UNIT 3: HEALTH
Unit 3: Health
• Healthy Living
• Health Information
• Healthy Relationships (1 and 2)
• Health Decisions (1, 2, 3, 4, and 5)
Unit Overview
THROUGH ACTIVITIES SUCH AS BRAINSTORMING, CHARTS, TABLES, “SELF-PORTRAITS,” CASE STUDY SCENARIOS, RESEARCH PROJECTS, DEBATES, AND PERSONAL CONTRACTS, STUDENTS GAIN AN UNDERSTANDING OF THE IMPLICATIONS OF A RANGE OF HEALTH TOPICS. THEY EVALUATE POTENTIAL EFFECTS OF VARIOUS HEALTH-RELATED DECISIONS ON SELF AND COMMUNITIES. STUDENTS ALSO LEARN TO INTERPRET HEALTH INFORMATION AND ANALYSE FACTORS CONTRIBUTING TO HEALTHY RELATIONSHIPS. (SEVERAL ACTIVITIES IN THIS UNIT SUGGEST THE USE OF CASE STUDY AND ROLE PLAY SCENARIOS. THESE SCENARIOS CAN BE DEVELOPED BY TEACHERS, CREATED BY STUDENTS, DERIVED FROM RECOMMENDED LEARNING RESOURCES, COLLECTED FROM NEWS MEDIA, OR FOUND ONLINE.)
Students demonstrate their knowledge, skills, and attitudes through their successful performance of various instructional tasks, as well as through written responses in journals and descriptive paragraphs. Teachers may also wish to use checklists, scoring guides, rating scales, and written or oral assessments to determine the extent to which students have met the Prescribed Learning Outcomes.
This organizer allows a degree of individual teacher and student choice in the exploration of topics to meet certain learning outcomes. Where specific topics have been included in the learning outcomes, the intent is for all students to have an opportunity to address these important issues. However, the inclusion of certain specific topics is not intended to exclude additional issues that may also be relevant for individual school communities. It may be appropriate to allow for student input when selecting current and relevant topics.
|Note: Many of the Prescribed Learning Outcomes in this curriculum organizer deal with topics that may be a source of sensitivity for some students |
|and parents/guardians (e.g., substance misuse, sexual decision making). Teachers should consider informing parents and guardians before addressing |
|topics that could be considered sensitive. Students, with the consent of their parents/guardians and in consultation with their school, may choose |
|not to participate in classes when these topics are discussed, and address the topics in an agreed-upon alternate delivery option. (Districts |
|should have their own policies and guidelines in place to explain how opting for alternate delivery can be achieved and assessed. Refer to ministry|
|policy, , for more information.) |
Suggested Timeframe
An average of 36 hours is suggested to address the Prescribed Learning Outcomes in this curriculum organizer.
Learning at Previous Grades
• characteristics of healthy lifestyles
• influences (e.g., media, peer, family) on decision making
• defining healthy and unhealthy relationships
• assertiveness, refusal skills, and responding to peer pressure
• child abuse prevention
• puberty, human reproduction
• disease prevention, particularly HIV/AIDS and STIs
• substance misuse prevention
• safety and injury prevention information and support for a range of health issues
Healthy Living
|Prescribed Learning Outcome |
|It is expected that students will: |
|analyse factors that influence health (e.g., physical activity, nutrition, stress management) |
|Suggested Achievement Indicators |
|The following set of indicators may be used to assess student achievement for the prescribed learning outcome above. Students who have fully met|
|the prescribed learning outcome are able to: |
|describe the roles of various factors in developing and maintaining a healthy lifestyle, including physical activity, nutrition, positive |
|self-image, substance misuse prevention, stress management, time management, and risk management |
|identify and describe examples of social and environmental influences on health (e.g., family, peers, media, technology, air and water quality) |
|illustrate the interconnectedness of various components of overall health (e.g., physical, intellectual, emotional, spiritual, social) |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Brainstorm, discussion, presentation | |
|Ask students to brainstorm factors that contribute to and influence the |Assess students’ depictions of balanced healthy lifestyles based on the |
|health and well-being of individuals. As a class, discuss ways these |extent to which they have addressed: |
|factors can be categorized (e.g., social influences and environmental |the roles of factors such as physical activity, healthy eating, stress |
|influences; physical, intellectual, emotional, spiritual, and social |management, and risk management in developing and maintaining a healthy |
|health). Include a focus on how these factors are connected—for example,|lifestyle |
|the effects of physical fitness on other aspects of overall health and |social and environmental influences on health |
|well-being. Have students work individually or in groups to create a |the interrelationships of physical, intellectual, emotional, spiritual, |
|poster, collage, web, video, web site, Venn diagram, pie chart, or other|and social components of health. |
|representation depicting the characteristics of a balanced healthy | |
|lifestyle. | |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Case study | |
|Provide students with scenarios depicting lifestyles with unhealthy |Assess students’ group presentations of a plan for improving the health|
