ebook img

Healthy Living 7 PDF

123 Pages·2015·1.37 MB·English
by  
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview Healthy Living 7

Healthy Living 7 Draft, January 2015 Note: This document has not yet been reviewed. Website References Website references contained within this document are provided solely as a convenience and do not constitute an endorsement by the Department of Education and Early Childhood Development of the content, policies, or products of the referenced website. The Department does not control the referenced websites and subsequent links, and is not responsible for the accuracy, legality, or content of those websites. Referenced website content may change without notice. School boards and educators are required under the Department’s Public School Network Access and Use Policy to preview and evaluate sites before recommending them for student use. If an outdated or inappropriate site is found, please report it to Healthy Living 7 Contents 3 Healthy Living 7 4 Healthy Living 7 Outcome 7.1 Students will be expected to identify what they value and set personal goals that contribute to their health and value system. Elaboration Explicit discussion of values begins in grade 4 where students should develop awareness that personal values play an important role in decision-making. In grade 7, the focus should be on helping students to identify their own personal values, which many will find challenging, and to set goals that are aligned with their values and which contribute to their health. In grade 8, students will analyze the relationship between their values and their personal health practices. Point out that “value” has several meanings, such as the monetary value of tangible things, sentimental value such as a gift from a deceased grandparent, and intangible value such as love, honesty, loyalty, etc. Articulating our values is often difficult as we are seldom asked to reflect on or define them, and we may not even be aware of our values until something contradicts them. We learn values in subtle ways from our family, religion, school, media, friends, music, personal experiences, time period, culture and the world we live in. In addition, the strength of those influences will fluctuate with a person’s age, for example, young children will be most influenced by their parents, adolescents perhaps by their peers. Values are those qualities or ideas about which a person feels strongly (family, spirituality, happiness, health, etc.), and they act as a sort of moral compass that guides our decisions, goals and behaviour. Values help define who we are and help determine how we behave. For example, a person who values health is more likely to eat nutritionally, exercise, and avoid drugs and alcohol. Values also influence a person’s sense of right and wrong, or what “ought” to be, and they affect a person’s attitude and behaviours. For example, a person who values equal rights may find it difficult to work for a company that pays immigrant workers a lower wage. This person may develop the attitude that the company is unfair, and may quit. Values help people make decisions, especially when faced with a moral dilemma; however, being unclear about one’s values may result in confusion and uncertainly, and will allow people to be more easily swayed by others. Also, there may be times when people find it hard to stand up for their values due to external pressures and circumstances. Nevertheless, when values are clear, decision making becomes easier. Although identifying and articulating values is important, it is our actions that point to what we really value, and this point should be made clear. It is also important to recognize and respect the fact that others’ values may be different from your own. Values are personal and are influenced by many factors; 5 Healthy Living 7 there is no right or wrong when it comes to values (although there are some values that are supported by Canadian laws, such as non-discrimination). Defining and clarifying values is a life-long process. Some things to consider: x It is not necessary for students to have things all figured out now, in fact, some of their values will likely change with experience and over time. x Support those who express values that are not reflected by the majority x It is okay to disagree with others, but not to put them down; no teasing or laughing at someone for expressing their values x Teacher should be aware of his/her own values and try not to unknowingly offer more support for values that are similar to their own. x People generally feel strongly about their values, so be cautious not to let controversial subjects get the lessons off track. This outcome is not about abortion, or the death penalty, or other issues, but about understanding how values influence health practices. Enduring Understandings By the end of this outcome, students should understand that: x identifying personal values is a reflective on-going, lifelong process x values influence a person’s decisions and behaviour x values affect personal health practices. Outcome Connections Since personal values necessarily influence decision-making, this outcome can be connected to every other outcome in this curriculum. Teachers should point out these connections whenever possible. Assessment, Teaching, and Learning The “Super Powers” Lesson: This is an anchor exercise in both grades that supports learning and teaching across many outcomes due to its expanse of reference to risk scenarios that students may find themselves in now and/or throughout their adolescent years and/or adult life. It also puts life skills (super