Course Overview

Health for Life, Grade 11, Open, PPZ3O

Course Description

This course helps students develop a personalized approach to healthy living. Students examine the factors that affect their own health and the health of individuals as members of the community. They learn about the components of the Vitality approach to healthy living – an initiative that promotes healthy eating, an active lifestyle, and a positive self-image. Throughout this course, students develop the skills necessary to take charge of and improve their own health, as well as to encourage others to lead healthy lives.

Units: Titles and Times

* Unit 1	Vitality in Action	27 hours
Unit 2	Determine Your Health	20 hours
Unit 3	Health: At Your Service	16 hours
Unit 4	Detect and Protect	13 hours
Unit 5	Health Surrounds You	14 hours
Unit 6	Celebrate Your Health	20 hours

* This unit is fully developed in this Course Profile.

Course Notes

The Ontario Curriculum, Health and Physical Education, Grades 11 and 12 focuses on healthy active living for all students. In order to incorporate this philosophy into a quality program, teachers need to address several key elements when planning learning opportunities.

A quality health and physical education program directly links what is happening in the classroom to the curriculum expectations. This ensures that students are engaged in relevant and purposeful activities related to what they are to know and be able to do. Teachers should ensure that students are aware of why they are doing what they are doing, thereby initiating the development of the commitment and the capacity to lead a healthy active life. Throughout the course, teachers should frame each lesson by identifying the learning expectations and connecting them to the overall learning expectations.

By the end of the course, students will:

· analyse the role of individual responsibility in enhancing personal health;

· analyse the social factors that influence personal health;

· analyse the value of health information and health-promoting products and services;

· analyse how the environment influences the health of the community;

· demonstrate an understanding of concepts and approaches related to health promotion and disease prevention;

· demonstrate an understanding of the Vitality concept and use strategies to promote the Vitality concept.

Matching the assessment strategy and tool to the cluster of learning expectations and categories ensures the evidence collected is relevant to the expected learning. Teachers should clarify the assessment/evaluation strategies and provide students with the assessment tools to provide them with clear targets to work towards.

Assessment of health and well-being is a life-long preoccupation. Students need to be made aware of their strengths and areas that require improvement and take an active role in setting personal health and well-being goals. Positive and constructive feedback (assessment) related to the expected learning from teachers and peers will influence students’ positive self-image as a physically active individual. It is human nature to continue participating in things that one enjoys, that gives one a sense of accomplishment, and that you can perform at a level of competence. Throughout the course, teachers should assess students to support the development of daily, healthy, active behaviours that will last a lifetime.

A quality health and physical education program provides many opportunities for students to be successful. The likelihood of success is enhanced when skills are taught in a logical progression and when there are numerous opportunities for practice and application. Teachers should include opportunities for students to learn basic information and strategies, to build and improve skills, and then to apply these skills through relevant and authentic tasks. The amount of time spent on each component varies based on whether it is the introductory lesson or final lesson of the activity. Throughout the course, teachers should focus on providing maximum participation opportunities for students to learn, practise, and demonstrate their knowledge and skills.

Unit Organization

Unit 1: Vitality in Action

Time: 27 hours

Unit Description

This unit emphasizes a personalized approach to health. Through the development of a Vitality Action Plan, students analyse their current health behaviours and set goals to make changes related to eating habits, level of physical activity, and self-concept. This unit is the foundation for the rest of the course. The Vitality Action Plan is revisited in each subsequent unit and at the end of the course with the Community Health Advocacy Task.

Strand(s) & Learning Expectations

Strand(s): Determinants of Health, Vitality

Overall Expectations: VIV.01, VIV.02.

Specific Expectations: VI1.01, VI1.02, VI1.03, VI1.04, VI2.03.