|characteristics or behaviours (e.g., in terms of physical activity, |of characters in scenarios. Look for evidence of the extent to which |
|nutrition, risk taking, stress). For example: |they have addressed the following in their plan: |
|someone who is working long hours and consuming a lot of caffeine to |identified the unhealthy characteristics or behaviours in the scenario |
|keep going |described the influencing factor(s) (e.g., physical, mental, social, |
|a young person who spends all of her or his free time on the Internet |environmental) |
|and playing computer games |proposed an effective solution(s) to improve the health of the person |
|a friend who only wants to be friends with you and has no interest in |in the scenario. |
|socializing with other people | |
|a young person who avoids physical activity and frequently skips PE | |
|class | |
|a friend who daily skips breakfast in an attempt to lose weight. | |
|In groups, have students analyse the scenarios and develop a plan for | |
|improving the health of the people in the scenario. Have students | |
|present their suggested plans to the rest of the class. Groups can | |
|present in the form of a story, oral presentation, electronic slide | |
|show, or other representation. | |
|Recommended Learning Resources: |
|bc.tobaccofacts: A Tobacco Prevention Resource for Teachers |
|Exploring the Issues: Teens—Alcohol and Other Drugs |
|Lifechoices: Healthy and Well |
|Lifechoices: Relationships |
|Wellness: A Question of Balance |
|Selected Web Sites: |
|BC Health Files |
| |
|Health Canada |
| |
Health Information
|Prescribed Learning Outcome |
|It is expected that students will: |
|analyse health information for validity and personal relevance |
|Suggested Achievement Indicators |
|The following set of indicators may be used to assess student achievement for the prescribed learning outcome above. Students who have fully met|
|the prescribed learning outcome are able to: |
|collect and present information on health topics (e.g., nutritional supplements, disordered eating, depression, tobacco use prevention and |
|cessation, prevention of unplanned pregnancy, substance misuse, sun protection, allergies, food safety, proper back care, ergonomics) from a |
|variety of sources such as personal interviews, the Internet, and community organizations |
|assess the validity of collected health information by: |
|determining examples of bias and points of view in health information (e.g. promotion of company products) |
|checking references to determine the professional affiliations of the producer/author |
|investigating funding sources/affiliations of the information |
|determining currency of information |
|determining consistency of information obtained from other sources on the same topic |
|assess selected health information for personal relevance (e.g., appropriateness for current use, appropriateness for future reference, |
|consistency with personal values) |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Health information directory | |
|As a class, determine a set of questions to be answered or health |As students work in groups to answer questions about specific health |
|topics to be addressed. (Alternatively, install a health question box |topics and create a school health information directory, discuss the |
|for students throughout the school to contribute questions |criteria for assessment. For example, each group can be required to: |
|anonymously.) Divide the class into groups, and assign a specific |identify a variety of sources |
|question or issue to each group. For example, questions could include |include contact name, address, phone number, URL, hours of operation |
|asking where someone could go to: |for each source |
|get tested for sexually transmitted infections |identify any associated costs for the service |
|find information about the most appropriate safety equipment for |identify the target audience (e.g., children, teens, adults; women, |
|playing particular sports |people with disabilities). |
|get information about depression (about Fetal Alcohol Spectrum | |
|Disorder, stress management, fitness, substance misuse, nutritional | |
|content of fast foods). | |
|Have each group create a section for a school health information | |
|directory, listing the sources of information found in their research. | |
|(The focus of this activity is on the sources of information, rather | |
|than the information itself.) Provide opportunities for students to | |
|share and discuss their findings with other groups before completing | |
|the directory. The health directory can be continually updated as new | |
|health resources are identified. | |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Media analysis | |
|Provide students with several different health information pamphlets or|Collect students’ worksheets critiquing health information sources. |
|web sites to critique. Working individually or in groups, ask students |Assess students’ work in terms of the extent to which they have: |
|to answer questions such as the following on a worksheet: |identified authors or sources and their qualifications |
|Who is the author or sponsor? |identified purpose or mandate |
|Do the authors or sponsors list their qualifications? |identified when the resource was created and/or updated |
|Do they provide information about their purpose or mandate in providing|identified intended target group (e.g., relevance to teens) |
