Course Profile
Health Care, Grade 11, College Preparation, Catholic
Unit 3: Lifestyle and Personal Health for Disease Prevention
Time: 20 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
This unit
assists students to make connections between present personal lifestyle choices
and future health and longevity. Students make decisions in light of gospel
values with an informed moral conscience. Students realize the importance of
nutrition, physical fitness and exercise, and the impact of each on their own
well-being and the well-being of others. The use of prescription and
non-prescription drugs is discussed in the context of life style choices. The
Catholic perspective that recognizes human intimacy and sexuality as God given
gifts to be used as the creator intended is adhered to.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1. Nutrition for Health |
300 min |
TFV.02,
TF2.05, TF2.09 SPV.02,
SP2.03, SP2.05 CGE2a,b,c,d,e,
CGE3b,c,f, CGE4f,g, CGE5a,g, CGE7i |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Research
Canada’s Food Guide Interview
a “client” and assess nutritional strengths and weaknesses according to CFG |
|
2. Exercise and Physical Fitness |
300 min |
TFV.02,
TF2.06, TF2.07, TF2.09 ICV.02,
IC2.01, IC2.04 CGE2b,c,d,
CGE4h |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Plan
a self-fitness program |
|
3. Prescription and Non-prescription Drugs |
240 min |
TFV.02,
TF2.02, TF2.04, TF2.09 CGE3d,
CGE7a,b,d |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Group
project on the therapeutic use of prescription drugs and the effects on
health of non-prescription drugs |
|
4. Catholic View of Sexual Behaviours and
Impact on Health |
120 min |
TFV.02,
TF2.04, TF2.08 CGE3c,
CGE6b, CGE7d |
Knowledge/
Understanding |
Summary
paper on Catholic teachings specific to sexual behaviours |
|
5. Self-Assessment of Health Practices,
Lifestyle Choices and Impact on Longevity |
240 min |
TFV.02,
TF2.01, TF2.02, TF2.04, TF2.09 CGE1d, CGE2a,b,c,d,e,
CGE3b,c,e,f, CGE4a,e,f,g, CGE5a, CGE7d |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Self-assessment
of lifestyle choices and habits and identification of changes to increase
longevity |
Time: 300 minutes
Through
utilization of research skills, students gain knowledge of preferred
nutritional habits and practices according to Health Canada’s Guideline to
Healthy Eating. Students also enhance their communication practices and
interviewing skills by interviewing a client for the purpose of a nutritional
assessment. The data collected from the research and the interview enable
students to identify healthier nutritional habits for both themselves and the
client. Through examination and reflection on one’s personal values, abilities,
and aspirations influencing life’s choices and opportunities, students will
reflect on their present habits and identify needed changes that will influence
lifestyle choices.
Strand(s): Theory and
Foundation, Skills and Processes, Impact and Consequences
Ontario Catholic School Graduate Expectations
CGE2a -
listens actively and critically to understand in light of gospel values;
CGE2b -
reads, understands, and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE2d -
writes and speaks fluently one or both of Canada’s official languages;
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology and information systems to enhance the quality of
life;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a
just and compassionate society;
CGE4f -
applies effective communication, decision-making, problem solving, time and
resource management skills;
CGE4g -
examines and reflects on one’s personal values, abilities and aspirations
influencing life’s choices and opportunities;
CGE5a -
works effectively as an interdependent team member;
CGE5g -
achieves excellence, originality and integrity in one’s own work and supports
these qualities in the work of others;
CGE7i -
respects the environment and uses resources wisely.
Overall
Expectations
TFV.02 -
explain the relationship between lifestyle choices and personal health;
SPV.02 -
demonstrate effective communication, interpersonal, and teamwork skills.
Specific
Expectations
TF2.05 -
assess a client’s dietary strengths and weaknesses and make appropriate
suggestions regarding client needs in terms of Canada’s Food Guide and the
nutritional value of food;
TF2.09 -
identify healthier personal lifestyles for themselves by evaluating their own
lifestyle
choices and habits;
SP2.03 -
demonstrate effective interviewing skills and an ability to communicate client
progress;
SP3.05 -
explain how to gather health data and the rules of confidentiality.
The student will have:
·
effective
interpersonal skills;
·
respect
for the rights, responsibilities, and contributions of self and others;
·
fundamental
skills in writing, keyboarding, and research.
·
The
teacher will facilitate access to computers and the Internet.
·
The
teacher will provide a list of appropriate websites and/or copies of Canada’s
Food Guide available from Ministry of Health to facilitate effective student
research activities.
