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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Encourage students to discuss their feelings and attitudes toward a variety of health practices (e.g., exercise, nutrition, taking vitamins, dental care, medical checkups, avoiding substance abuse). Ask them to record their reflections in their journals.
• Ask students to analyse their health habits (e.g., graph the number of students who consistently use sunscreen, floss their teeth, and so on). Discuss how these habits contribute to their health.
• Have students fill in a chart of healthy and unhealthy influences at school, in the community, and in the media.
• As an ongoing class project, ask students to scan newspapers, magazines, and other media for stories dealing with events that could influence their personal health. Possibilities include:

• misuse of antibiotics and the emergence of "super bugs"
• air pollution and breathing difficulties
• water contamination and water treatment options
• ozone depletion and the rising threat of skin cancers

Post students’ contributions. When the collection becomes sufficiently large, have students summarize social, environmental, and economic issues that affect their health. Challenge them to suggest how their personal decisions and behaviour can in turn affect the environment, the economy, society, and their future health.

• As a class, brainstorm practices and behaviour that cause health problems (e.g., handling food with unwashed hands, smoking, sharing combs and other personal hygiene tools, attending school with infectious illnesses). Have groups of students each choose one item from the list and consider potential effects on others, on the environment, and on the economy. Share and discuss group findings.

SUGGESTED ASSESSMENT STRATEGIES

• As students share their group findings regarding health problems, note the extent to which they:

• present relevant examples
• understand the scope of the problem and the extent of its effects
• can relate this information to individual attitudes and behaviours

• After students have reviewed the relationships between personal actions, environment, economy, society, and personal health, ask them to hand in the following:

• one-sentence statements regarding each relationship
• a summary of the class discussions
• two questions that were not answered

  Print Materials

• HeartSmart Kids (4-7)

  Video

• What Kids Wants to Know About Sex and Growing Up

  Multimedia

• B.C. Life Skills
• bc.tobaccofacts:grade 7
• Student WorkSafe 7 Module

  BC Ministry of Education Home Page