|the service or information? |articulated an opinion about the accuracy of the information |
|Who is the intended target audience for this information? |supported their work with quotations or samples from the service |
|Is the information relevant for teenagers? |provider or site. |
|Do you think the information is accurate? Does the information seem | |
|biased? If so, how? Have students select sample sentences or paragraphs| |
|from each site or pamphlet to support their critique. | |
| |The criteria outlined in BC Performance Standards: Reading—Grade 10 |
| |can be used to assess students’ abilities to read and analyse health |
| |information. Criteria that are most relevant are those related to: |
| |comprehension |
| |response and analysis. BC Performance Standards are available online |
| |at |
|Recommended Learning Resources: |
|bc.tobaccofacts: A Tobacco Prevention Resource for Teachers |
|Exploring the Issues: Teens—Alcohol and Other Drugs |
|Lifechoices: Healthy and Well |
|Wellness: A Question of Balance |
|Selected Web Sites: |
|BC Centre for Disease Control |
| |
|BC Health Files |
| |
|Health Canada |
| |
|The McCreary Centre Society |
| |
|Media Awareness Network |
| |
|Child and Youth Mental Health – BC Ministry of Children and Family Development |
| |
Healthy Relationships (1)
|Prescribed Learning Outcome |
|It is expected that students will: |
|demonstrate an understanding of skills needed to build and maintain healthy relationships (e.g., effective communication, problem solving) |
|Suggested Achievement Indicators |
|The following set of indicators may be used to assess student achievement for the prescribed learning outcome above. Students who have fully |
|met the prescribed learning outcome are able to: |
|analyse the ways in which effective communication skills (e.g., active listening, asking for clarification, sharing information, accepting |
|feedback, assertiveness, negotiation, using questions to clarify, using “I” statements) can help build and maintain healthy family, school, |
|peer, romantic, and workplace relationships |
|describe characteristics of healthy relationships (e.g., mutual interests, trust, loyalty) and unhealthy relationships (e.g., lack of |
|respect, poor communication) |
|use a problem-solving model to identify realistic solutions for specific relationship problems (e.g., jealousy, gossip, harassment, control, |
|abuse, ending a relationship) |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Media analysis | |
|Select relationship examples from TV, movies, and books that |Collect students’ completed charts or storyboards assessing the communication|
|depict good and poor communication skills. Include a range of |skills of characters from TV, movies, and books. Note the extent to which |
|types of relationships (e.g., parents and children, boss and |students were able to: |
|employee, romantic, peer). Have students use a chart or |cite specific examples of good communication skills (e.g., asking for |
|storyboard to note how each character in the example |clarification, paraphrasing, using questions to clarify, sharing information,|
|demonstrates various communication skills. |accepting feedback, using “I” statements) |
| |cite specific examples of poor communication skills (e.g., blaming, using |
| |put-downs, ranting, inactive listening) |
| |indicate what communication skills the characters need to develop. |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Scenarios | |
|In small groups, have students create short scenarios describing |When groups have considered possible solutions to their assigned problems |
|a relationship problem. For example, problems could be based on: |and shared them with another group, have them work individually to write a |
|communicating with partner about sexual readiness |brief paragraph or flow chart describing the problem solving approach. |
|someone being emotionally or physical abused by partner |Assess based on criteria discussed as a class, such as the inclusion of the|
|using Internet chat rooms to bully another student |following steps: |
|a friend who is dating a much older person and getting into |identify the problem |
|unsafe situations |identify the root cause of problem |
|communicating with parents about a desire for increased |identify possible strategies for resolution |
|independence. |consider the effect of each strategy on each person in the scenario |
|Have them switch their scenarios with a different group to |select one strategy for solution |
|propose detailed solutions to the problem. After time for |describe the expected outcome. |
|discussion, have groups present their solutions to the group that| |
|created the problem scenario. | |
|Discussion |review activity—no corresponding assessment |
|As a class, review and discuss strategies a person can use to | |
|avoid or get out of an unhealthy relationship. Facilitate the | |
|discussion as required, ensuring students identify strategies | |
|such as: | |
|assertiveness | |
|conflict resolution | |
|anger management | |
|understanding the cycle of violence | |
|knowing when to get help and where to go. | |
|Research and report | |
|Have students research the availability of programs and services |Discuss with students the criteria for assessing their work on relationship|
|offered in their communities to assist people who may be involved|support services. For example, students’ work can be assessed on the extent|
