Streamed, 4:00) Students learn that using the
internet to be cruel and mean to others is a form of bullying. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Internet+Bullies++What+is+it++&lid=17523857
&ID=640059 6-8
Internet Bullies: Keep Yourself Safe (Mazarella Media 2010) (Streamed, 5:17) Viewers learn the steps to
take to stay safe if they are a victim of cyber bullying. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Internet+Bullies++Keep+Yourself+Safe+&lid=17
523857&ID=640061 6-8
Internet Bullies: Emotions + Internet = Trouble (Mazarella Media 2010) (Streamed, 4:52) Students learn
that it's important to stop and think before they hit send (can be streamed from the Online Video
Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Internet+Bullies++Emotions+++Internet+%3d+
Trouble+&lid=17523857&ID=640060 6-8
Real People: Bullying: The Internet and You (Sunburst Visual Media 2005) (Streamed, 22:09) Describes
how to identify Internet bullying, and discusses ways to try and prevent this from happening (can be
streamed from the Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Real+People++Bullying++The+Internet+and+Yo
u+&lid=17523857&ID=130026 6-8
Real People: Protect Yourself: Personal Safety on the Internet (Sunburst Visual Media 2007) (Streamed,
22:40) Examines the dangers associated with cyberspace activity, including teen social networking sites
(can be streamed from the Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Real+People++Protect+Yourself++Personal+Saf
ety+on+the+Internet&lid=17523857&ID=130033 6-12
Cyber Safety (Cambridge Educational 2008) (Streamed, 18:54) Explains how to take precautions in chat
rooms, and on social networking sites. The program strongly advises against physically meeting any
online acquaintance and emphasizes that parents or guardians must be involved in such meetings (can
be streamed from the Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=Cyber+Safety+&lid=17523857&ID=928898 612
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Internet
textED.ca (Canadian Centre for Child Protection 2010) This site is geared towards Grade 7 and 8 students
in Canada. It includes a series of safety lessons to help guide students through respectful conduct when
texting and teaching them life skills that will allow them to fully benefit from what is now a very public,
technological world. Click on “Staff Room” to create a free account in order to access lessons that are
matched to outcomes for each province. www.texted.ca/app/en/
information for parents and teachers, including tip sheets and several excellent lesson plans. Note:
These lessons related to gambling are for an older audience, but the background information for
teachers is excellent.
Media Smarts (Media Smarts n.d.) “Digital and Media Literacy.” http://mediasmarts.ca/digital-medialiteracy 9-10
Media Smarts (Media Smarts n.d.) “Internet and Mobile.” mediasmarts.ca/internet-mobile
9-10
Media Smarts (Media Smarts n.d.) “Winning the Cyber Security Game.”
mediasmarts.ca/lessonplan/winning-cyber-security-game
9-10
Media Smarts report on Young Canadians in a Wired World: Sexuality and Romantic Relationships in the
Digital Age: http://mediasmarts.ca/ycww/sexuality-romantic-relationships-digital-age
Cybertip (Canadian Centre for Child Protection 2013)
www.cybertip.ca/app/en/internet_safety#internet_safety-for_youth This organization receives and
analyzes tips from the public about potentially illegal material, and also provides information and
resources related to Internet safety.
The Door that’s Not Locked (Canadian Centre for Child Protection 2013)
http://www.thedoorthatsnotlocked.ca/app/en/ This site helps Canadians understand the good, the bad
and the ugly about the web so they’re better positioned to help kids be safer online.
The Door that’s Not Locked “The Law in Canada” (Canadian Centre for Child Protection 2013)
www.thedoorthatsnotlocked.ca/app/en/parent_the_law_in_canada
Need Help Now (Canadian Centre for Child Protection 2013) http://www.needhelpnow.ca/app/en/
Geared toward 13-17 year olds in Canada, this site is designed to provide information to youth who have
been impacted by a sexual picture/video being shared by peers. The goal of the site is to provide teens
with practical steps they can take to regain control over the situation.