·
The
teacher should review copyright laws and review any data, text, or images that
students wish to copy or print.
·
The
teacher may arrange for a nutritionist as a guest speaker.
·
The
teacher may suggest potential interview clients or may use students as
“clients.”
·
The
teacher will guide students to Health Canada site to research Guidelines to
Healthy Eating and the Canada Food Guide.
·
Students
will takes notes or produce a chart from the Canada Food Guide website.
·
The
teacher will lead classroom discussion on the application of Guide to Healthy
Eating to students’ dietary habits.
·
Students
will develop interview questions to be used in a nutritional assessment of a
client. Students may use Healthy Eating Checklist and Scorecard at Health
Canada site for assistance.
·
The
teacher and student will collaborate on the selection of a client to be
interviewed. Classmates may be suitable as “clients.”
·
The
teacher will review necessity of confidentiality in gathering health data and
assist students to complete Confidentiality Contract in Appendix 3.1.
·
Students
will be provided with Letter of Introduction and permission slip (Appendix
3.2).
·
Students
will schedule interview with assigned/selected client.
·
Students
will conduct nutritional assessment and make appropriate recommendations for
change consistent with the Canada Food Guide.
·
Students
will summarize in writing the data gathered in the interview and their
recommendations to the client. Student will present information and ideas
clearly and honestly and with sensitivity
to the client.
·
The
teacher will monitor and guide ongoing student progress with the development of
the interview questions, the scheduling of the interview and the resultant
assessment.
Using a formative approach the teacher assesses:
·
student
progress with development of interview questions, scheduling of interview and
documentation of data through frequent teacher/student conferencing.
Using a summative approach:
·
each
student will submit a word-processed summary of the client’s nutritional
information and the recommendations made to the client. The Canada Food Guide
may be used as an evaluative standard. The number of servings from all four
food groups should adhere to Canada Food Guide recommendations. The
completeness of the data collected and the recommendations made to the client
indicate Knowledge/Understanding of nutrition and the ability of the student to
Communicate and Apply the knowledge learned.
·
the
teacher may also use a quiz on the contents of the Canada Food Guide.
|
Assessment Strategies |
Assessment Tools |
Category |
|
Teacher
observation (Diagnostic,
Formative) |
Teacher/student
Conferencing re: progress with interview questions, scheduling of interview
and documentation of data |
K/U |
|
Performance
Assessment (Summative) -
word-processed documentation of information gathered in interview and
nutritional recommendations made for client. |
Canada
Food Guide used as an evaluative standard, i.e., all food groups and number
of servings in each |
K/U, T/I, C, A |
The teacher may provide the following accommodations:
·
Be
familiar with IEPs and make recommended modifications.
·
Provide
extra time for completion of the word-processed assignment.
·
Use
a variety of teaching styles to accommodate learning styles.
·
Provide
a list of topics where enrichment and challenge is needed.
·
Ensure
that students understand expectations used for assessment of their work.
·
Students
may, with permission of the client, audio/video tape the interview.
Publications
Merki,
Mary Bronson and Don Merki. Health – A
Guide to Wellness.
Sorrentino,
Sheila and Bernie Gorek. Long Term Care
Assistants. Missouri: Von Hoffman Press, 1999.
ISBN 0-323-00709-0. Chapter 18 – Nutrition and Fluids
Websites
Health
Canada online – index and links to nutrition and healthy living
http://www.hc-sc.gc.ca/english/index.htm
Health
Canada – Canada’s Food Guide to healthy eating, Healthy Eating checklist and scorecard,
links to factors affecting diet and nutritional impact on long-term health
http://www.hc-sc.gc.ca/hppb/nutrition/pube/foodguid/foodguide.html
Catholic
Healthcare West – health risk assessments, health and wellness overviews, links
to additional sites
http://your.chwhealth.org/centres/wellness.cfm
Confidential
is defined according to Webster’s dictionary as “spoken or written in
confidence – entrusted with secrets.” Information gathered in this interview
activity is entrusted to you and must remain private. This could be a legal or
moral matter. Should this interview be shared with your class, under no
circumstances is information to be shared that could reveal the name (identity)
of your client.
I have
read the confidentiality contract and agree to abide by this agreement.
