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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students make lists, charts, posters, or displays depicting the benefits of various foods and the kinds of daily activities that contribute to a healthy lifestyle.
• Invite students to investigate exercise activities and food they might encounter if they travelled to various countries.
• Ask students to interview a role model to discover how this person maintains a balanced lifestyle.
• Prepare case study profiles of fictitious individuals of differing ages, walks of life, cultural backgrounds, eating habits, work habits, patterns of leisure activity, and so on. Give groups of students one profile each and have them determine:

• if the individual’s lifestyle seems balanced
• which factors, if any, indicate imbalance or warn of future problems
• what might be the long-term consequences of any imbalance (including social, professional, and physical consequences)

In debriefing, emphasize that there are a number of different ways to achieve balance and that balance for one individual is not necessarily so for another.

• Invite community members of various cultural backgrounds to talk to students about their healthy lifestyles.
• Have students use the Internet or other sources to research health and hygiene issues in a particular country (focussing on why these issues are prevalent there). Use a jigsaw format to have students identify health risk factors common to several countries, therefore of global significance.
• Present and discuss statistics from a number of countries with respect to health, infant mortality, and life expectancy. Have the class create a mural depicting factors influencing global health issues.

SUGGESTED ASSESSMENT STRATEGIES

• Before students create posters or displays depicting the benefits of various foods and activities that contribute to healthy lifestyles, emphasize that assessment will be based on content rather than on aesthetic qualities. Work with students to develop criteria such as:

• conveys accurate information about food or activities
• contains a clear message regarding health benefits

• After guests have presented information about healthy lifestyles in various cultures, look for evidence that students can:

• summarize relevant ideas and information
• show respect for cultural diversity
• identify at least three components of healthy living in that culture
• make comparisons with their own health habits
• show the links between health, eating, and exercise habits

• When students contribute to a mural illustrating factors influencing global health, note and encourage their efforts to:

• include information from various sources
• consider a variety of influencing factors
• create or select images that illustrate their ideas
• clearly support the theme
• add to or elaborate on the ideas expressed in the mural through discussion and questioning

• Provide students with pictures showing children from a variety of socio-economic backgrounds and information on the United Nations Declaration of the Rights of the Child. As students consider this information, look for evidence that they can:

• use the pictures to gather information about various cultures
• associate the information with various rights stated in the declaration
• suggest solutions to global problems
• compare and contrast their own rights with those of children from other backgrounds

  Print Materials

• bc.tobaccofacts:grade 6
• HeartSmart Kids (4–7)
• Making Decisions Grade 6

  Multimedia

• B.C. Life Skills
• Student WorkSafe 6 Module

  BC Ministry of Education Home Page