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Sexting: Considerations for Canadian Youth (Sexuality and U 2011)
sexualityandu.ca/uploads/files/CTRsextingEnglishApril2011.pdf A fact sheet prepared by SIECCAN (The
Sex Information and Education Council of Canada )
Anti-Bullying Nova Scotia (Province of Nova Scotia n.d.) http://antibullying.novascotia.ca/ This N.S.
government site includes links to information and resources for youth, parents, educators and more.
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Outcome
7.21 Students will be expected to research injuries common among sport and recreation and identify
strategies to protect themselves and others while involved in such experiences.
Elaboration
Students begin to learn about injury prevention in Primary. By the end of grade 6 they should have
learned about how to identify and avoid hazards in the community, play safely on the playground,
participate safely in active transportation, and prevent injury from falls during recreational activities. In
grade 8 students will research statistics related to injury prevalence among youth in N.S.
There is no question that physical activity and fitness provide many health benefits for people including
stronger muscles and bones, healthier heart and lungs, and a boost to the immune system. Physical
activity also helps to reduce stress, and improves mood and mental wellness. In addition, participating
in sport and recreation activities may boost self-confidence, develop cooperation, teamwork,
relationship and social skills (ParticipACTION 2012). Establishing good habits around physical activity and
fitness at an early age will help students reap lifelong benefits of improved physical and mental health
and wellbeing.
However, despite the many benefits of participating in sports and recreation, there is also the potential
for injury which could range from minor scrapes and bruises to more serious broken bones or brain
injury. Fortunately, the most common types of sport and recreation injuries are mild to moderate
sprains (damage to ligaments), and strains (pulled muscles). Other common injuries include tendonitis,
concussions, dislocations, and fractures. Sports injuries generally fall into two categories: impact
injuries that result from the force of a single incident such as a fall or collision, and overuse injuries
caused by repetitive motions over time. Given adequate rest and time to heal, most people will recover
completely from these types of injuries.
Sometimes, people will experience serious and traumatic injuries that result in permanent damage, or
even death. This type of injury usually occurs in activities that are fast (skiing, biking) and/or include the
potential for collisions with other players, objects, or the ground. Even minor concussions can lead to
serious brain injury as the damage is cumulative and could be permanent. There is no cure for a brain
injury or spinal cord injury, although wearing a helmet has proven to decrease the risk of serious head
injury by up to 85% (Parachute, 2014).
Given the many benefits of physical activity, the potential for injury should not discourage people from
participating. The vast majority of injuries are preventable and the risks can be minimized or even
eliminated with proper training , safety precautions, and equipment.
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there are many benefits associated with sports and recreation
the most common injuries in sports and recreation are usually minor
injuries can be prevented or minimized with proper care and precautions
there is no cure for a brain or spinal cord injury
Outcome Connections
7.17 Students will be expected to provide leadership among younger school-aged children on active
transportation.
their community.
Think Pair Share Suggested prompts:
Where do you spend your recreational time?
What are some popular recreational activities?
What types of injuries do you think are common in sports and recreation activities? (sprains and
strains, also concussion, dislocations, fractures, broken bones)
What types of sports do we wear helmets for? Why?
What does prevention mean?
Four Corners: Similar to the Values Barometer activity (see appendix #). Post signs around the room:
Strongly Agree, Agree, Disagree, and Strongly Disagree. Read the statements aloud and ask students to
move to the location that best describes how they feel. Discuss.
I think safety is important
We should only obey safety rules if there are adults around
Other people have a responsibility to help kids stay safe
I enjoy trying new things
Accidents happen, no one can predict or prevent them
Wearing a helmet is not cool
I would never take a “stupid risk”
It is important to be a good role model
Individuals are responsible for their own safety.
People who are tobogganing to be required by law to wear a helmet.
5WH (who, what where, when, why, how) Find a news item related to a sports or recreational injury and
respond (see appendix #).
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Neighborhood Surveys: Students do a walkabout of the school or neighbourhood playgrounds, or
recreational areas to identify potential dangers and hazards. Students could create a photo essay of
what they find. They could also write a letter to their MLA outlining what they find and making
suggestions for improvement.
Brainstorm/Discussion: Which sports or activities do you participate in that involve some level of risk?
What can you do to minimize the risks? Prevention is best; most injuries are preventable.