Unit 1 Overview Chart

Activity	Expectations and AC Category	Assessment/Evaluation (strategies and tools)
1: Vitality Concept	VIV.01, K/U; VI1.01, K/U	Formative assessment of the information collected on the Personal Vitality Record (Appendix B), using the Personal Vitality Observation Checklist (Appendix D) Formative assessment of Personal Vitality Action Plan – Phase One (Appendix E) to determine students’ understanding of the components of Vitality (i.e., healthy eating, physical activity, and self-concept). The teacher should look for the relationship between the recording of behaviour, goals set, and action to be taken. Focus on the Knowledge/Understanding category of the Achievement Chart to assess students.
2: Health Continuum	VIV.01, K/U; DH1.01, C; VI1.01, K/U; DHV.01, T/I	Formative assessment of the health continuum placements and justifications, using an observation checklist Summative evaluation of the interrelationship of health realms, using a short-answer quiz and the Communication category of the Achievement Chart (see Appendix J) Formative assessment of the Personal Vitality Action Plan revisions, using the Personal Vitality Observation Checklist from Activity 1 (Appendix D)
3: Behaviour Change Theory	VI1.03, C; VIV.01, K/U	Formative assessment of the stages identified in behaviour change theory as they relate to modifying personal lifestyle, using the Personal Vitality Action Plan Phase Two (Appendix F) and the Communication category of the Achievement Chart (see Appendix J)
4: Healthy Decision-Making	VIV.01, K/U; VI1.04, C	Formative assessment of the decision-making process, using a decision-making rubric and communication rubric (see Appendix J)
5: Vitality Action Plan	VIV.01, K/U; VIV.02, A; VI1.01, K/U; VI1.02, C	Formative assessment of the Personal Vitality Action Plan Phase Four, using an observation checklist Formative peer assessment of the personal philosophy of health model, using a communication rubric (see Appendix J) and providing peers with anecdotal comments as feedback
6: Health Promotion Strategies, Theory, and Tasks	VIV.01, K/U; VIV.02, A; VI2.01, A; VI2.02, C; VI2.04, A	Formative assessment of the health issues debate, using a communication rubric (see Appendix J) Formative peer assessment of the health issues, using a communication rubric and providing peers with anecdotal comments as feedback Formative assessment of the Health Promotion Planning Steps, using an observation checklist
Ongoing throughout Unit 1	VI1.01, K/U; VIV.02, A	Formative evaluation of students’ knowledge of Vitality concept and strategies to promote the Vitality concept, through the promotion of physical activity, self-concept, and healthy eating, in their fitness break leadership, using an observation checklist

Unit 2: Determine Your Health

Time: 20 hours

Unit Description

Students investigate the physical, social, and mental determinants that affect personal health. They apply understanding of these influences to their Vitality Action Plan and Community Health Advocacy Task.

Strand(s) & Learning Expectations

Strand(s): Determinants of Health, Community Health, Vitality

Overall Expectations: DHV.01, DHV.02, CHV.02, VIV.01, VIV.02.

Specific Expectations: DH1.01, DH1.02, DH1.03, DH1.04, DH1.05, DH1.06, DH2.01, DH2.02, DH2.03, CH2.01, CH2.02, VI2.03.

Unit 2 Overview Chart

Act.	Expectations and AC Category	Assessment/Evaluation (strategies and tools)	Focus (i.e., topic, concept)
1	DH1.04, T/I	Formative assessment of the investigation and analysis of statistics, using a thinking/inquiry rubric that will be used throughout the course. Rubric criteria should include formulating questions, planning, selecting strategies and resources, analysing and interpreting information, forming conclusions.	Factors that influence personal choices related to health products and services
2	DHV.01, T/I; DHV.02, T/I; DH1.01, C; DH1.02, C; DH1.05, C; DH2.01, C; DH2.03, C	Formative evaluation, using a take-home written assignment with a marking scheme (addressing the knowledge) and rubric (addressing Communication and Thinking/Inquiry)	Explaining the various factors that influence personal health and the individual’s responsibility for enhancing it
3	DHV.01, T/I; DHV.02, T/I; DH1.03, T/I; DH2.02, T/I	Formative assessment and evaluation of students’ responses to scenarios using the Thinking/Inquiry rubric	Analysis of the social factors and lifestyle choices that influence personal health
4	CHV.02, T/I; CH2.01, T/I; CH2.02, C	Formative assessment and evaluation of a group research project and presentation, using a rubric (addressing Communication and Thinking/ Inquiry)	Environmental influences on global, community, and personal health
5	VIV.02, A	Formative assessment of students’ progress on Community Health Advocacy Task, using the Health Promotion Planning Steps checklist	Promoting the Vitality concept, personal health, and healthy lifestyle
6	VIV.01, K/U; VIV.02, A; VI2.03, A	Formative assessment and evaluation of the Personal Vitality Action Plan, using an observation checklist (developed by the teacher in Unit 1)	Vitality concept

Unit 3: Health: At Your Service

Time: 16 hours

Unit Description

Students assess the quality and credibility of health promoting products, health information, and method of communication as well as the delivery of health services. This investigation is done in the context of meeting personal and community needs. The knowledge and skills developed in this unit are critical in enhancing their Vitality Action Plan and Community Health Advocacy Task.

