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:

• demonstrate an ability to make informed choices regarding health issues, products, and services
• evaluate the effect of lifestyle choices on society and the workplace
• 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

• As a class, brainstorm a list of health issues or concerns that students feel are of potential relevance to them (e.g., stress, eating habits, disease, drug and alcohol use, suicide, pregnancy, violence). Form small groups and have each group choose an issue and identify possible alternative responses if it were to:
  • become a concern for them personally
  • become a concern for a close friend
• Ask students to examine advertisements for products and services related to health (cigarettes, skin products, foods) and critique the underlying messages. Then encourage students to write letters of concern to magazines or companies whose advertisements, in the opinion of the students, send unhealthy messages.
• Take students on a Smart Shopping Tour to gather information about additive, fat, sugar, and salt content in common foods. Ask them to research the impact of these ingredients on the health of Canadians.
• Invite students to submit questions anonymously to the teacher or a guest visitor (e.g., public health nurse) on topics related to HIV/AIDS, sexually transmitted diseases, and other communicable diseases.
• Challenge students, working in small groups, to create pre-tests focussing on practices that affect the risk of acquiring HIV/AIDS, a sexually transmitted disease, or other communicable disease. After checking for appropriateness, arrange for each set of questions to be answered by the rest of the class. Ask the originating groups to lead a discussion on the answers to their tests. In cases of disagreement over answers, assign the questions to the class for research (e.g., using community experts, technological resources, library resources).
• Have students research and report on recent findings with respect to HIV/AIDS or sexually transmitted diseases.

• Before students work in groups to identify possible responses to health issues or concerns, discuss criteria for developing appropriate alternatives and making effective choices. Invite groups to provide feedback to one another, using the criteria discussed. For example:
  • considers all aspects of the issue
  • identifies relevant information and resources
  • develops at least two appropriate courses of action
  • attempts to tailor the alternatives or choices to the specific needs of the individual and situation (recognizing that one solution does not work for everyone)
  • makes projections about both intended and unintended effects of the alternatives proposed
• Use case studies or have students work in groups to create realistic scenarios involving health issues or lifestyle choices. Have groups exchange their scenarios, analyse the situations, and present resolutions that involve healthy lifestyle choices or decisions. Work with the class to develop criteria for self- and peer assessment. For example, to what extent does the analysis and resolution:
  • clearly state the key choice or decision
  • accurately identify the risk factors
  • outline an appropriate strategy for decision making
  • describe the consequences of potential choices
  • offer a realistic resolution
• When students summarize their research on HIV/AIDS, sexually transmitted diseases, and other communicable diseases, assess the extent to which the information is:
  • drawn from up-to-date and credible sources
  • accurate and relevant
  • comprehensive and detailed
  • presented clearly and in the students' own words (showing thorough understanding)

• AIDS: Allie's Story
• The Broadcast Tapes of Dr. Peter
• AIDS: Opposing Viewpoints

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