|in unhealthy relationships. Encourage them to investigate a range|to which the information provided: |
|of sources (e.g., telephone directories, the Internet, |accurately outlines the current stance, role, and responsibilities of the |
|newspapers, pamphlets from doctor’s offices and counselling |organization or agency |
|centres). Have each student prepare a list of the community |defines the service offered (e.g., in terms of emotional, physical, or |
|programs and agencies they found, how they found them, and the |sexual abuse; services for specific clientele) |
|services they offer. |is relevant and appropriate to the issue |
| |includes detailed and accurate source and contact information. |
| |Criteria such as these can be used as the basis for teacher, peer, and/or |
| |self-assessment of students’ research. |
|Recommended Learning Resources: |
|CHOICES for Positive Youth Relationships |
|Focus on Harassment and Intimidation |
|Lifechoices: Relationships |
|Selected Web Sites: |
|SafeKidsBC (Ministry of Children and Family Development) |
| |
Healthy Relationships (2)
|Prescribed Learning Outcome |
|It is expected that students will: |
|analyse factors contributing to a safe and caring school (e.g., respect for diversity, prevention of harassment and intimidation) |
|Suggested Achievement Indicators |
|The following set of indicators may be used to assess student achievement for the prescribed learning outcome above. Students who have fully met|
|the prescribed learning outcome are able to: |
|identify and describe characteristics of a safe and caring school (e.g., free of harassment and intimidation, respectful, where all feel welcome|
|and accepted, where all feel free to learn and to speak openly) |
|critique individual and school strategies for preventing and responding to harassment, intimidation, bullying, and discrimination |
|propose appropriate individual and school strategies that promote respect for diversity (e.g., diversity of race, culture, gender, sexual |
|orientation, age, socio-economics, mental or physical ability) |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Worksheet, presentation | |
|Provide students with a worksheet on which to answer the following |Group or class safe schools project can be teacher, peer, and |
|questions: |self-assessed in terms of the extent to which they: |
|Do you think students feel safe from harassment, intimidation, and |identify a school safety issue or problem |
|discrimination in this school? Why or why not? |critique existing strategies for school safety, as applicable |
|Do you think this school is a safe and caring place? Why or why not? |include a range of strategies that may address the problem. |
|How could individual students contribute to making this school feel | |
|safer and more caring? | |
|What are some possible school initiatives to improve the school’s | |
|safety? | |
|Have students work in groups to discuss their responses to the | |
|questionnaire. Debrief as a class, focussing on strategies for | |
|improving school safety. In their groups or as a whole class, students | |
|should use the information from these discussions and conduct | |
|additional research as necessary to undertake a school-wide safe | |
|schools project (e.g., “diversity day,” web site, newspaper, poster | |
|contest, advertising campaign against Internet bullying). | |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Case study | |
|Provide students with case studies depicting examples of harassment or |Have students present their positive endings for a provided scenario. |
|discrimination (e.g., racism, sexism, sexual harassment, |Use questions such as the following to assess students’ understanding |
|homophobia/heterosexism). Alternatively, have students identify |of the underlying issues: |
|scenarios from media or from their own experiences (submitted |Why do you think the people were treated this way? |
|anonymously). Scenarios should represent a range of school, workplace, |How do you think the victims felt? |
|and community situations. Have students work in groups to write a |What makes the ending you have written better than the one in the first|
|better ending for their assigned scenarios. |scenario? |
| |What are the benefits of a school that is respectful of diversity? |
| |What can we do to make our school more accepting and respectful of |
| |diversity? |
| |The criteria outlined in BC Performance Standards: Social |
| |Responsibility—Grades 8-10 can be used to assess students in relation |
| |to: |
| |contributing to the classroom and school community (Section 1) |
| |solving problems in peaceful ways (Section 2) |
| |valuing diversity and defending human rights (Section 3). |
| |BC Performance Standards are available online at |
| | |
|Recommended Learning Resources: |
|Focus on Harassment and Intimidation |
|In Other Words |
|One of Them |
|Racism 4 Reel: Media For Change |
|Selected Web Sites: |
|BC Safe, Caring and Orderly Schools |
| |
|Diversity in BC Schools |
| |
|BC Anti-Racism and Multiculturalism Program (Ministry of Community, Aboriginal and Women’s Services) |
| |
|GALE—Gay and Lesbian Educators |
| |
|Safe, Caring & Orderly Schools (Ministry of Education) |
| |
Health Decisions (1)
Although some specific topics are explicitly addressed in the learning outcomes (sexual decision making, HIV/AIDS, substance misuse, and road safety), the instructional and assessment activities in this suborganizer allow for exploration of a wide range of health decisions.