Strand(s) & Learning Expectations

Strand(s): Community Health, Vitality

Overall Expectations: CHV.01, CHV.03, VIV.01, VIV.02.

Specific Expectations: CH1.01, CH1.03, CH1.04, CH1.05, CH1.06, CH3.05, CH3.06, CH3.07, CH3.08, VI2.02, VI2.03.

Unit 3 Overview Chart

Act.	Expectations and AC Category	Assessment/Evaluation (strategies and tools)	Focus (i.e., topic, concept)
1	VIV.01, K/U; VIV.02, A	Formative assessment and evaluation of the Personal Vitality Action Plan, using an observation checklist (developed by teacher in Unit 1)	Vitality concept
2	VIV.02, A	Formative assessment and evaluation of Community Health Advocacy Task, using the Health Promotion Planning Steps checklist and a rubric addressing students’ commitment to promotion, influence, and support for others	Promoting the Vitality concept to influence and support others in making positive healthy choices
3	VIV.02, A	Formative evaluation of students’ knowledge of Vitality concept and strategies to promote the Vitality concept, through the promotion of physical activity, self-concept, and healthy eating, in their health and physical education class (e.g., fitness break leadership), using an observation checklist	Vitality concept
4	CH3.08, K/U; CH3.06, K/U; CH3.05, A	Formative assessment of students’ knowledge of individual’s contributions to the health of others through small-group class presentations, using an observation checklist	Health career and volunteer opportunities that contribute to the health of others
5	CH3.05, A	Summative evaluation of students’ skills to deal with emergency situations through certification (e.g., First Aid, CPR, Life Saving)	Emergency health situation skills
6	CH1.01, T/I; CH1.03, T/I; CH1.04, T/I; CH1.05, T/I; CH1.06, T/I; CH3.07, T/I	Formative assessment and evaluation of a class presentation that demonstrates students’ ability to assess the quality and credibility of health-promotion products, health products, health information, and methods of communication and/or delivery of health services, using Thinking/Inquiry rubric. Rubric criteria should include formulating questions, planning, selecting strategies and resources, analysing and interpreting information, forming conclusions	Health-promotion products, health products, health information, methods of communication and/or delivery of health services
7	CHV.01, T/I; CHV.03, K/U	Summative evaluation through a written examination of students’ ability to analyse the value of health information, and health-promoting-products and services, using a marking scheme and rubric (addressing Thinking/Inquiry) (see Unit 4)	Health information, health-promoting products, health services, and disease prevention

Unit 4: Detect and Protect

Time: 13 hours

Unit Description

Students learn concepts and approaches related to the transmission and treatment of communicable, chronic, and food-borne diseases and ailments, which negatively affect optimum health in self and others. Students incorporate these concepts and approaches to making healthy choices in their Vitality Action Plan and Community Health Advocacy Task.

Strand(s) & Learning Expectations

Strand(s): Community Health

Overall Expectations: CHV.01, CHV.02, CHV.03.

Specific Expectations: CH3.01, CH3.02, CH3.03, CH3.04, CH3.07, CH2.03, CH1.02.

Unit 4 Overview Chart

Act.

Expectations and
AC Category

Assessment/Evaluation
(strategies and tools)

Focus
(i.e., topic, concept)

CH1.02, K/U;

CH2.03, C;

CH3.01, C;

CH3.02, C;

CH3.03, T/I;

CH3.04, C

Formative assessment of notes taken during guest speaker presentations

Formative evaluation of response journal using a rubric (addressing communication of information/ideas presented by guest speakers)

Food-generated ailments, health problems, immune system, communicable diseases, and chronic diseases

CHV.01, T/I;

CHV.02, T/I;

CHV.03, K/U

Summative evaluation through a written examination of students’ ability to analyse environmental influences and the value of health information, and health promoting-products and services, using a marking scheme and rubric (addressing Thinking/Inquiry) (see Unit 3)

Health information, health-promoting products, health services, environmental influences, and disease prevention

Unit 5: Health Surrounds You

Time: 14 hours

Unit Description

Students focus their attention on the health of their community, which is influenced and protected by government regulations, public health policies, and environmental health. Relevant community and school health issues are addressed in their Community Health Advocacy Task. Students make connections between community health and personal optimum health in their Vitality Action Plan.