Look: be aware of surroundings, remove hazards
Wear appropriate safety equipment: helmets, safety glasses, life jackets, padding, eyewear,
mouth guards, etc. in good repair and proper fit
Warm up, cool down
Hydrate
Get proper sleep and nutrition
Pay attention to pain, don’t play through it
Get training and develop skill: ski lessons, swim lessons, know the rules, etc.
Remove jewellery
Is taking a risk always bad? Give examples of positive risk (learning a new skill, trying out for a
team, auditioning for the school play, making a new friend, etc.)
Give some examples of negative risk (driving too fast, experimenting with drugs, diving without
checking the water, running into the street, not wearing a helmet, etc.)
Exit Pass: The main idea of this lesson was… One question I still have is… (see appendix #)
3-2-1 3 Benefits of being physically active, 2 common injures in sports, 1 injury prevention guideline.
Resources
Print
Risk Watch: An Injury Prevention Program, Grades 7 and 8 (Fire Safety Canada 2005) (NSSBB # 24197)
This comprehensive program addresses eight injury-prevention areas, including motor vehicle safety,
bicycle and pedestrian safety, and poisoning prevention. It teaches and encourages children to assess
the risk in situations and use their knowledge to make good injury-prevention decisions.
National Injury Prevention Program “Navigators” Grades 7 and 8 (Think First for Kids 2006) A schoolbased curriculum program for teachers and children in Grades K to 8 focusing on injury and prevention.
Available in English and French, it can be ordered online at:
http://www.parachutecanada.org/programs/item/td-thinkfirst-for-kids
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Internet
Parachute (Parachute n.d.) www.parachutecanada.org/ The leading organization for injury prevention in
Canada, this site includes a wealth of information
ParticipACTION “The Research File: Playing Safe: Preventing sport-related injuries” (ParticipACTION
2013) https://www.participaction.com/wp-content/uploads/2012/09/The-Research-File_eng1.pdf
Child Safety Link (IWK Health Centre n.d.) childsafetylink.ca/en/ This is a children’s injury prevention
program based out of the IWK Children’s’ Hospital. Click on the About Child Safety link and then
Downloads to find brochures in the Keep Kids Safe series.
Child Safety Link “Helmet and Recreation Safety” (IWK Health Centre n.d.)
http://childsafetylink.ca/user_uploads/English_KKS_Helmet_June_2008_Web.pdf
Injury Prevention (Government of Canada) http://www.healthycanadians.gc.ca/kids-enfants/injuryblessure/index-eng.php Information for the public from the Government of Canada
Child and Youth Unintentional Injury Report Atlantic Canada: 10 Years in Review (Safe Kids Canada 2005)
www.health.gov.nl.ca/health/publications/unintentionalinjuriestochildren.pdf This document presents
data collected about unintentional injuries in Atlantic Canada between 1995 and 2004. It includes
statistics about the most common injuries, suggestions for prevention and initiatives that address the
concerns.
Help Keep Kids Safe “Sports Safety Links” (Montlick & Associates, P.C. 2014)
http://www.helpkeepkidssafe.org/pt_links_spo.html
Kids’ brain injury study shows sports rules poorly enforced (CBC News 2013)
http://www.cbc.ca/news/health/kids-brain-injury-study-shows-sports-rules-poorly-enforced-1.1342210
This article reports on a 2013 Canadian Study.
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You Tube
Safe Kids Canada PSA (Safe Kids Canada 2009) www.youtube.com/watch?v=cBEMJsd7nUg
Bike Helmet Fit (Safe Kids Canada 2012)
www.youtube.com/watch?v=Ak6tmRqjE68&list=PLDDC37429A5C1F03A
Vancouver Canadians-Preventable TV Spot (Preventable Injuries 2013)
http://www.youtube.com/watch?v=uwSuaq7uOew
Winter Helmet Safety (Safe Kids Canada 2009) www.youtube.com/watch?v=QwirHzwiJQ&list=PL1E195EC68E2CF6E3
Think First About Injury Prevention (Think First Canada 2010) http://www.youtube.com/watch?v=xDa142hH-w&list=UUWvCVeXPppzb2sWL6kJjLQw
Impact: Concussion and Sport (Preventable Injuries 2009)
http://www.youtube.com/watch?v=klESLYtbRe8&list=PL2017D696529B1694
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Outcome
Elaboration
In grade 6 students examine advertising and media messages about the use of alcohol, tobacco, food,
etc. In grade 8 they will analyze industry’s impact on body image and healthy eating. In grade 9 students
will examine how the design and infrastructure of a community enhances or impedes physical activity for
youth. They will also examine environments that are supportive of healthy eating practices as well as
factors that might make healthy eating a challenge.