|Prescribed Learning Outcome |
|It is expected that students will: |
|evaluate the potential effects of an individual’s health-related decisions on self, family, and community |
|Suggested Achievement Indicators |
|The following set of indicators may be used to assess student achievement for the prescribed learning outcome above. Students who have fully met|
|the prescribed learning outcome are able to: |
|create a list of health issues facing adolescents (e.g., nutritional choices, sports safety, substance misuse, self-esteem, depression, suicide,|
|body image, sexual decision-making, sexually transmitted infections, workplace health and safety, air and water quality, Internet safety) |
|research and assess the potential effects of a range of health-related decisions on self and others, including: |
|positive and negative effects |
|immediate and long-term effects (e.g., physical, social, emotional, financial) |
|describe practices that can assist individuals in attaining and maintaining short-term and long-term personal health (e.g., stress management, |
|appropriate nutritional choices, regular physical activity, adequate rest, taking opportunities for enjoyment and personal growth, abstaining |
|from harmful substances, regular medical and dental visits) |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Case study | |
|Provide students with case studies or recent news stories that |Have each group present its decision-making model for a health case |
|demonstrate current health and safety issues with both positive and |study. Ask the remaining groups to conduct a peer group assessment |
|negative implications (for example, but not limited to, issues such as |based on criteria such as those outlined in the sample assessment |
|body image, mental health, workplace health and safety, nutritional |instrument (Health Decisions) provided at the end of this unit. This |
|choices, environmental health, sports safety, Internet safety). Discuss|same assessment instrument can also be used for each group to assess |
|one scenario as a class, using a decision-making tree or chart to |its own work. |
|identify the effects of the decision on self, family, peers, and | |
|community—now, 6 months from now, 5 years from now, and so on. Divide | |
|the class into groups. Ask them to choose a new scenario and apply the | |
|decision-making model to their scenario. Have them present their | |
|scenarios and their decisions to the class. Allow time for discussion | |
|and questions. Help students understand that the decisions they make | |
|often have consequences that reach far beyond their own lives. | |
|Guest speaker | |
|As an extension activity, bring in guest speakers from the community to|extension activity—no corresponding assessment |
|talk about the societal impacts of various health-related decisions. | |
|Brainstorm, discussion | |
|Have students brainstorm a list of recreational activities or |After analysing a variety of recreational activities for their |
|situations that can involve high degrees of risk (e.g., contact sports,|potential risks and ways to avoid those risks, ask students to use |
|mountain climbing, in-line skating, skiing, boating). Divide the class |their learning logs or write a paragraph to reflect on their own |
|into small groups to discuss: |strategies for and attitudes toward risk. Guided questions could |
|steps that should be taken to prevent possible injury to self and |include: |
|others for each of these activities or situations |Why do young people sometimes put themselves at risk? |
|the possible consequences to self, others, and society at large if |What are three things young people can do to reduce risks and avoid |
|individuals fail to act responsibly and in ways that help prevent |injury? |
|injury. |What risk-reduction strategies would work well for me? |
|Ask students to identify ways to reduce the risk factors in each | |
|situation. Discuss their responses as a class, focussing on strategies | |
|such as: | |
|knowing your abilities | |
|knowing your physical and social environment | |
|getting proper training | |
|using appropriate safety equipment and following safety guidelines. | |
|Personal contract | |
|Ask students to write a personal pledge or contract that outlines their|Collect students’ health contracts or pledges. Look for evidence that |
|commitment to being personally responsible for their own health. |their contracts include: |
|Students’ contracts should also identify strategies for enhancing |personal strategies for enhancing short-term and long-term health |
|short-term and long-term health. |consideration of effects on self, family, peers, and the community |
| |awareness of the physical, mental, and financial implications of poor |
| |health. |
| |Encourage students to share their contracts with their families or |
| |mentors. |
|Recommended Learning Resources: |
|Lifechoices: Healthy and Well |
|Lifechoices: Relationships |
|Selected Web Sites: |
|Injury Free Zone (BC Injury Prevention Centre) |
| |
Health Decisions (2)
|Prescribed Learning Outcome |
|It is expected that students will: |
|analyse practices that promote healthy sexual decision making (e.g., recognizing influences, accessing accurate information, applying informed |
|decision-making skills) |
|Suggested Achievement Indicators |
|The following set of indicators may be used to assess student achievement for the prescribed learning outcome above. Students who have fully met|
|the prescribed learning outcome are able to: |
|identify the factors that should be considered prior to making informed decisions about their readiness to engage in sexual activity at some |
|point in their future (e.g., personal and family values, emotional readiness, recognizing peer and social pressures to engage in sexual |
