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

It is expected that students will:

• relate the characteristics of a healthy lifestyle to their ability to maximize personal potential
• evaluate mass media messages related to personal practices and consumer decisions
• evaluate and modify personal goals for a healthy lifestyle
• demonstrate a knowledge of key lifestyle practices associated with the prevention of HIV/AIDS, sexually transmitted diseases, and other communicable diseases

To view the prescribed learning outcomes for Personal Development (Healthy Living) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have each student make a class presentation about a healthy practice related to exercise, leisure activities, eating habits, dental care, or sleep habits. Follow up with a class discussion about the relationship between healthy living and the attainment of goals.
• Invite a guest speaker to talk about addictions (e.g., food, substances, work, gambling) and their effects on the achievement of personal potential.
• Suggest that each student develop a plan for the attainment of at least one long-term health-related goal. Have students record these in their Student Learning Plans. After a suitable time span, encourage students to evaluate their success in following their plans and add the critiques to their Student Learning Plans.
• Invite a public health worker to discuss the physical, social, and emotional factors associated with STDs, HIV/AIDS, and other communicable diseases.
• Simulate HIV transmission patterns by giving each student a sample of clear fluid in a plastic cup. (Caution students not to drink the fluid.) Three of the samples should contain a 0.1 M base solution (e.g., NaOH), representing the virus. The others should contain water. Ask students to exchange fluids with three other students by combining and then redividing their samples. (This represents sexual activity.) Before the activity, secretly arrange to have some students refuse all exchanges (this represents abstinence). After three sets of exchanges have taken place, test each cup with two or three drops of phenolphthalein. Those containing base will turn pink. Debrief using questions such as:
  • Could you tell beforehand which solutions were "infected"? Can you tell if someone is HIV positive?
  • How does this activity relate to the spread of disease?
  • What pressure was exerted on those who practised "abstinence"?

• Before students make presentations and lead discussions about healthy living practices, work with them to develop criteria that can guide their work. For example, to what extent does the presentation:
  • clearly and logically define healthy living
  • make specific connections between their own activities and behaviour and the definition
  • include relevant details and examples
  • demonstrate the positive effects of healthy lifestyle practices
• When students analyse mass media messages and advertisements, look for evidence that they are able to:
  • identify both explicit and implicit claims made about the product or behaviour
  • distinguish between factual information and emotional appeals
  • analyse the target audience­who is the message intended for?
  • identify the techniques used to appeal to the intended audience
  • outline methods or sources they can use to validate the information presented
• Provide regular opportunities for students to review and monitor their personal goals and plans for a healthy lifestyle. Encourage them to develop short lists of criteria they can use to assess their progress. Students might find it helpful to work with partners when they review their plans and accomplishments.
• Ask each student to outline five to seven key points presented by guest speakers or developed through classroom activities related to the prevention of HIV/AIDS, sexually transmitted diseases, and other communicable diseases. Assess their summaries in terms of criteria such as:
  • accuracy of the information
  • relevance (focus on lifestyle practices)
  • focus on key conclusions and generalizations (rather than details and examples)

• DINE Healthy
• Becoming Barbie
• AIDS: What Everyone Needs to Know

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