“Just do it!” “Just say no!” We are all familiar with these popular slogans, but making good choices isn’t
always that easy, and the fact is, not everyone has the same opportunity to be healthy. Although
decisions are ultimately made on an individual level, they are also made within a much broader context
that includes family influences, culture, neighbourhoods, education, employment, socioeconomics and
so much more. A person’s health is also affected by the social policies of their community, which are
not always supportive of healthy choices. With every step up the socioeconomic ladder, a person’s
overall health improves (Mikkonen and Raphael 2010). Very often the choices available to an individual
are limited by circumstances that are beyond their control.
In order to improve the health of individuals, policies are needed to build environments that are
supportive of healthy choices. We must develop communities where physical activity is encouraged and
easy, where walking routes are safe and public transportation is convenient and affordable.
Environments that are supportive of health are the ones that make the healthy choice the easy choice.
We all know how difficult it can be to change behaviour, especially once it becomes a habit, and for this
reason, it is best to establish healthy practices as early in life as possible. Schools are in a good position
to support the development of healthy behaviours since most kids spend a lot of time there. Schools
can provide education about the benefits of nutrition, physical activity, remaining drug free, and taking
care of the environment, but more importantly, schools have an opportunity to mentor healthy
behaviour and to encourage kids to put these values into practice.
Students should understand that although people must be motivated to change and to make healthy
choices, we also need governments and social policy that are supportive of healthy choices for all
people. Healthy policies will lead to healthy environments, which will make people more likely to
choose healthy behaviours, which will lead to healthier people.
Note: read the short introduction to the Social Determinants of Health, listed on the Internet Resources
below, for some useful context for this outcome.
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recognize the characteristics of supportive environments
identify environments and practices that support healthy eating, environmental sustainability,
physical activity and non-use of tobacco and alcohol.
Outcome Connections
7.17 Students will be expected to provide leadership among peers and younger school-aged children on
their community.
What comes to mind when you hear the word healthy? What about healthy school community?
What makes one person healthier than another? What things get in the way of people being
healthier?
How can we create environments and settings that are supportive of health? At school, home,
community?
Can laws change people’s attitudes? What about their behavior?
Group Brainstorm things that impact a person’s health. Discuss if the impact is positive or negative.
Family: meal time practices, busy schedules, lack of time, convenience, level of education,
recycling practices, rules around screen time, money
Safety: sidewalks, cycling routes, helmet laws, recreation areas and safety…
Food: big is better, fast food and convenience, nutrition policy, density of convenience stores in
an area, proximity of grocery store or farmer’s market, affordability, food advertising to kids,
nutrition labelling, breakfast programs…
Recreation: proximity of recreation centres, availability of programs, registration costs,
equipment needed, Canadian Active Living Guidelines…
Banning smoking in public places, tobacco advertising laws, cost of cigarettes…
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Grafitti Boards See Appendix 39 for an example. Divide students into four groups. Give each group a
sheet of paper and a topic: healthy eating, physical activity, non-use of tobacco and alcohol,
environmental sustainability*. Each group writes their topic in the centre. In each of the four corners of
the page students write the following prompts: Where do messages about topic come from (family,
media, Supersize, school, church…)? Characteristics of environments that are supportive of topic (laws
that restrict tobacco sales, easy access to community centre, bike paths, sidewalks, breakfast program,
nvironmentsetc.)? What are some of the barriers (narrow roads, no recycling program, no healthy food
choices at canteen, etc.)? Suggestions to make environments more supportive.
*environmental sustainability: making decisions and taking action that protect the natural world and
minimize our negative impact on the environment now and for the future, so that our natural world will
be able to continue sustain life for animals and humans.