Date:
__________________________
STUDENT
SIGNATURE ____________________________________________
PARENT/GUARDIAN
SIGNATURE_____________________________________
TEACHER
SIGNATURE ____________________________________________
The
students of the Grade 11 Personal Health and Services Program, as part of their
learning experiences, have been asked to interview a person in our community to
learn about nutrition and assess nutritional habits according to the Canada
Food Guide. Your involvement in this assignment is an important and valuable
part of the student’s learning and is very much appreciated. The student has
developed a list of questions on nutrition to discuss with you. The student has
signed a confidentiality contract and will not divulge information in class
discussions that would reveal your name.
Please
sign below to indicate your consent to a student interview.
SIGNATURE_________________________________________________________
Time: 300 minutes
Students
discover the importance of exercise and physical activity to health. Their
learning is demonstrated in the development of a fitness plan for themselves,
thereby enabling them to participate in leisure and fitness activities for a
balanced and healthy lifestyle.
Strand(s): Theory and
Foundation, Skills and Processes, Impact and Consequences
Ontario
Catholic School Graduate Expectations
CGE2b -
reads, understands and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE2d -
writes and speaks fluently one or both of Canada’s official languages;
CGE4h -
participates in leisure and fitness activities for a balanced and healthy
lifestyle.
Overall
Expectations
TFV.02 -
explain the relationship between lifestyle choices and health;
ICV.02 -
describe health and safety procedures and their application to health care.
Specific
Expectations
TF2.06
-describe the benefits of different types of exercise and how physical fitness
programs and equipment can promote health;
TF2.07 -
demonstrate an understanding of factors relating to physical fitness by
suggesting ways an exercise regimen could be improved;
TF2.09 -
identify healthier personal lifestyles for themselves by evaluating their own
lifestyle
choices and habits;
IC2.01 -
describe health and safety procedures such as the use of proper body mechanics
(e.g. being careful to bend with the knees instead of the back, having a wide
base of support when lifting, or turning the full body instead of twisting the
upper half of the body), and their application to health care;
IC2.04 -
operate health care and fitness equipment, tools and materials safely.
The student will have:
·
fundamental
skills in writing, keyboarding, and research;
·
knowledge
from Unit 2 - Anatomy and Physiology;
·
related
Science topics from Grade 10.
·
The
teacher may invite a fitness expert or a physiotherapist as a guest speaker
·
The
teacher may wish to collaborate with the physical education department for
equipment and facilities.
·
The
teacher may plan a field trip to a fitness centre.
·
The
teacher may supply a tape player or a CD player
·
The
teacher may wish to review the Health Canada and Canadian Society for Exercise
Physiology website (see Resources).
·
The
teacher may direct the students to the above site for information on physical
activity.
·
The
teacher will guide classroom discussion on types of exercises and benefits of
physical activity.
·
The
teacher will encourage student participation in physical activity by asking
students or a group of students to demonstrate one fitness exercise and/or lead
classmates in a fitness exercise. The teacher may assign each student a
specific part of the body to focus on, e.g., arms, legs, or abdomen to ensure a
variety of exercise presentations.
·
Music
enhances this activity therefore students may select an appropriate music
selection for this activity.
·
Students
will evaluate their own exercise habits and write a specific plan to improve
their fitness level.
·
The
teacher will discuss potential avenues to obtain information relevant to
students’ task.
·
Students
will participate in discussion of the benefits of physical activity and reflect
on their own fitness status and exercise habits.
·
The
teacher may wish to take students to a local fitness centre to observe various
types of equipment for specific fitness needs.
·
The
teacher encourages participation in leisure and fitness activities for a
balanced and healthy lifestyle.
Using a formative approach, the teacher assesses:
·
student’s
ongoing work on specific fitness plan through frequent teacher/student
conferencing
Using a
summative approach the teacher assesses:
·
student
presentation of one exercise that is beneficial to health, focused on the
prescribed body part and age-appropriate. See the chart below for the three
criteria used to obtain a satisfactory evaluation;
·
the
individual students’ written (word-processed) assessment of their own fitness
level and their plan to improve physical activity. See Rubric for Assessment of
Fitness Plan (Appendix 3.2.1).
|
Assessment Strategies |
Assessment Tools |
Category |
|
Teacher
observation (Diagnostic,
Formative) |
Teacher/student
conferencing re: progress with assignment |
K/U |
|
Performance
Assessment (Summative) -
student demonstration of one exercise |
-
criteria: 1) beneficial
to health 2) focused
on prescribed (pre-assigned) body part 3) age-appropriate Sample
rubric for assessment of Fitness Plan |
K/U, T/I, C, A |
The teacher may make the following accommodations:
·
Be
familiar with IEPs and make recommended modifications.
·
Make
suggestions and comments about ongoing work.