|activity, level of commitment and trust in relationship, access to accurate information and support for various sexual health issues such as |
|pregnancy prevention, prevention of sexually transmitted infections, or sexual orientation) |
|assess the potential impact of an unplanned pregnancy (e.g., impact on education and career plans, schooling, income, job opportunities, |
|relationships) |
|identify practices that reduce the risk of unplanned pregnancy (e.g., abstaining from sexual activity, using safer sex practices such as proper |
|use of contraceptives) |
|accurately identify practices that reduce the risk of contracting sexually transmitted infections (e.g., abstaining from sexual activity, using |
|safer sex practices such as proper use of barrier methods during sexual activity) |
|Suggested Instructional Activities |Suggested Assessment Activities |
| Freewriting, class and group discussion | |
|In an individual freewriting exercise, have students write about what |introductory activity—no corresponding assessment |
|they associate with the phrase “sexual responsibility.” In small groups| |
|or as a class, discuss factors to consider before becoming sexually | |
|involved. Discuss reasons why people have difficulty talking with | |
|others about sexual feelings and involvement. Emphasize that this is an| |
|important and difficult decision for anyone to make. Highlight honest | |
|and respectful communication as an essential requirement for building | |
|and maintaining healthy relationships. | |
|Communication strategies | |
|Have students work in pairs or small groups to propose strategies (and |Collect students’ strategies for communicating about sexual decision |
|dialogue) for communicating in situations such as: |making. Look for evidence that their responses take into account: |
|saying no to sexual involvement |personal and family values |
|discussing whether or not to become sexually active |emotional readiness |
|talking about using condoms |the person with whom they are communicating |
|discussing with a friend or parent concerns about possibly having an |level of commitment and trust in relationship |
|STI or facing an unexpected pregnancy |potential impact of unplanned pregnancy |
|informing a partner about an STI diagnosis. |potential impact of contracting sexually transmitted infections. |
|Encourage students to consider how these strategies might be different | |
|depending on the person with whom they’re communicating (e.g., platonic| |
|friend, romantic partner, health care professional, parent). | |
|Gallery walk | |
|Post four sheets of chart paper around the classroom with the headings |Ask students to select one of the sources of messages about sexual |
|“Family,” “Friends,” “Media,” and “Other (e.g., school, religious |decision making, and to write a letter or advertisement aimed at the |
|institutions, health clinics).” Have students conduct a gallery walk: |chosen source. They may choose to focus their response on either |
|In four groups, with one group at each sheet of paper, have them list |agreeing with or countering the given message. |
|the messages and values they receive from that source related to sex | |
|and sexual decision making. After a few minutes, have them move to the | |
|next sheet to build on the previous group’s lists. After each group has| |
|had a turn at each category, discuss the results as a class. Are there | |
|conflicting messages? Which messages are the strongest for adolescents?| |
|Question and answer letters | |
|Create a series of “Dear Dr. Expert” letters—asking about a range of |Criteria for assessing students’ letter responses will vary according |
|sexual decision making issues. Alternatively, ask students to create |to the topic of the letter, but could include: |
|these letters and submit them anonymously. Scenarios for the letters |reference to personal and family values |
|could include: |personal freedom to make the decision on own |
|I love my partner but I’m not comfortable with his/her public displays |communication and relationship skills (e.g., “I” messages, |
|of affection. |assertiveness, appropriate use of humour, mutual respect) |
|I know I need to talk to my partner about sexual decisions, but I don’t|accurate information about pregnancy prevention |
|know how to start. |accurate information about prevention of sexually transmitted |
|I’m uncomfortable about talking with my family members about sex. |infections |
|How do I know when I’m ready to have sex? |local sources of information and support. |
|I don’t want to become sexually active yet, but I’m really afraid of | |
|losing my girlfriend/boyfriend. | |
|It seems like everyone else is “doing it,” so maybe we should too. | |
|I’m too embarrassed to buy condoms. | |
|I’m on the pill—will that protect me from getting an STI? | |
|Divide the class into groups, and distribute one letter to each group. | |
|Ask them to create a response to the letter, conducting research as | |
|necessary. | |
|Recommended Learning Resources: |
|Lifechoices: Healthy and Well |
|Lifechoices: Relationships |
|Teen Sex: Reality Strikes Back |
|Selected Web Sites: |
|Reproductive Health (Canada Health Portal) |
| |
|Sexuality Education Gateway |
| |
Health Decisions (3)
|Prescribed Learning Outcome |
|It is expected that students will: |
|analyse practices associated with the prevention of HIV/AIDS |
|Suggested Achievement Indicators |
|The following set of indicators may be used to assess student achievement for the prescribed learning outcome above. Students who have fully met|
|the prescribed learning outcome are able to: |
|accurately list behaviours that contribute to the spread of HIV/AIDS (e.g., unprotected sexual activity, using unclean needles, tattooing/body |