Strand(s) & Learning Expectations

Strand(s): Community Health, Vitality

Overall Expectations: CHV.02.

Specific Expectations: CH2.04, CH2.05, VI1.01, VI2.01, VI2.03.

Unit 5 Overview Chart

Act.	Expectations and AC Category	Assessment/Evaluation (strategies and tools)	Focus (i.e., topic, concept)
1	CHV.02, T/I; CH2.04, T/I; CH2.05, K/U	Summative evaluation of students’ analysis of health issues through a graphic organizer bulletin board display using a Thinking/Inquiry rubric (criteria should include formulating questions, planning, selecting strategies and resources, analysing and interpreting information, forming conclusions)	Health issues related to school/workplace, public health policies, and government regulations
2	VI2.01, A	Formative assessment and evaluation of Community Health Advocacy Task, using the Health Promotion Planning Steps checklist and a rubric addressing students’ commitment to promotion, influence, and support for others	Promoting the Vitality concept to influence and support others in making positive healthy choices
3	VI1.01, K/U; VI2.03, A	Formative assessment and evaluation of the Personal Vitality Action Plan, using an observation checklist (developed by the teacher in Unit 1)	Vitality concept and attaining personal health

Unit 6: Celebrate Your Health

Time: 20 hours

Unit Description

Students demonstrate evidence of their learning in the course by the completion and presentation of their Vitality Action Plan and the Community Health Advocacy Task. The emphasis in both of these tasks is on the student’s commitment to the promotion of personal health within a healthy community.

Strand(s) & Learning Expectations

Strand(s): Vitality

Overall Expectations: VIV.01, VIV.02.

Specific Expectations: VI2.01, VI2.03, VI2.04.

Unit 6 Overview Chart

Act.	Expectations and AC Category	Assessment/Evaluation (strategies and tools)	Focus (i.e., topic, concept)
1	VIV.01, K/U; VIV.02, A; VI2.03, A	Summative evaluation of the Personal Vitality Action Plan, using an observation checklist (developed by the teacher in Unit 1)	Vitality concept and attaining personal health
2	VIV.02, A; VI2.01, A; VI2.04, A	Summative evaluation of Community Health Advocacy Task, using the Health Promotion Planning Steps checklist and a rubric addressing students’ commitment to promotion, influence, and support for others	Promoting Vitality concept to influence and support others in making positive healthy choices
3	VIV.02, A	Summative evaluation of students’ knowledge of Vitality concept and strategies to promote the Vitality concept, through the promotion of physical activity, self-concept, and healthy eating, in their health and physical education class (e.g., fitness break leadership), using an observation checklist	Vitality concept

Teaching/Learning Strategies

Direct Instruction

Lecture – an oral presentation of facts or principles during which the learner is responsible for taking appropriate notes.

Demonstrations/modelling – performing a skill or activity in order to show how to do it.

Didactic Questions – guiding students to pre-determined learning through the use of lower order questions.

Drill and Practice – repetition of fundamental skills to enhance speed and accuracy of performance.

Guides for Reading, Listening, and Viewing – structured formats intended to direct students to appropriate learning expectations in reading, listening, or viewing.

Indirect Instruction

Inquiry – an organized process for investigating a significant question.

Problem Solving – an organized process for solving a problem.

Research – gathering and interpreting data on a specific topic.

Case Studies – investigation of a specific event, situation, or person to develop an understanding of factors that can be generalized to other situations.

Concept Formation – an inductive thinking strategy in which the student sorts and classifies or groups items, ideas, and opinions into categories to draw inferences, make generalizations, and develop concepts.

Concept Attainment – clarifying a concept by providing positive and negative examples of that concept.

Reflection – process of thinking about and connecting ideas, experiences, and learnings.

Debate – presentation of opposing sides of an issue by two teams/individuals before an audience or judge.