·
Establish
a timeline and allow extra time for completion.
·
Allow
students to describe exercise to classmates, if unable to demonstrate.
·
Allow
students to do exercise demonstrations in groups of three or four students.
·
Allow
students to show a video tape of the specific exercise.
Publications
Merki,
Mary Bronson and Don Merki. Health – A
Guide to Wellness. New York, New York: Glencoe Macmillan/McGraw-Hill, 1993.
ISBN 0-02-652479-1. (Chapter 17 Fitness and Your Health and
Chapter 18 Getting Fit and Staying Fit)
Sorrentino,
Sheila and Bernie Gorek. Long Term Care
Assistants. Missouri: Von Hoffman Press, 1999.
ISBN 0-323-00709-0. (Chapter 19)
Websites
Fitness
and Active Living website – links to Canada’s Physical Activity Guide for Older
Adults and other fitness sites
http://www.hc-sc.gc.ca/hppb/fitness/
Suggestions
for improving fitness and exercise habits
http://www.hc-sc.gc.ca/hppb/fitness/home_family.html#home_family
Health
Canada and Canadian Society for Exercise Physiology website – physical activity
guide and quiz
http://www.paguide.com/
|
Categories |
Level 1 (50 - 59%) |
Level 2 (60 - 69%) |
Level 3 (70 - 79%) |
Level 4 (80 - 100%) |
|
Knowledge/ Understanding TF2.06, TF2.07 |
-
demonstrates limited knowledge and understanding of physical activity and
fitness facts and terminology |
-
demonstrates some knowledge and understanding of physical activity and
fitness facts and terminology |
-
demonstrates considerable knowledge and understanding of physical activity
and fitness facts and terminology |
-
demonstrates thorough knowledge and understanding of physical activity and
fitness facts and terminology |
|
Thinking/ Inquiry TF2.09 |
- uses
thinking skills with limited effectiveness |
- uses
thinking skills with moderate effectiveness |
- uses
thinking skills with considerable effectiveness |
- uses
thinking skills with a high degree of effectiveness |
|
Communication IC2.01, TF2.06 CGE 2b, 2c, 2d |
-
communicates information with limited clarity |
-
communicates information with moderate clarity |
-
communicates information with considerable clarity |
-
communicates information with a high degree of clarity, and with confidence |
|
Application TF2.01, IC2.04 |
- transfers
concepts of physical activity and fitness to self plan with limited
effectiveness |
-
transfers concepts of physical activity and fitness to self plan with
moderate effectiveness |
-
transfers concepts of physical activity and fitness to self plan with
considerable effectiveness |
-
transfers concepts of physical activity and fitness to self plan with a high
degree of effectiveness |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Time: 240 minutes
Through
the use of research and presentation skills, students learn about the
therapeutic use of prescription drugs and the impact on health of the use of
non-prescription substances such as alcohol, tobacco, and other drugs. Students
expand their teamwork skills and communication skills through group projects
and presentations while learning about the relationship between lifestyle
choices and personal and societal health. Through examination of personal
values, abilities, and aspirations influencing life’s choices and
opportunities, students reflect on present habits and realize the impact of
today’s choices on tomorrow’s health.
Strand(s): Theory and Foundation, Skills and Processes, Impact
and Consequences
Ontario
Catholic School Graduate Expectations
CGE3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE7a -
acts morally and legally as a person formed in Catholic traditions;
CGE7b -
accepts accountability for one’s own actions;
CGE7d -
promotes the sacredness of life.
Overall
Expectations
TFV.02 -
explain the relationship between lifestyle choices and personal health.
Specific
Expectations
TF2.02 -
identify relationships between lifestyle and the health of individuals of
various ages;
TF2.04 -
explain how lifestyle choices can have great impact on an individual’s health
and well-being (e.g. sleep, dietary and exercise habits, the use of tobacco,
alcohol and other drugs);
TF2.09 -
identify healthier personal lifestyles for themselves by evaluating their own
lifestyle choices and habits.
The student will have:
·
effective
interpersonal and group work skills;
·
respect
for the rights, responsibilities and contributions of self and others;
·
fundamental
skills in writing, keyboarding, research, and oral presentations.
·
The
teacher will arrange access to computers and the Internet.
·
To
facilitate effective student research skills, the teacher will provide a list
of suggested websites listed in resources at the end of this activity.
·
The
teacher may arrange a guest speaker (pharmacist, pharmacy assistant, physician,
registered nurse) to present a lesson on the therapeutic effects and
pharmacodynamics of prescription medications.
