Context: Product

Design and Production:
A Healthy Living Program for Young Children

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

• use appropriate problem-solving models in the design of products, the provision of services, the development of systems, and the utilization of ideas
• analyse and use appropriate problem-solving strategies and critical thinking when resolving problems in a variety of contexts
• identify and apply appropriate knowledge, skills, and attitudes when making choices and defending decisions
• use appropriate criteria and standards to assess and evaluate products, services, systems, and ideas

It is expected that students will:

• use effective communication skills when gathering and sharing information independently and in groups
• select appropriate information gathering and communication tools when solving problems related to applied skills areas
• use appropriate multimedia and information technology in presentations

It is expected that students will:

• use appropriate technologies in a variety of applied contexts
• maintain an orderly and safe environment when engaged in a variety of activities
• identify and evaluate the impact of technology on the way information is gathered, problems are solved, and work is done

It is expected that students will:

• demonstrate an ability to assess the impact that acquiring applied skills can have on personal and career choices
• demonstrate a positive attitude toward lifelong health and well being
• demonstrate a willingness to participate independently and interdependently in a productive environment

Suggested Instructional Strategies

Healthy living habits contribute to the development of self-esteem and positive body image. Nutrition and physical activity are the basis of healthy living. By identifying suitable activities that encourage young children to be physically active and nutritional foods that have snack appeal, students will come to understand the physical, emotional, and social characteristics of young children.
Suggested Time Frame: 20 - 30 hours

Strategies
Have students:

• research physical/social/emotional development of young children through interviews, observation, and use of appropriate resource materials
• observe and record activity schedules and existing programs available to young children in a school, day-care, or other setting
• analyse appropriateness of activities and associated safety aspects
• design an activity program for young children
• identify opportunities to implement approved activity plan; seek approval for any implementation
• evaluate an activity plan by interviewing or surveying children, parents, and staff
• present (text, pictures, video, computer simulation) activity program to peers
• conduct a survey to identify favorite snacks of young children
• observe the eating habits and dietary patterns of young children
• research the elements of good advertising to market a nutritional snack or one that needs to be made more appealing (see pages 20 and 21 for marketing)
• create an ad/jingle/poster/video to promote snack and/or healthy eating habits and/or physical activity
• present an ad/jingle/poster/video to young children and evaluate responses

• Physical Education: physical movement, active living
• Business Education: day-care operation, advertising strategies and techniques
• Technology Education: tools, materials, and technology development for activities

Suggested Assessment Strategies

• Presentation to class
  • teacher observation
  • peer evaluation
• Portfolios
• Journal/log
  • record of observations (eating habits)
• Test (theory development)
  • written
  • oral
  • conferencing
• Demonstration

• Program for young children
  • variety
  • safety considerations
  • suitability to age group
  • creativity
  • clarity of rules/instructions
  • inclusion of resource lists
  • ease of implementation
  • fun and enjoyable
  • knowledge of physical, social, and emotional characteristics of young children
• Presentation of ad/jingle/poster/video
  • quality or appeal
  • elements of good advertising
  • completion of response survey
  • analysis of results
  • use of media and appropriate technologies
• Communication/presentation
  • clarity of message
  • skill in presentation
  • effective use of communication technology
  • response to questions
  • audience evaluation

Recommended Learning Resources

Table of Contents Curriculum Branch Ministry of Education

© 1995 Copyright

Maintained by: Applied Skills Coordinator

Revised: January 28, 1999

Ministry of Education Home Page