Interactive Instruction

Cooperative Group Learning – a variety of interdependent learning structures where students learn in small heterogeneous groups

· Jigsaw – Students are divided into “home” groups. Each student in the group moves into a different expert group to gather information (provided by the teacher or through research), then goes back to the home group to share information.

· Think/Pair/Share – Students begin thinking about a concept on their own, then they work with a partner to share and discuss ideas.

· Snowballing – Pairs of students begin sharing ideas. After a few minutes, the pairs join with another pair to form a group of four to share ideas. The groups continue to combine to form groups of 8 then 16. New ideas are added and discussed.

Learning Circles – Small groups discuss a common test, topic, or problem to deepen understanding.

Brainstorming – Participants in this group activity are encouraged to think uncritically about all possible ideas, approaches, or solutions.

Role Play – Students assume the roles and act out a situation to develop understanding and insights.

Peer Coaching – Students teach and learn from each other in a structured situation.

Experiential Learning – A situation requiring a high level of active involvement in their own learning. These activities may include analysing, drawing inferences or conclusions, providing reasons and evidence for conclusions, or reflecting on experiences in analysing, inferring, decision-making, drawing conclusions, or reflecting on experiences.

Independent Instruction

Independent Project – a formal assignment on a topic related to the curriculum.

Learning Centres – specially organized spaces containing specific resources and/or equipment.

Learning Contracts – plans of instruction allowing students to proceed at their own rate in learning specified material.

Access the ministry Electronic Curriculum Unit Planner for a complete collection of strategies.

Assessment & Evaluation of Student Achievement

The process of moving from The Ontario Curriculum, Grades 11 and 12 to completing the Provincial Report Card involves a number of steps:

· connecting the learning expectations and Achievement Chart categories to clarify the expected learning;

· gathering evidence relevant to the expected learning (learning expectations and learning skills);

· recording the evidence;

· making a judgement on the recorded evidence;

· reporting student achievement.

The following outlines key components of the first two steps.

Connecting Learning Expectations to the Achievement Chart

The learning expectations in the curriculum are the content standards and identify what the student needs to know and be able to do at each grade level. The verbs used in the expectations should prompt the teacher to make the connection to the appropriate knowledge and skills category in the Achievement Chart. The Achievement Chart identifies the performance standards and describes how well the student has achieved the curriculum expectations. This requires looking at the student’s performance in relation to Knowledge and Skills.

The following are examples of verbs used in the health and physical education expectations:

· Knowledge/Understanding (identify, demonstrate an understanding);

· Thinking/Inquiry (assess, analyse, evaluate, determine);

· Communication (explain, describe);

· Application (demonstrate, apply, use, participate, maintain, improve, create, implement).

By examining the Achievement Chart, teachers can focus on the significant aspects of learning that they should be assessing. Is the learning expectation asking the student to demonstrate knowledge, thinking skills, application, or communication? Use this as the starting point and work with students to determine the specific criteria and performance indicators for demonstration of learning. (The above information has been adapted from Getting Assessment Right: Health and Physical Education, Grades 9 and 10.)

Teachers should collect evidence and make a judgement on both the achievement of expectations and the demonstration of learning skills. Learning skills include Works Independently, Teamwork, Organization, Work Habits, and Initiative. Learning skills are evaluated using a four-point scale (E–Excellent, G–Good, S–Satisfactory, N–Needs Improvement). Use the descriptions found in the Guide to the Provincial Report Card, Grades 9-12 (Appendix C: Learning Skills, p. 27) for sample behaviours to develop assessment tools. (See Getting Assessment Right, p. 78 for recording sheets and learning skills rubrics.)

Gathering Evidence of Student Learning

Assessment Strategies

A critical professional judgement teachers must make is to appropriately match the assessment strategy to the type of learning being assessed. A variety of assessment strategies is available to teachers. Assessment strategies are “what the teacher will have students doing to demonstrate their learning.” (The following list has been adapted from Getting Assessment Right: Health and Physical Education, Grades 9 and 10.)

