D3. Making Connections for Healthy Living
Specific Expectations
Healthy Eating
D3.1
explain how local foods and foods from various cultures (e.g., berries, curries, chapatis, lychees, kale, lentils, corn, naan, wild game, fish, tourtière) can be used to expand their range of healthy eating choices [A1.6 Thinking]
- Teacher prompt: “Why is it a good idea to eat local foods when they are available?”
- Student: “They are usually more nutritious and taste better, and are better for the environment, because they don’t have to be shipped so far.”
- Teacher prompt: “Look at these food guides from around the world. What is the same about these guides? What is different about their recommendations, and why are they still healthy choices?”
- Student: “These guides show groupings of food, but the foods in the groups and the number of groups are different. They are still healthy choices because they provide all of the nourishment that people need to stay healthy. For example, Canada’s Food Guide: First Nations, Inuit and Métis shows the food groups as a part of a circle. It also shows pictures of some foods from the land, like berries, wild plants, and wild game, and includes healthy living tips that fit with the cultures of First Nations, Métis, and Inuit people.”
Personal Safety and Injury Prevention
D3.2
explain how the portrayal of fictional violence in various media, both on- and offline (e.g., television dramas, video games, Internet, movies), can create an unrealistic view of the consequences of real violence (e.g., physical trauma, chronic disability, family stress, death) [A1.1 Emotions, 1.6 Thinking]
- Teacher prompt: “Watching violence in movies or on television, or carrying out violent acts in a video game, might make you think that violent behaviour is normal or acceptable. How is violence in the virtual world different from real life?”
- Student: “In the virtual world, characters aren’t really hurt. If they are badly hurt in one scene, they may suddenly be all right in the next. In real life, a person involved in violence can be seriously hurt, physically and emotionally.”
- Teacher: “Why is play fighting not a good idea?”
- Student: “Nobody intends to hurt anybody in a play fight, but someone may get hurt accidentally. If the person who gets hurt gets angry, then the play fighting can turn into real fighting.”
Human Development and Sexual Health
D3.3
describe how visible differences (e.g., skin, hair, and eye colour; facial features; body size and shape; physical aids or different physical abilities; clothing; possessions) and invisible differences (e.g., learning abilities, skills and talents, personal or cultural values and beliefs, mental illness, family background, personal preferences, allergies and sensitivities) make each person unique, and identify ways of showing respect for differences in others [A1.1 Emotions, 1.4 Relationships, 1.5 Self]
- Teacher prompt: “Sometimes we are different in ways you can see. Sometimes we are different in ways you cannot see – such as how we learn, what we think, who we love, and what we are able to do. Give me some examples of things that make each person unique.”
- Student: “People live in all kinds of families. Some students live with two parents, some live with one. Some live with parents who are married, some have parents who live apart. Some live with grandparents or caregivers. Various other things make people unique too, like their cultural or faith backgrounds. We also all have unique talents and abilities, and things that each of us finds difficult to do.”
- Teacher: “How can you be a role model and show respect for differences in other people?”
- Student: “I can include others in what I am doing, invite them to join a group, be willing to be a partner with anyone for an activity, be willing to stand up for others, and be willing to learn about others.”
Mental Health Literacy
D3.4
reflect on external factors, including environmental factors, that may contribute to experiencing a range of strong feelings, including uncomfortable feelings such as worry (e.g., transitions, such as starting a new grade, moving, or family separation; excessive heat, cold, or noise; unexpected changes in routine; significant losses, such as the death of a family member or pet) and identify ways to help them manage these feelings [A1.1 Emotions]
- Teacher prompt: “When might you experience strong feelings in your day-to-day lives?”
- Students: “When we start a new grade in September.” “When someone won’t play with me.” “When I have a fight with my friend.”
- Teacher: “What are some of the feelings you have in these situations? What do you do to help manage these feelings?”
- Students: “Excited! Also a little scared.” “Sad, lonely.” “Frustrated, angry.” “Sometimes, I just take some time by myself.” “Sometimes I talk with a teacher or another person. Or I might give it a bit of time, then try to talk with my friend about it.”