powers) front and center as those protective factors that impact healthy living. The full lesson and its appendices have been provided to teachers via prescription drug misuse and will be housed in an updated A Question of Influence: A Drug Education Curriculum Supplement once it is revised. This lesson should be done once a safe, non-judgemental learning space has been realized. This may look like 6 Healthy Living 7 October or November. It is worthwhile to repeat this exercise at the end of the year. Begin with a check in question “if you could have one super power, what would it be and why?” When doing this learning experience for grade seven classes (it is recommended that this lesson is utilized again in grade 9) you’ll be dividing the activity into two sessions. The first session will concentrate on the life skills/super powers. The second class – the longer and more interactive of the two – will bring the health issues into the conversation. The entire lesson is found on the draft document website and will be titled “Lessons for Prescription Drug Misuse Education for Healthy Living 7-9”. Explain that many students already have super powers – we call them life skills. These are things we have that help protect us from a range of health issues that may impact students during junior high school or during high school. Create a large circle with all of the super powers or life skills facing up, with an inner circle with all of the health issues facing up (the lessons intended to address/name prescription drug misuse as a concern among youth will be housed in document on the draft website in the interim. It includes all appendices, such as the slides to lay on the floor for this lesson). For the grade seven classes go over each super power/life skill one-by-one explaining briefly how each one gives you power. The interactive portion of this exercise is not compulsory, but students are encouraged to move into the circle and share with the group which of the super powers/life skills they feel they already have, and which of ones they feel would be useful to get while they’re in junior high. Facilitators may ask students why they feel they need certain powers and skills in the future. Facilitators are encouraged to ask some probing questions, for example: 1. where do your powers/skills come from? 2. How do you get new powers/skills? 3. What would prevent someone from using their power/skill? 4. When do you know it’s time to use a power/skill that you have? 5. Are there other super powers/life skills that we haven’t mentioned? Check out (first grade seven class): Are you okay with the number of super powers/life skills you have now? For the follow-up grade seven classes restore the large circle of super powers/life skills and create an inner circle of health issues. There should be enough space inside for a student to stand and move around a little bit. Begin with a new check-in question. Check-in (second grade seven class): Think of a person you care about and name a super power/life skill you wish they had. Name the health issues briefly, providing some elaboration if you think they students need some help understanding why it’s named. Take a moment and elaborate on the prescription drugs slide. Explain that prescription drugs are medicine. Doctors give them to patients who are sick or injured. If you’re not sick or injured and take a prescription drug it can hurt you. A drug can lead to a dependence or addiction, it can make you sick or increase your chances of an injury, and in some cases it can kill you. They’re especially harmful when mixed with other drugs, like alcohol. If you’re taking them because you’re sad or upset there are healthier ways to deal with those feelings. 7 Healthy Living 7 Ask for a volunteer to move into the circle and share with the class which health issues they’re worried about sticking to them during junior high school and then name the super powers/life skills they have that will help protect them; as well as the powers and skills they think they need to work on given the health issues they identified. Each youth that participates can identify the next student they want to hear from, remembering that it’s voluntary. Thank the class for their participation and honesty and wrap up with a check-out question. Check out (second grade seven class): How did today’s exercise make you feel? Monetary Value. Show several different amounts of money ($20 bill, $5 bill, toonie, loonie, quarter). Ask students which they would choose if they could. Point out that this decision is based on what had the most value to them. Ask students to think about what other things have value in their lives. If they get stuck on material things, encourage them to think about things they can’t see or hold (social status, friendship, honesty, love, academic success, nature, health, adventure, etc.). Point out that some tangible items (a ring, book from grandparent) may have great value to someone because the item has an important meaning, but wouldn’t have the same value to someone else. What does such an item represent (love, friendship, etc.)