·
In
lieu of the above guest speaker, the teacher may a plan lesson on prescription
medicines. Suggested resources from resource list are Health – A Guide to Wellness text, Chapter 21: Understanding
Medicines, or website pharmacology2000.com.
·
The
teacher may arrange for a guest speaker from the Addiction Foundation,
Alcoholics Anonymous and/or the Lung Association to speak about substance abuse
and the impact on health.
·
The
teacher and/or guest speaker will begin activity with introduction to
prescription and non-prescription drugs.
·
Following
the introduction, students should be divided into working teams of three or
four students to research the following suggested topics (one per team):
tobacco and it’s effect on health; alcohol and its effect on health; illegal
drugs and their effect on health; herbal additives and their effect on health;
or safety and the avoidance of chemical interactions between prescription
medications and herbal additives.
·
The
teacher may guide students to websites listed in resource list.
·
Each
team will develop a written presentation on the specific topic chosen.
·
Each
team will share their findings/work with their classmates in the form of a
presentation and entertain questions in a discussion.
·
The
teacher should guide discussions to identify healthier personal lifestyle
choices and habits and encourage students to act morally and legally as persons
formed in the Catholic traditions.
·
Students
will reflect on their own choices and habits and identify needed changes.
·
The
teacher or student may use electronic presentation devices/software.
Using a formative approach the teacher assesses:
·
student
teams ongoing progress on researching specified topic through frequent
teacher/student conferencing.
Using a summative approach the teacher assesses:
·
each
team’s presentation. The rubric for oral presentations may be used (Appendix
3.3.1);
·
a
quiz based on the guest speaker’s presentation.
|
Assessment Strategies |
Assessment Tools |
Category |
|
Teacher
observation (Diagnostic,
Formative) |
Teacher/student
conferencing re: progress with research and presentation |
K/U |
|
Performance
Assessment - team
presentation to class on pre-selected topic |
Sample
rubric for Oral Presentation Appendix 3.3.1 |
K/U, T/I, C, A |
The
teacher may make the following accommodations:
·
Consider
student IEPs.
·
Make
suggestions and comments about ongoing work.
·
Establish
a timeline and allow extra time for completion.
·
Provide
a list of topics to assist with research projects.
·
Ensure
that students understand expectations for this activity and the criteria for
evaluation (Appendix 3.3.1).
Publications
Merki, Mary Bronson and Don Merki. Health – A Guide to Wellness. New
York, New York: Glencoe Macmillan/McGraw-Hill, 1993. ISBN 0-02-652479-1.
(Chapter 21: Understanding Medications,
Chapter 22: Tobacco, Chapter 23: Alcohol, Chapter 24: Illegal Drugs)
Websites
Catholic
Healthcare West – health risk assessments, links to other sites
http://your.chwhealth.org/centers
Learning
about pharmacodynamics and prescription medications
http://www.pharmacology2000.com
Directory
of various sites and readings on drugs and health
http://directory.google.com/Top/Society/Issues/Drugs/
Facts
and information about substance abuse – includes tobacco, alcohol and drugs
http://directory.google.com/Top/Health/Substance_Abuse/
Directory
for drugs, alcohol, acne, conditions and disease, sexuality, fitness and
nutrition, articles specific to teen
http://directory.google.com/Top/Health/Teen_Health/
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Introduction Knowledge/
Understanding Communication |
-
limited effectiveness opening and/or closing |
-
somewhat effective opening and/or closing |
-
effective opening and closing |
-
masterful opening and closing |
|
Content Knowledge/
Understanding Thinking/Inquiry Communication Application |
-
development of one or more parts of the presentation |
- some
development of the parts of the presentation |
-
development of most parts of the presentation |
-
masterful development of all the parts of the presentation |
|
Presentation
Summary Thinking/Inquiry |
-
coherent sequence of ideas is not clearly discernible |
- some
coherence in sequencing of ideas |
-
coherent sequencing of ideas |
- very
coherent sequencing of ideas |
|
Verbal Communication |
-
presents in a low monotone manner |
-
presents with some variety in intonation and acceptable voice clarity |
-
presents with considerable variety in intonation, speaking clearly, and
pausing effectively |
-
presents with a high degree of varied intonation, speaking clearly, and
pausing effectively |
|
Non-verbal Communication |
-
demonstrates limited awareness of effect of body language |
-
demonstrates some awareness of effect of body language |
-
demonstrates control of body language |
-
demonstrates sophisticated control of body language |
|
Quality
of Content Knowledge/
Understanding Thinking/Inquiry Communication Application |
-
communicates understanding of few aspects of the researched topic -
answers class questions in a limited manner |
-
communicates some understanding of the researched topic -
answers concrete class questions and/or replies with some effectiveness |
-
communicates a thorough understanding of the researched topic -
answers most concrete and abstract questions effectively |
-
communicates a thorough and insightful understanding of the researched topic -
answers all concrete and abstract class questions effectively |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Time: 120 minutes
Students
draw on prior knowledge from health and religious education to discuss sexual
behaviours in light of our Catholic traditions and teachings and to view these
sexual behaviours as a lifestyle choice affecting future health and well-being.
