BC Education - Grade 4 Personal Development (Healthy Living)

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Grade 4
Personal Development (Healthy Living)

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:

identify factors that promote health
classify foods into groups, including the food groups identified in Canada’s Food Guide to Healthy Eating, Revised
describe the influence of the media and the community on their attitudes and values regarding healthy living
identify health-related services and resources that can contribute to healthy living

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 ways school activities and facilities promote health (e.g., daily physical activity, adequate lighting, recess breaks, vending machines with healthy food choices). Review the list, having students explain how each item promotes health. Eliminate redundant or inappropriate entries.
Prepare daily menus that include foods from all four food groups. Have students analyse these and put each food into its proper group. Challenge students to identify the menus that are the most healthy and to give reasons for their answers.
Have students classify foods according to how healthy they think each is, using a "traffic light" approach: green = nutritious; yellow = consume in moderation; red = not nutritious. Have students give reasons for their answers. Correct misconceptions and adjust students’ classifications as necessary.
Divide the class into groups representing the four food groups. Ask each member of each group to bring a different food item from the designated food group to contribute to a class lunch.
Visit a recreation centre, nutrition consultant, fitness centre, park, or public health office. Have students make posters or other advertising to promote one of these resources that supports healthy living.
Collect examples of persuasive print advertising that may or may not promote healthy living. Have students put these in the appropriate category.
Have students examine a collection of packaged food products (e.g., cereals) to evaluate how packaging can influence consumer attitudes.

SUGGESTED ASSESSMENT STRATEGIES

Work with students to analyse their collections of persuasive print advertising. Help them to look for the real messages in what they see, hear, and read about healthy living. For example, have students answer the following:

Who created this message?

Why did they create it?

What do they want me to do or believe?

Why should I believe or not believe this message?

How could I check this information or learn more?

In their journals, have students reflect on what they have learned about the influence of media messages on attitudes towards healthy living.

Provide illustrations of a variety of foods and ask students to categorize the foods in different ways (e.g., Canada’s Food Guide to Healthy Eating, Revised, colour, texture, flavour). Ask students to explain why they grouped certain foods together, noting the logic of their explanations. Extend this activity by asking students whether they can identify the common nutritional elements of each category (e.g., breads and cereals provide carbohydrates; yellow-orange vegetables provide vitamin A; crunchy vegetables provide fibre).

RECOMMENDED LEARNING RESOURCES

Print Materials

Canada’s Food Guide to Healthy Eating, Revised
HeartSmart Kids (4–7)

Video

Being Safe

Multimedia

B.C. Life Skills
Student WorkSafe 4 Module

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Revised:November 24, 1999

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