? Graffiti Board A group brainstorming activity to activate prior knowledge and perhaps precede a discussion. Write a word in the centre of a large sheet of paper and circle it. Then divide the paper into four sections and provide headings related to the word in the centre. In small groups, students brainstorm responses. After some time, collect student responses on the board and discuss (see Appendix 1 for a graffiti board example). Discussion Questions: Do personal values have the same level of importance for all people? Why or why not? How does the amount of importance we give these things affect our behaviour? If a person values academic success, how might that affect their behaviour? Why is it important to be aware of our values? Family Values- the family is an important and powerful source of messages about values. Distribute a list of values often learned in families and ask students to respond (see Appendix 2 for an example). Divide students into small groups and ask each person to choose two topics to share in their small groups. Invite groups to select two topics to share with the whole class. Discuss some of the verbal and nonverbal ways that messages are communicated. The Values Shuffle- create a list of value statements (or use the ones in Appendix 3). Cut the list into strips and give each student a set, along with a blank piece of paper. The student’s task is to put the strips in order so that what they value most is on top, and least at the bottom. This will be difficult since they can only have one top choice. Students will have to shuffle the items until the ranking matches how they feel. Students should take their time and think carefully. Once they are satisfied, they can glue their list down to the blank paper. 8 Healthy Living 7 Alternately, use a ranking sheet (see Appendix 4 for an example) to help students clarify those values that they cherish most. Discussion Questions: Invite students to share their top 3-4. Are there similarities with others in the class? Was it harder to rank the things you value most or those you value least? How do you think your list would compare with your parents? How do you behave in ways that demonstrate your values? How could you stand up for your top three values? In what situations might it be difficult to stand up for your top 3 values? Music- provide lyrics and play a popular song. Listen and have students identify the singer’s values. Point out that artists express their values in their work. Discuss how music could influence values (individual, cultural, etc.). Students research and provide examples of other songs and the values included. Personal Values Crest Have students visually represent those personal values that are important to them. You can find many Coat of Arms templates online, or use the example in Appendix 5. Goals Ask students to define goals (goals are important to you, achievable through your own actions, clearly defined, have a specific plan, and a deadline). Why couldn’t “living forever” be a goal? Discuss why someone might want to set a goal. Discuss how having a goal gives you a direction to work toward, and a way to measure your progress. How does setting goals contribute to success? Consider obstacles that may get in the way and what students can do to overcome obstacles (see Appendix 6 for a Goal Setting organizer). Reflective Writing Illustrate this quote and explain what it means. “Without goals, and plans to reach them, you are like a ship that has set sail with no destination.” ~Fitzhugh Dodson Values to Live By Identify one value that you will live by and explain why it is important to you. How will this value help you make decisions? In what instance could it be difficult to stand by this value? Journal Write about a time when you behaved in a way that demonstrated a personal value. Be sure to identify the value, as well as the actions you took that made your values clear. How did you feel in this situation? Was it hard to stand up for your values? Why or why not? Values Clarification Students participate in reflection about their own personal values and make efforts to clarify which values they hold as most important. Respect Students recognize that values are personal and may differ from others based a variety of factors. They are respectful of the values of others while participating in activities. 9 Healthy Living 7 Resources Print Beyond the Basics: A Sourcebook on Sexual and Reproductive Health Education (The Canadian Federation for Sexual Health 2005) (NSSBB# 18447) The first few lessons of Module 2 in this resource are related to personal values and decision-making. Module 4 on self-esteem offers several lessons about understanding and knowing oneself. Video Learning Resources and Technology Services Videos listed below are available online, or for loan. http://medialibrary.ednet.ns.ca/search-videos Only One Me…Only One You: Respecting Differences (Sunburst Visual Media c1992) (Streamed, 26 min.) Old, but still good. Scenarios that illustrate differences related to gendered choices, culture, and ability. Online Video Library: http://www.learn360.com/ShowVideo.aspx?SearchText=Only+ONe+Me&lid=17523857&ID=132541 6-8. You Can Solve It! Character (Sunburst Visual Media c2007) (Streamed, 18 min.) Several scenarios that show teens facing character issues and making decisions that demonstrate the depth of their character. Online Video Library: http://www.learn360.com/Search.aspx?SearchText=you%20can%20solve%20it&lid=17523857) 6-12. Making Smart Choices: It’s Up to You (Sunburst Visual Media c2007) (Streamed, 18 min.) Several short scenarios help students to think about their values and making decisions. Online Video Library: http://www.learn360.com/ShowVideo.aspx?SearchText=making+smart+choices&lid=17523857&ID=130 039 6-12. Building Self-Esteem: You’ve Got the Power (Kinetic Video c2009) (DVD/VHS, 27 min.) (LRTS #: 23814) Students will learn nine steps to building self-esteem, including clarifying values, building positive relationships, setting goals, and accepting and liking yourself just the way you are. Online Catalogue 7-8. 10

See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.