Achievement Chart Categories	Methods
	Performance	Personal Communication	Paper-and-Pencil
	Assessment Strategies
Knowledge/ Understanding	Demonstrations, such as game play, movement skills, principles, and strategies Presentations, such as dance, gymnastics, fitness, and aerobics Fitness Components Safety Issues	In-class questions and answers In-class discussions Student-teacher conferences Peer-coach conferences	Quiz Test – multiple-choice, matching, fill-in-the-blank, short-answer, organizer (webs) Worksheet – in-class assignments (e.g., health facts) Health Continuum
Thinking/ Inquiry	Role play	In-class questions and answers In-class discussions Student-teacher conferences Oral examinations Response journal for fitness goals, nutrition, and health issues	Open-ended questions and tests Organizers (webs) Assignments (health – eating/body image, media and culture; effectiveness of various activities)
Communication	Role play Debate Cooperative group work – teams, health	In-class questions and answers Discussions and student-teacher conferences	Open-ended questions Tests (health) Personal Fitness Profile Worksheets Creation of scenarios for role plays, response journals, and discussions
Application	Active participation, social skills, and safety Presentations – dance/aerobics, fitness/gymnastics Role play Personal fitness level Game play Cooperative group learning work – teams Movement skill demonstrations	Interviews, discussions, and student-teacher conferencing	Profiles – fitness Vitality Action Plan Decision-making scenarios Goal setting, fitness, and Vitality Plan implementation

Assessment Tools

Assessment tools, such as marking schemes, checklists, and rubrics, may be used by teachers, peers, or students to gather the evidence of learning. Teachers should choose assessment tools appropriate to the task (e.g., a rubric for a performance task).

Learning Evidence Management Considerations

Ongoing assessment of student involvement is critical in this course. Students need to have a clear picture of the behaviour they are expected to exhibit and consistently receive feedback on how they are measuring up to the criteria. Managing the assessment and evaluation of the learning expectations needs to be considered and then thoughtfully and purposefully planned.

In order to have adequate evidence of student learning, ensure self- and peer assessments are incorporated into the summary of evidence. Provide students with clear targets and request regular reflections (e.g., journal/log entries, rubric responses) from students related to the promotion of Vitality and their commitment to the promotion of personal health and a healthy lifestyle. Reflection and monitoring sheets should be focussed and easy for students to complete. Teachers may wish to develop methods of collecting evidence that reduce the amount of paper used (e.g., laminated target, checklist, or rubric charts that students jot their names on with dry erase markers).

Teachers should consider student assessments with their own observations. Teachers should try not to observe all students every day. Identify a few students each day to observe and jot down notes as part of the evidence to determine students’ progress and achievement when making the judgement regarding final grades.

The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment document states:

The final grade for each course in Grades 9-12 will be determined as follows:

· Seventy per cent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

· Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

Consider using some of the assessment strategies throughout the program as building components that lead up to the final evaluation of the course (e.g., journal/log entries, fitness assessment, action plan, and monitoring). The student should recognize the value of monitoring and reflecting on their learning and how it impacts their achievement. Ensure that students know they are expected to use the data and thoughts they have collected throughout the course to demonstrate their learning in the final evaluation task(s).

Consider using a Vitality Health Action Plan as one aspect of the final evaluation for the course. The plan should be a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements related to the key learnings. It should be a product that encourages self-directed learning by incorporating the student’s ongoing recording, reflections, planning, and revisions to assist in maintaining the focus on demonstrating a commitment to the promotion of personal health and a healthy lifestyle.

Accommodations

Accommodations are identified in the Unit 1 Overview. Additional modifications in Unit 1 activities specifically address each activity. Access the Special Education Companion from the ministry Electronic Curriculum Unit Planner for additional suggestions to ensure the success of exceptional students.

Resources

Print

Amos, Sue and Susan Orchard. Getting Assessment Right: Health and Physical Education, Grades 9
and 10. Barrie: Data Based Directions, 2001. ISBN 1-894369-03-3 – www.databdirect.com

Carlip, H. Girl Power: Young Women Speak Out. New York: Warner Books, Inc., 1995.
ISBN 0446670219

Crook, M. The Body Image Trap. Vancouver: Self-Counsel Press, 1992. ISBN 0889089752

Freedman, R. Bodylove: Learning to Like Our Looks and Ourselves. New York: Harper & Row, 1990. ISBN 0060916478

Friedman, Sandra. Just for Girls. Vancouver: Salal Communications Ltd., 1999. ISBN 0-9698883-1-7