Survey Create a survey to conduct with students about healthy school environments. Sample questions
might include:
what goes on at school that contributes to your health (clubs, activities, etc.)?
how does the school encourage or support you to be healthy?
what would you like to see at school that would help you be healthier?
What issues are important to you? (check boxes: healthy eating, physical activity, playground
safety, lonliness, bullying, school violence, the environment, dating, conflict, relationships with
family, drugs, alcohol, peer pressure, suicide, growth and development, racism, homophobia,
stress, anxiety, injury prevention , smoking, relationships with friends…)
Watch Videos Healthy Schools, Healthy Communities: How you can make a difference. Listed under the
Healthy Schools link in the Resources below. Also watch the Thrive! videos to learn about some ways
local groups are trying to make the community more supportive of health.
Healthy Schools Logo Contest Hold a school wide contest to design a logo or poster to promote a
healthy school environment.
Healthy Schools Bulletin Board Dedicate a bulletin board to your healthy school environment. Include
news items related to supportive healthy environments, poems, art work, a suggestion box for ideas
about how to make your own school more supportive of healthy practices.
Healthy Schools Announcements Students research and write up short tips for healthy school
environments that can be shared over the school PA system or in the school newsletter.
Healthy Schools Mural Students could create a mural that shows students participating in a wide variety
of healthy activities, and display it in the school.
Create a Proposal Decide on a realistic improvement that you would like to see made to your school
community. Create a proposal and present it to your principal. Be sure to include the benefits of the
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proposed improvement (a new bike rack and helmet storage, painted lines on pavement for games such
as hopscotch, four square, etc.)
Exit Pass Suggested prompts:
Something I learned is…
One thing my school can do to support health is…
One thing I can do to support healthy behaviour at school is…
Being healthy is important because…
Some obstacles to being healthy are…
One thing I can do to improve my own health is…
Resources
Video
Obesity: Why are we getting so fat? (McIntyre Media, 2006) (DVD/VHS, 20:00) (LRTS # 23604) Huge
portion sizes, fat-filled diets, too much TV/video games and not enough exercise are common choices
for a growing number of today’s teens. This program helps teens understand the serious health hazards
of obesity and explores options for healthier eating and exercise. Includes teacher's guide with student
activities. Online Catalogue. 7-9
5 Tips for Healthy Eating On the Go (Meridian Education Corp. 2012) (Streamed, 22:39) This video
discusses the importance of good nutrition for health, and offers tips for supporting healthy choices in
environments that sometimes make it difficult. Online Video Library:
http://www.learn360.com/ShowVideo.aspx?SearchText=5+Tips+for+Healthy+Eating+On+the+Go+&lid=
17523857&ID=930436 6-12
Internet
supportive school environments for health through partnerships with others. Click on link on this page
or find it on You Tube:
Foundations for a Healthy School. (Ontario Ministry of Education 2014)
http://www.edu.gov.on.ca/eng/healthyschools/foundations.pdf This chart provides many examples
from schools across the province that you may want to try at your school.
Health Promoting Schools (Physical and Health Education Canada 2014)
http://www.phecanada.ca/programs/health-promoting-schools Discusses the goals and characteristics
of health promoting schools. Includes links to a great deal of information all in one place.
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Nova Scotia Health Promoting Schools (Province of Nova Scotia) https://nshps.ca/ Health promotion
includes promoting the physical, social, spiritual, mental and emotional well-being of all students and
staff.
Healthy Living: Promoting healthy living for young Canadians (Public Health Agency of Canada 2013)
http://www.phac-aspc.gc.ca/hp-ps/fs-fr/2013_1118f-eng.php A fact sheet that outlines some
government initiatives to support healthy living for youth.
Thrive! A Plan for a Healthier Nova Scotia (Province of Nova Scotia 2012) https://thrive.novascotia.ca/ A
Nova Scotia Government strategy that is focused on making it easier for Nova Scotians to eat well and
be active.
Thrive! A Plan for a Healthier Nova Scotia “Thrive! Overview” (Province of Nova Scotia 2012)
http://www.youtube.com/watch?v=j9BYX4RYctc
Thrive! A Plan for a Healthier Nova Scotia “Thrive! Kids Run Club” (Province of Nova Scotia 2012)
http://www.youtube.com/watch?v=8pi_ug79X1c
Nourish Nova Scotia (Nourish Nova Scotia 2014) https://nourishns.ca/ Supports school nutrition
programs so students have healthy food to fuel their learning.