Students recognize human intimacy and sexuality as God given gifts, to be used
as the creator intended, and that lifestyle choices affect future healthy well
being. Students are taught the truth of God’s revelation about the dignity of
the human person and the meaning of human sexuality. Students enhance their
communication and analytical skills through the development of a summary paper
on the topic.
Strand(s): Theory and Foundation, Skills and Processes, Impact
and Consequences
Ontario
Catholic School Graduate Expectations
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE6b -
recognizes human intimacy and sexuality as God given gifts, to be used as the
creator intended;
CGE7d -
promotes the sacredness of life.
Overall
Expectations
TFV.02 -
explain the relationship between lifestyle choices and personal health.
Specific
Expectations
TF2.04 -
explain how lifestyle choices can have great impact on an individual’s health
and well-being (e.g. sleep, dietary and exercise habits, the use of tobacco,
alcohol and other drugs);
TF2.08 -
describe how sexual behaviours (e.g. unprotected sex) can have an impact on
health.
·
fundamental
skills in research, writing, and keyboarding;
·
health
education classes;
·
religious
education classes;
·
parental/family
values and mores;
·
Catholic
Course Profile Grade 9 Support Documents pertaining to sexuality.
·
The
teacher will arrange access to computers.
·
The
teacher may arrange a guest speaker to conduct an interactive session with
students on sexual behaviours in light of our Catholic traditions and
teachings. The guest speaker may be a Catholic health care worker, a religion
consultant or a religion teacher.
·
The
session should include discussion of sexual behaviours as a lifestyle choice
impacting on future health.
·
The
teacher may wish to collaborate with the religion and/or physical education
department on this activity.
·
Students
will participate in the discussion with the guest speaker.
·
The
teacher/guest speaker will guide discussion to focus on 1) sexual behaviours as
a lifestyle choice impacting on health and longevity and 2) Catholic teachings
specific to sexual behaviours.
·
Students
will summarize the above topics in a 2-3 page word processed discussion paper,
including the specific impact of sexual behaviours on health and
recommendations to maintain health.
Using a formative approach the teacher assesses:
·
student
ongoing progress with summary paper through frequent teacher/student
conferencing.
Using a summative approach the teacher assesses:
·
the
student’s individual word-processed summary paper. (See Rubric for Assessment
of Summary Paper, Appendix 3.4.1.)
|
Assessment Strategies |
Assessment Tools |
Category |
|
Teacher
observation (Diagnostic,
Formative) |
Teacher/student
conferencing e: progress with summary paper |
K/U |
|
Performance
Evaluation (Summative) -
individual summary paper relating Catholic teachings, sexual behaviour and
impact on health. |
Sample
rubric for assessment of Summary Paper Appendix 3.4.1 |
K/U |
The teacher may make the following accommodations:
·
Consider
student IEPs.
·
Make
suggestions and comments about ongoing work.
·
Adjust
length of paper.
·
Provide
a list of topics for research activities.
·
Ensure
that students understand expectations for this activity and expectations used
to
assess their work.
Publications
Merki,
Mary Bronson and Don Merki. Health – A
Guide to Wellness. New York, New York: Glencoe Macmillan/McGraw-Hill, 1993.