Friedman, Sandra. Nurturing Girl Power: Integrating eating disorder prevention/intervention skills into your practice. Vancouver: Salal Communications Ltd., 2000. ISBN 0-9698883-2-5

Gregory, Kathleen, Caren Cameron, and Anne Davies. Self-Assessment and Goal-Setting. Merville, BC: Connections Publishing, 2000. ISBN 0-9682160-2-1

Harper, Mark, Ken O’Connor, and Marilyn Simpson. Quality Assessment – Fitting the Pieces Together. Toronto: OSSTF, 1999. ISBN 0-920930-47-6

Omichinski, L. You Count, Calories Don’t. Winnipeg: Tamos Inc., 1993. ISBN 1895569222

The Ontario Milk Marketing Board. The Eating Edge: The Guide to Healthy Eating for Teens, Partner’s Guide, Grades 9-10. Mississauga, 1992.

Pipher, M. Reviving Ophelia: Saving the Selves of Adolescent Girls. New York: Ballantine Books, 1995. ISBN 0345392825

Rice, Philip F. The Adolescent: Development, Relationships, and Culture, 8th ed. Massachusetts: Allyn and Bacon, 1996. ISBN 0-205-18444-8

Wolfe. N. The Beauty Myth. Toronto: Random House, 1992. ISBN 0385423977

Videos

The Famine Within. McNab & Connolly, 1990. Tel: 905 278-0566

Slim Hopes: Advertising and the Obsession with Thinness. Kinetic Inc., 1996. Tel: 416 963-5979 (also recommended resource in Grade 10 Course Profile)

Still Killing Us Softly. National Film Board of Canada, 1987. Tel: 1 800 267-7710

Talk 19. McNab & Connolly, 1993. Tel: 905 278-0566

Thin Dreams. National Film Board of Canada, 1986. Tel: 1 800 267-7710

Websites

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always review and verify the websites prior to assigning them for student use.

The Body Image Coalition of Peel – www.region.peel.on.ca/health/commhlth/bodyimg/more

Canadian Women’s Health Network – www.cwhn.ca

The Centre for Health Promotion, University of Toronto Health Communications Unit – www.utoronto.ca/chp/

Kid’s Help Phone – kidshelp.sympatico.ca

Local Public Health Unit

MediaWatch – www.mediawatch.ca

Ontario Prevention Clearing House, Links to Health Promotion – www.web.net/~stirling/

World Health Organization- Health Promotion Resources – www.who.int/hpr/docs/index.html

Coded Expectations, Health for Life, Grade 11, Open, PPZ3O

Determinants of Health

Overall Expectations

DHV.01 · analyse the role of individual responsibility in enhancing personal health;

DHV.02 · analyse the social factors that influence personal health.

Specific Expectations

Personal Factors

DH1.01 – describe the interrelationship of physical, social, and mental health in enhancing personal health;

DH1.02 – describe the heredity factors that influence personal health (e.g., a family history of an illness such as diabetes, breast cancer, cardiovascular disease, or mental illness; body shape and size);

DH1.03 – analyse how various lifestyle choices (e.g., decisions pertaining to nutrition, physical activity, and smoking) affect health;

DH1.04 – evaluate the factors (e.g., personal responsibility; the influence of peers, culture, and the media) that influence personal choices with regard to health-related products and services;

DH1.05 – explain how stress and one’s ability to cope with stress affect personal health;

DH1.06 – implement a personal plan for healthy living.

Social Factors

DH2.01 – describe how family, peers, and community influence personal health;

DH2.02 – analyse the social factors that influence personal health (e.g., employment, education, socio-economic status, isolation, rural and urban settings, access to health and recreational services);

DH2.03 – describe the influence of culture on health (e.g., foods eaten, methods of treating illness, gender roles).

Community Health

Overall Expectations

CHV.01 · analyse the value of health information and health-promoting products and services;

CHV.02 · analyse how the environment influences the health of the community;

CHV.03 · demonstrate an understanding of concepts and approaches related to health promotion and disease prevention.

