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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students conduct a community survey to determine:

• how much time people spend on work and leisure activities
• whether they feel this represents a good balance (Why or why not?)

As a class, analyse this information to determine trends and define balance.

• As a class, define healthy, balanced lifestyle. Have each student set a goal for achieving greater lifestyle balance and write a two-week plan for advancing this goal. Collect students’ plans. Return them in two weeks to have students assess their success.
• Present attitude statements about healthy living, such as:

• Participation in sports is fun.
• Smoking is a cool thing to do.
• I like to eat vegetables for snacks.
• Soft drinks are the best way to quench your thirst.

Ask each student to rate each as "strongly disagree," "disagree," "agree," or "strongly agree." Ask students to explain what or who influenced each of their opinions. Make a class list of the factors that influence their attitudes (e.g., advertising, family, education). Use information collected in this activity to guide further work on improving students’ attitudes toward healthy living.

• Conduct a class media search to identify Canadian health problems (e.g., poor diet, physical inactivity, cancer, heart disease). Have small groups each analyse a problem of particular interest by considering:

• What are the causes and consequences of this problem?
• What can society and individuals do to address the problem?
• What would it take to motivate people to act on the problem?
• What factors influence people’s attitudes toward this problem?

• Choose one or two Canadian health issues of interest to students and frame debates on these (e.g., "The sale and use of tobacco should be outlawed").

SUGGESTED ASSESSMENT STRATEGIES 

• When students conduct a community survey on the balance of work and leisure, work with them to identify trends. Have each student write about two ways people can achieve balance in their lives. Work with students to develop criteria such as:

• examples illustrate balanced lives
• includes a definition of balance
• includes projections about how the trends identified in the survey might influence their future attitudes regarding healthy lifestyles

• When students discuss issues related to Canadian health, focus feedback and support on their willingness and abilities to:

• state their viewpoints clearly and objectively
• express ideas tentatively using expressions such as "I think," "It seems to me," "In my opinion," and "I’ve noticed"
• recognize the value of others’ ideas
• rely on evidence about Canadian health issues to make their points
• use appropriate language
• justify their viewpoints

  Print Materials

• Food Sense: Personal Planning for Healthy Eating
• HeartSmart Kids (4–7)

  Multimedia

• B.C. Life Skills
• Student WorkSafe 5 Module

  BC Ministry of Education Home Page