Thrive! A Plan for a Healthier Nova Scotia “Thrive! Nourish Nova Scotia” (Province of Nova Scotia 2012)
http://www.youtube.com/watch?v=NXDq9xpUnQo
Switch Open Street Sundays (Switch Open Street Sundays 2014) http://switchhfx.ca/ Community events
that close a street to vehicles for a day and opens it to non-motorized activity, allowing people to build
social connections and explore active transportation in comfort and safety.
Thrive! A Plan for a Healthier Nova Scotia “Thrive! Switch Open Street Sundays” (Province of Nova Scotia
2012) http://www.youtube.com/watch?v=xMOhCFCgf5Y
Food and Nutrition in Nova Scotia Schools (Province of Nova Scotia n.d.)
http://www.ednet.ns.ca/healthy_eating/
Supportive Environments for Learning: Healthy Eating and Physical Activity Within Comprehensive School
Health (The Canadian Journal of Public Health 2010)
http://journal.cpha.ca/index.php/cjph/article/viewFile/2538/2206 The collection of seven short articles
is the culmination of work by 13 Canadian and international experts in the fields of physical activity,
nutrition, education and comprehensive school health. These articles include key findings from scientific
background papers produced in 2008.
Social Determinants of Health: The Canadian Facts (Mikkoen and Raphael 2010) This document provides
a concise overview of how social inequities and the conditions in which people live directly affect the
quality of their health and well-being. http://www.thecanadianfacts.org/The_Canadian_Facts.pdf
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Outcome
their community.
Elaboration
Before grade 6 students will have learned about the benefits of physical activity, as well as safe and
active transportation routes in their community, the role of physical activity in managing thoughts,
feelings and behaviours, and the role of physical activity in regulating weight and preventing chronic
disease. In grade 8 they will explore a variety of physical activities and set goals to include some weekly
activity. In grade 9 they will assess their level of activity and determine if they are active enough to gain
health benefit, and set goals to increase their daily activity levels.
According to the Government of Canada (2013), only about 12% of Canadian children and youth are
getting the recommended amount of daily physical activity. Kids are spending more and more time in
front of TV and computer screens, and the decline in physical activity is affecting their health. Childhood
obesity has risen dramatically over the past few decades, and children who are overweight frequently
grow up to be overweight adults with much greater risk for some serious health problems.
Physical activity and fitness provide many health benefits including stronger muscles and bones,
healthier heart and lungs, and a boost to the immune system. Physical activity also helps to reduce
stress, and improve mood and mental wellness. In addition to reducing the impact of chronic disease,
physical activity may provide some protection for teens against involvement in dangerous activities such
as drug and alcohol use, and may enhance school performance (GOC, 2013).
As a society, we must pay attention to this trend toward inactivity and make some efforts to educate the
public about the serious health implications. Children who become physically active at a young age are
more likely to continue to be active adults, and this is essential in order to achieve and maintain health
throughout a person’s lifespan.
Without question, there are many interconnected and complicated reasons why physical activity among
youth has declined. However, it may simply be that they are unaware of the opportunities that are
available in their community. By doing a bit of research, that is one obstacle can easily be overcome.
Establishing good habits with regard to physical activity and fitness at an early age will help students
reap lifelong benefits of improved physical and mental health and wellbeing.
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Be able to identify opportunities for physical activity at home, school and in their community.
Outcome Connections
7.17 Students will be expected to provide leadership among peers and younger school-aged children on
Consider the Guidelines Are you meeting the guidelines for your age group? See the Canadian Physical
Activity Guidelines under the Internet Resources below. Make a plan to increase your activity level. Set
a goal. Write it down. Make sure your goal is realistic and achievable.
Research Choose a physical activity that is new to you. It must be available in your school or
neighbourhood (walking or bussing distance). Students can search their communities using the online
links mentioned below. Briefly explain the activity. When is it offered? Where and how do you get
there? Is there a registration fee? What gear or equipment is required? What is the approximate cost?