ISBN 0-02-652479-1. (Chapter 6: Your Relationships with Others, Chapter 27:
Sexually Transmitted Diseases. Catholic Course Profile – Grade 9 – Support
Document/Sexuality)
Websites
Directory
– includes articles on sexuality
http://directory.google.com/Top/Health/Teen_Health/
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Understanding CGE 6b, 7d |
-
demonstrates limited understanding of Catholic teachings specific to sexual
behaviour |
-
demonstrates some understanding of Catholic teachings specific to sexual
behaviour |
-
demonstrates considerable understanding of Catholic teachings specific to
sexual behaviour |
- demonstrates
thorough and insightful understanding of Catholic teachings specific to
sexual behaviour |
|
Thinking/ Inquiry CGE 3c |
- uses
thinking skills with limited effectiveness |
- uses
thinking skills with moderate effectiveness |
- uses
thinking skills with considerable effectiveness |
- uses
thinking skills with a high degree of effectiveness |
|
Communication TFV.02 |
-
communicates in writing with limited effectiveness -
coherent flow of ideas is limited |
-
communicates in writing with some effectiveness - some
coherence in flow of ideas |
-
communicates in writing with considerable effectiveness -
coherent flow of ideas |
-
communicates in writing with a high degree of effectiveness -
thorough flow of ideas |
|
Application TF2.08 |
- makes
connections between Catholic teachings, sexual behaviour, and impact on
health with limited effectiveness |
- makes
connections between Catholic teachings, sexual behaviour, and impact on
health with moderate effectiveness |
- makes
connections between Catholic social teachings, sexual behaviour, and impact
on health with considerable effectiveness |
- makes
connections between Catholic teachings, sexual behaviour, and impact on
health with a high degree of effectiveness |
Note: A
student whose achievement is below level 1 (50%) has not met the expectations
for this assignment or activity.
and
Impact on Longevity
Time: 240 minutes
Through
utilization of research skills, writing skills, and reflection, students will
do a self-assessment of their lifestyle choices and habits. Students will apply
knowledge learned in the previous four activities. Through examination and
reflection on one’s personal and family values, abilities, and aspirations
influencing life’s choices and opportunities, the student will identify needed
changes and develop realistic goals.
Strand(s): Theory and Foundation, Skills and Processes, Impact
and Consequences
Ontario
Catholic School Graduate Expectations
CGE1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE2a -
listens actively and critically to understand and learn in light of gospel
values;
CGE2b -
reads, understands, and uses written materials effectively;
CGE2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE2d -
writes and speaks fluently one or both of Canada’s official languages;
CGE2e -
uses and integrates the Catholic faith tradition, in the critical analysis of
the arts, media, technology and information systems to enhance the quality of
life;
CGE3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE3e -
adopts a holistic approach to life by integrating learning from various subject
areas and experience;
CGE3f -
examines, evaluates and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a
just and compassionate society;
CGE4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE4e -
sets appropriate goals and priorities in school, work and personal life;
CGE4f -
applies effective communication, decision-making, problem solving, time and
resource management skills;
CGE4g -
participates in leisure and fitness activities for a balanced and healthy
lifestyle;
CGE5a -
works effectively as an interdependent team member;
CGE7d -
promotes the sacredness of life.
Overall
Expectations
TFV.02 -
explain the relationship between lifestyle choices and personal health.
Specific
Expectations
TF2.01 -
explain the relationship among body systems and how they affect personal health
(e.g. not taking in sufficient fluids may lead to digestive or urinary
problems);
TF2.02 -
identify relationships between lifestyle and the health of individuals of
various ages;
TF2.04 -
explain how lifestyle choices can have great impact on an individual’s health
and well-being (e.g. sleep, dietary and exercise habits, the use of tobacco,
alcohol and other drugs);
TF2.09 -
identify healthier personal lifestyles for themselves by evaluating their own
lifestyle choices and habits.
The student will have:
·
fundamental
skills in research, writing, keyboarding, and self-reflection;
·
knowledge
from previous four Activities in this Unit.
·
The
teacher will facilitate access to computers and the Internet.
·
Many
professional and community health organizations have various types of health
appraisals/self-assessment tools available. The teacher may wish to contact
these organizations for copies or assign students to this task. Health risk
assessment or self-inventory tools are also available in two of the listed
resources: Health – A Guide to Wellness text
(Chapter 1, p. 22), and also at the website Catholic Healthcare West (free
log-in as a new user). The teacher may wish students to develop their own
wellness self inventory. Sample assessment questions are included in Appendix
3.5.2.
·
The
teacher should review copyright laws and review any data, text or images that
students may wish to copy or print.
·
To
facilitate student work, the teacher may provide to students the resource list
at end of this activity.
·
Introduce
this activity as a summary of the knowledge gained in the previous activities
and an application of this new knowledge to improve own habits and health.
·
Have
students track their lifestyles for one week. Ask them to list two or three
positive behaviours and two or three negative behaviours (positive or negative
towards health and wellness) that they took part in each day. Summarize
alternatives to the negative behaviours.
