Healthy Living 7

123 Pages·2015·1.37 MB·English

Healthy Living 7

Draft, January 2015

Note: This document has not yet been reviewed.
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Healthy Living 7

Contents

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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;
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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
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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.
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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.
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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.

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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.

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