What are the benefits? Why did you choose this activity?
Set a Goal Choose an activity that is new to you and try it out. Report to your class about your
experience. Did you like it? Why or why not? What might be the benefits of this activity? See
Appendix 40 for a SMART Goals organizer.
School Activity Come up with a school-wide activity to increase physical activity (Walk to school
Wednesdays, bike safety course, Walk across Canada, skipping club or competition, etc.)
Discussion Increasing physical activity doesn’t have occur in organized activities. What are some ways
to increase activity every day? Walk short distances rather than drive, get off the bus one or two stops
early, take the stairs, park at the back of the parking lot, play tag, walk the dog, ride a bike, carry
groceries, vacuuming, mow the grass …)
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Resources
Print
Walking for Fitness: The Beginner's Handbook (Caron 2007) (NSSBB #:2000014). This is a comprehensive
resource to make the most of walking, the single most beneficial, all-purpose physical activity. This
encouraging, easily readable guide includes step-by-step programs that are safe and simple to follow,
expert advice on footwear, food, and where to walk, handy training tips, and real-life stories from
walkers of all ages and abilities.
Internet
Physical Activity (Government of Canada 2013) http://www.healthycanadians.gc.ca/kidsenfants/physical-physique/index-eng.php Information for the public from the Government of Canada.
Physical Activity (Public Health Agency of Canada 2011) http://www.phac-aspc.gc.ca/hp-ps/hl-mvs/paap/index-eng.php This site includes benefits, guidelines, and tips.
Canadian Physical Activity Guidelines (Canadian Society for Exercise Physiology)
http://www.csep.ca/english/view.asp?x=804 Fact sheets as well as a 32-page booklet includes all eight
of the Canadian Physical Activity and Sedentary Behaviour Guidelines, plus sample log books with plenty
of examples of ways you can incorporate physical activity into your schedule. Use the blank logs at the
back of the handbook to track your own progress!
Handbook for Canada’s Physical Activity Guide to Healthy Active Living (Public Health Agency of Canada
n.d.) http://www.physicalactivityplan.org/resources/CPAG.pdf This guide offers lots of examples of
physical activity. It tells you how much activity you should strive for and how to get started. It also lists
the many benefits of physical activity and the health risks of inactivity. It will help you to build physical
activity into your routines at home, at school, at work, at play and on the way.
Active Healthy Kids Canada (Active Healthy Kids Canada 2013)
http://www.activehealthykids.ca/Home.aspx In an on-going effort to advance knowledge and effect
change, this organization releases an annual report card which provides a comprehensive assessment of
the current state of physical activity among Canadian kids. http://www.activehealthykids.ca/Home.aspx
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Self-Help Connection (Self-Help Connection n.d.) http://selfhelpconnection.ca/ A registered charitable
organization established to assist Nova Scotians to take control of their health by increasing their
knowledge, skills, and resources for individual and collective action.
Self-Help Connection “Community Helping Trees” (Self-Help Connection n.d.)
http://selfhelpconnection.ca/helping-tree Links to Helping Trees for manycommunities in HRM
211 Nova Scotia (211 Nova Scotia n.d.) http://ns.211.ca/ Users can easily and quickly connect to
the community and social services they need, anywhere in the province, regardless of where they're
located.
HRM Recreation (Halifax Regional Municipality 2014) Links to explore the HRM recreation community
http://www.halifax.ca/rec/index.html
Community Recreation Centres (Halifax Regional Municipality 2014) There are 25 Community-Operated
Recreation Centres (CORC) throughout HRM! Search by community.
http://www.halifax.ca/rec/reccentres.html
Community Listings (Halifax Regional Municipality 2014) Click on your community to check out the many
groups and facilities that offer recreation services http://www.halifax.ca/rec/CommunityListings.html
Recreation Catalogue (Halifax Regional Municipality 2014) Link to the seasonal HRM offerings for
recreational programs and activities. http://www.halifax.ca/rec/ProgramsandActivities.html
Jumpstart/Kids Rec Designed to provide assistance to those who, due to lack of funds, would otherwise
be unable to participate in sport, art, cultural, and recreation activities.
http://www.halifax.ca/rec/JumpstartRecKids.html
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