|piercing with unclean needles, exposure to infected blood products) |
|accurately identify practices that reduce the risk of contracting HIV/AIDS and sexually transmitted infections (e.g., abstaining from sexual |
|activity, using safer sex practices such as proper use of condoms, testing for HIV) |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Class discussion | |
|Discuss with students why it is important to learn about HIV/AIDS and |introductory activity—no corresponding assessment |
|sexually transmitted infections. Clarify any misconceptions students | |
|may have (e.g., about the seriousness of HIV/AIDS, transmission, risk | |
|factors). | |
|Question and answer panel | |
|Create a series of frequently asked questions about HIV/AIDS (e.g., |After the panel question-and-answer session, assess students’ |
|generated from class discussions, from school question box) along with |understanding of the practices associated with the prevention of |
|their answers. Select a few students to serve on a panel of experts and|HIV/AIDS by having them use their journals to respond to prompts such |
|provide these students with the questions and answers. Hand out only |as: |
|the questions to the remaining students in the class. With a student |HIV can be spread in the following ways: _____. HIV can not be spread |
|acting as panel host, conduct a question-and-answer session. |by _____. |
| |The following behaviours(s) can put individuals at higher risk for |
| |contacting HIV: _____. |
| |The following choices can be made to prevent getting HIV/AIDS: _____. |
|Recommended Learning Resources: |
|Lifechoices: Healthy and Well |
|Teen Sex: Reality Strikes Back |
|Selected Web Sites: |
|AIDS (Health Canada) |
| |
|HIV/AIDS (BC Health Files) |
| |
Health Decisions (4)
|Prescribed Learning Outcome |
|It is expected that students will: |
|analyse strategies for preventing substance misuse (e.g., recognizing influences, accessing accurate information, applying informed |
|decision-making skills) |
|Suggested Achievement Indicators |
|The following set of indicators may be used to assess student achievement for the prescribed learning outcome above. Students who have fully met|
|the prescribed learning outcome are able to: |
|investigate and discuss a variety of ways in which misuse of substances including alcohol, tobacco, or drugs can affect immediate and long-term |
|opportunities (e.g., effects on future choices, increased risk taking, short-term and long-term health implications) |
|analyse the influence of family, peers, and media on decision-making related to substance misuse |
|propose personal strategies for preventing substance misuse (e.g., avoid high-risk situations, develop a plan for responding to pressures, be |
|aware of the interactions between substances, understand the effects of substances on decision-making) |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Web/cluster | |
|Have students use webbing or clustering to illustrate various factors |introductory activity—no corresponding assessment |
|that might influence someone’s decisions regarding the use of | |
|substances such as nicotine, alcohol, or illegal drugs. Encourage them | |
|to consider a variety of influences (e.g., peers, media, family) that | |
|may encourage or discourage substance misuse as well as influences that| |
|discourage them. | |
|Concept diagram | |
|Model the concept of “ripple effect” with students. Draw several |Collect students’ “ripple effect” diagrams based on a decision related |
|concentric circles on the board. Have students suggest a decision point|to a substance misuse issue. Assess the diagrams based on the extent to|
|related to substance misuse (e.g., a person smokes marijuana and drives|which students identify a range of people affected by the decision and |
|home) and record this inside the middle circle. Ask students to suggest|describe a realistic impact on each person affected. |
|all of the people who might be influenced by that decision, and how; | |
|record this information in the outer circles. Ask students to create | |
|their own ripple effect diagrams, based on a substance misuse decision | |
|of their choice. | |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Research project | |
|Provide an overview of a variety of issues related to the effects of |Ask students to present their reports on their selected substance |
|substance misuse (e.g., alcohol or drug addiction, Fetal Alcohol |misuse issue. If students chose to complete an oral report, have them |
|Spectrum Disorder, altered decision making, short-term and long-term |also hand in a bibliography of their sources. Use criteria such as |
|health effects). Assign students an individual research project based |those outlined in the sample assessment instrument (Substance Misuse |
|on one or more substance misuse issues. Their research should include a|Research) provided at the end of this unit to assess students’ work. |
|definition of the issue, cause and effects, and implications for | |
|individuals, families, and society (physically, socially, financially).| |
|Students’ should present their research as an oral or written report. | |
|Tableau | |
|Have students work in small groups to create a tableau (frozen picture |After students have worked in groups to create tableaux representing |
|using their bodies) representing a strategy to prevent substance |substance avoidance strategies, debrief with the class, discussing each|
|misuse. For example, their tableau could depict refusal of alcohol, |strategy represented. Brainstorm additional strategies if necessary. |
|avoidance skills, or participating in alternative substance-free |Ask students to address the topic in their journals (e.g., “I think the|