·
Students
may design a health-behaviour contract. Include signature, date of commitment,
topic of the health area, a specific goal and plan and leave space for students
to record progress to improve their lifestyle.
·
Students
will obtain tool(s) for self-assessment of lifestyle choices for physical,
mental, and social health either from above resources or through
self-development (possibly a class activity).
·
Students
will complete a self-assessment.
·
The
teacher should emphasize the need for honesty in self-assessment to guarantee
an accurate view of one’s health.
·
Upon
completion of the self-assessment the students identify, in writing, the needed
areas for change in their individual practices to enhance wellness and develop
a realistic goal for such changes.
·
The
teacher will assist and monitor ongoing progress with the completion of the
self-assessment and with the development of a realistic goal.
Using a formative approach the teacher assesses:
·
individual
ongoing progress with the assignment through frequent student/teacher
conferencing.
Using a summative approach the teacher assesses:
·
the
individual student’s completed self-assessment of health practices, and written
goal(s) to make needed changes. (See Rubric for Evaluation of Health
Self-Assessment, identification of needed changes and goal statement(s)
Appendix 3.5.1.).
|
Assessment Strategies |
Assessment Tools |
Category |
|
Teacher Observation (Diagnostic, Formative) |
Teacher/student conferencing re: ongoing
progress with self-assessment. |
K/U |
|
Performance Assessment (Summative) - individual self-assessment of physical,
mental and social health practices and written goal(s) to make needed
changes. |
Sample rubric for evaluation of self-health
assessment, identification of needed changes and goal statements |
K/U, T/I, C, A |
The teacher may provide the following accommodations:
·
Consider
student IEPs.
·
Allow
extra time for completion of assignment.
·
Provide
a list of topics where challenge is needed, e.g., student may complete
assessment of lifestyle choices for health on a member of the community in a
different age group (child or elderly client).
·
Consider
individual peer tutoring to assist with ongoing completion of the assignment.
Publications
Merki,
Mary Bronson and Don Merki. Health – A
Guide to Wellness. New York, New York: Glencoe Macmillan/McGraw-Hill, 1993.
ISBN 0-02-652479-1. (Chapter 1, p. 22)
Websites
Catholic
Healthcare West – directory to health risk assessments, log in as a new user
http://your.chwhealth.org/home/home.cfm
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Understanding Health Self-Assessment |
-
demonstrates limited understanding |
-
demonstrates some understanding |
-
demonstrates considerable understanding |
-
demonstrates thorough and insightful understanding |
|
Thinking/ Inquiry Develop personal pan |
- uses
thinking skills with limited effectiveness to develop personal goal for
improvement |
- uses
thinking skills with moderate effectiveness to develop personal goal for
improvement |
- uses
thinking skills with considerable effectiveness to develop personal goal for
improvement |
- uses
thinking skills with a high degree of effectiveness to develop personal goal
for improvement |
|
Communication TFV.02, TF2.01, TF2.04 |
-
communicates in writing with limited effectiveness |
-
communicates in writing with some effectiveness |
-
communicates in writing with considerable effectiveness |
-
communicates in writing with a high degree of effectiveness |
|
Application Improves personal practices |
- makes
connections between results of personal assessment and impact on health with
limited effectiveness |
- makes
connections between results of personal assessment and impact on health with
moderate effectiveness |
- makes
connections between results of personal assessment and impact on health with
considerable effectiveness |
- makes
connections between results of personal assessment and impact on health with
a high degree of effectiveness |
Note: A
student whose achievement level is below level 1 (50%) has not met the
expectations for this assignment or activity.
(All
answers should be “yes”)
1. Do I avoid sitting or standing near people
who are smoking?
2. Do I avoid long exposure to dust, fumes, and
industrial chemicals?
3. Do I refrain from smoking?
4. Do I avoid eating fatty foods?
5. Do I limit the amount of fat in my diet?
6. Do I eat a healthy breakfast every morning?
7. Do I use sunblock lotion?
8. Do I exercise at least three times a week?
9. Do I eat foods high in fibre?
10. Do I eat fruits and vegetables every day?
11. When I get upset, do I take some action to
relax?
12. Is my weight within normal limits?
13. Do I get enough sleep and rest?
14. Do I share my feelings appropriately with
others?
15. Have I been immunized against communicable
diseases?
16. Do I practise regular and proper hygiene?
17. Do I get regular medical checkups?
18. Do I wear a seatbelt?
19. Do I obey the rules of the road while driving?
20. Do I avoid non-prescription drugs?
21. Do I like myself and feel good about the
decisions I make?