Specific Expectations

Consumer Health

CH1.01 – determine the validity of health information, products, and services (e.g., information on food labels, health and exercise equipment) based on research (e.g., Ministry of Health publications, scientific publications);

CH1.02 – identify the factors (e.g., the consumption of foods after their expiration dates, certain food additives) that lead to food-generated ailments (e.g., food poisoning, food allergies);

CH1.03 – analyse alternative health care practices and services (e.g., acupuncture, homeopathy, naturopathy);

CH1.04 – analyse the cost and accessibility of health care services;

CH1.05 – evaluate the effectiveness of school and community health services (e.g., public health units, community agencies, mental health facilities) for themselves and others;

CH1.06 – evaluate the effectiveness of the methods and means used to communicate health information and ideas (e.g., the Internet, print media, research journals).

Health and Environmental Factors

CH2.01 – analyse the environmental factors (e.g., air and water quality, living conditions) that affect personal health (e.g., increase in respiratory and communicable diseases);

CH2.02 – describe environmental influences on health on the local, national, and global levels (e.g., pollution, industrial activity, weather);

CH2.03 – describe the impact of specific health problems (e.g., malnutrition, skin cancer, lung cancer, cholera, typhoid) on personal health and the health of others;

CH2.04 – analyse the impact of public health policies and government regulations on environmental health and community health (e.g., water treatment, waste disposal management, immunization program);

CH2.05 – identify school and workplace health issues (e.g., air quality, occupational injuries).

Health Promotion

CH3.01 – explain the factors that contribute to the strengthening of the immune system (e.g., proper nutrition, physical exercise);

CH3.02 – explain methods used to prevent the transmission of communicable diseases (e.g., abstinence from practices that may lead to contamination, avoidance of drugs);

CH3.03 – evaluate the effectiveness of different types of treatment for the most common communicable diseases (e.g., hepatitis B, tuberculosis, STDs, HIV/AIDS);

CH3.04 – describe how to reduce the risks and/or delay the onset of chronic diseases in adulthood (e.g., cardiovascular disease, cancer, arthritis, diabetes);

CH3.05 – demonstrate specific skills that can help others in emergency health situations (e.g., CPR, first aid);

CH3.06 – demonstrate an awareness of the contributions that individuals can make to the health of others (e.g., by giving blood, by consenting to be an organ donor, by participating in an anti-smoking campaign);

CH3.07 – analyse how research and medical advances influence the prevention and control of health problems;

CH3.08 – identify career opportunities in health promotion and disease prevention.

Vitality

Overall Expectations

VIV.01 · demonstrate an understanding of the Vitality concept;

VIV.02 · use strategies to promote the Vitality concept.

Specific Expectations

The Concept

VI1.01 – demonstrate an understanding of the components of the Vitality concept (i.e., healthful eating, an active lifestyle, a positive self-concept);

VI1.02 – describe a model that reflects their personal philosophy of health;

VI1.03 – describe the stages identified in behavioural change theory (e.g., precontemplation, contemplation, preparation, action, maintenance) as they relate to modifying personal lifestyle;

VI1.04 – describe barriers to decision making with respect to the Vitality concept.

Personal Commitment

VI2.01 – demonstrate a commitment to the promotion of personal health and a healthy lifestyle within the school community (e.g., by conducting a school fitness survey or organizing a health fair; by conducting a violence prevention program for younger students);

VI2.02 – explain facts, theories, and personal opinions related to health issues (e.g., by debating current issues, presenting information);

VI2.03 – implement plans for attaining personal health that involve the components of the Vitality concept;

VI2.04 – demonstrate an ability to influence and support others in making positive health choices.

Acknowledgments

Course Description

Units: Titles and Times

Course Notes

Unit Organization

Unit 1: Vitality in Action

Unit 2: Determine Your Health

Unit 3: Health: At Your Service

Unit 4: Detect and Protect

Unit 5: Health Surrounds You

Unit 6: Celebrate Your Health

Teaching/Learning Strategies

Direct Instruction

Indirect Instruction

Interactive Instruction

Independent Instruction

Assessment & Evaluation of Student Achievement

Connecting Learning Expectations to the Achievement Chart

Gathering Evidence of Student Learning

Assessment Tools

Learning Evidence Management Considerations

Accommodations

Resources

Print

Videos

Websites

Determinants of Health

Overall Expectations

Specific Expectations

Community Health

Overall Expectations

Specific Expectations

Vitality

Overall Expectations

Specific Expectations