|activities. Discuss each group’s tableau as a class in terms of how |most effective strategies for me to use to avoid substance misuse are |
|effective the strategies are for substance misuse prevention. |_____ because _____”). Assess the journal responses based on students’ |
| |abilities to identify and describe personally relevant and appropriate |
| |strategies for avoiding substance misuse. |
|Recommended Learning Resources: |
|bc.tobaccofacts: A Tobacco Prevention Resource for Teachers |
|Exploring the Issues: Teens—Alcohol and Other Drugs |
|Lifechoices: Healthy and Well |
|Selected Web Sites: |
|Canada’s Drug Strategy (Health Canada) |
| |
|Tobacco - Youth Zone |
| |
|Ministry of Health Services—Addictions |
| |
|Tobacco Facts (Ministry of Health Services) |
| |
Health Decisions (5)
|Prescribed Learning Outcome |
|It is expected that students will: |
|analyse individual and societal practices associated with road-related risk reduction and injury prevention (e.g., obeying speed limits, wearing|
|seatbelts, driver education) |
|Suggested Achievement Indicators |
|The following set of indicators may be used to assess student achievement for the prescribed learning outcome above. Students who have fully met|
|the prescribed learning outcome are able to: |
|list a range of road-related risks (e.g., speeding, drinking and driving, aggressive driving, inappropriate passenger behaviour, unsafe cyclist |
|and pedestrian behaviour, road racing) |
|describe a variety of societal practices that can be effective in reducing road-related risk (e.g., driver education programs, advertising |
|campaigns, speed limits, traffic cameras) |
|propose strategies to minimize risk to self and others in road-related situations (e.g., don’t be in the vehicle with an impaired driver; wear |
|seat belts; obey speed limits; avoid distractions while driving, such as loud music, cell phones, eating) |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Guest speaker | |
|Ask students to identify various problems related to road safety in |introductory activity—no corresponding assessment |
|their community (e.g., speed, drinking, aggressive driving, distracting| |
|passenger behaviour, road racing). Invite a guest speaker to come to | |
|the class to deliver a presentation and answer students’ questions | |
|about these road safety issues. Guest speakers could include: | |
|a police officer to talk about the unsafe driving behaviours she or he | |
|has witnessed (e.g., road rage, street racing), and the potential | |
|effects of those behaviours | |
|a paramedic or emergency room doctor or nurse to talk about injuries | |
|sustained in traffic accidents | |
|someone who has been injured in a traffic accident to talk about the | |
|effect it has had on his or her life | |
|an ICBC representative to talk about the costs of unsafe driving | |
|a grade 12 student in the school RoadSense group to talk about | |
|strategies for reducing road risks. | |
|Suggested Instructional Activities |Suggested Assessment Activities |
|Presentation | |
|In small groups, have students prepare a presentation addressing |Have each group present its road safety issue and strategies for |
|selected road safety issues. They can choose to do a dramatic |addressing the issue. Ask the remaining groups to conduct a peer group |
|presentation, give a public service announcement, hold a debate, create|assessment based on the extent to which the presenting group addressed |
|a web site, or other representation. |the following: |
| |a relevant road safety problem |
| |various contributing factors |
| |negative consequences of irresponsible behaviour for self, family, and |
| |others |
| |strategies that may address the problem. |
|Recommended Learning Resources: |
|The RoadSense Package 10-12 |
|Selected Web Sites: |
|Geared 2 Youth (ICBC) |
| |
Health Decisions
|HEALTH DECISION: |
| |
| |
|Presenting group members: |
| |
| |
|Assessed by: |
| |
| |
| |Peer Assessment |Group Self-Assessment |
|1=not yet meeting expectations, 2=approaching expectations, 3=fully meets expectations |
|issue is clearly identified | | |
|decision is clear and logical | | |
|presentation includes potential positive and negative effects of the| | |
|decision | | |
|presentation includes potential immediate and long-term effects of | | |
|the decision | | |
|presentation identifies potential effects on self, family, peers, | | |
|and community | | |
|presentation identifies potential physical, social, mental, and | | |
|financial effects | | |
|presentation was engaging and dynamic | | |
|group members worked effectively together | | |
|all group members contributed to the group project | | |
Substance Misuse Research
NAME: ______________________________________________ DATE: ____________________
Substance misuse issue or topic: _________________________________________________
1=not yet meeting expectations, 2=approaching expectations, 3=fully meets expectations
| |Self-Assessment |Teacher Assessment |
|substance misuse issue is clearly defined | | |
|contributing factors and influences are outlined clearly and in detail | | |
|report identifies implications for individuals who are affected by this substance | | |
|misuse issue | | |
|report identifies implications for families of individuals who are affected by this | | |
|substance misuse issue | | |
|report identifies implications for society of this substance misuse issue | | |
|sources are thoroughly and accurately referenced | | |
|report presentation is effective and well-organized | | |
|The most important thing(s) I learned about this substance misuse issue: |
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|Teacher comments: |
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