D2. Making Healthy Choices
Specific Expectations
By the end of Grade 7, students will:
Addto my notes
Healthy Eating
D2.1
demonstrate the ability to develop healthier eating patterns, using information about the role that different foods play as contributing or preventive factors in a variety of health disorders (e.g., cancer, Type 2 diabetes, cardiovascular disease, obesity, food allergies and anaphylaxis, tooth decay, osteoporosis) [A1.2 Coping, 1.5 Self, 1.6 Thinking]
- Teacher prompt: “Your eating patterns can contribute positively to your overall physical and mental health, but they can also contribute to health problems. Paying attention to how you feel in connection with not only what you eat but also when you eat and with whom you eat can make a difference in your mental health. Canada’s Food Guide recommends being mindful of your eating, eating meals with others, and taking time to enjoy your food. In other words, it’s helpful to pay attention to your ‘food-mood’ connections! Regularly eating healthy foods gives you the vitamins, minerals, and nutrients you need to be healthy. An unhealthy eating pattern is one of the many factors, including obesity, physical inactivity, smoking, and high blood pressure, that can increase the risk of illness and disease. Fruit and vegetable consumption has been linked to a lower risk of heart disease, whereas a diet high in processed meat has been linked to an increased risk of colorectal cancer. Consuming fewer sugar-sweetened foods and drinks (including 100 per cent fruit juice) and following good oral hygiene practices helps reduce the risk of obesity, type 2 diabetes, and tooth decay. Vegetables, fruit, whole grains, and protein foods should be consumed regularly. Choose protein foods that come from plants more often. Foods that contain mostly healthy fats should replace foods that contain mostly saturated fat, to help lower the risk of cardiovascular disease.”
Personal Safety and Injury Prevention
D2.2
assess the potential impact on themselves and others of various types of bullying, abuse, exploitation, or harassment, including homophobic bullying or harassment and other forms of identity-based bullying, and of the type of coercion that can occur in connection with sexting and online activities, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [A1.1 Emotions, 1.2 Coping, 1.4 Relationships, 1.5 Self]
- Teacher prompt: “What are some of the consequences of using homophobic put-downs or racial slurs? How can this hurtful behaviour be prevented?”
- Student: “Using homophobic or racist language is discriminatory and it can be harmful to the targeted person’s well-being. It can also have harmful consequences for the whole atmosphere in the school. Sometimes, people speak without thinking about what they are actually saying and how they are hurting others. To change this behaviour, everyone needs to take responsibility for the words they use and also to challenge others who make discriminatory comments or put people down, whether in person or online.”
- Teacher prompt: “Inappropriate sexual behaviour, including things like touching someone’s body as they walk by in the hall, making sexual comments, or pulling pieces of clothing up or down, is sexual harassment. Texting someone constantly can also be harassment. What can you do to stop this kind of thing?”
- Students: “Don’t do it. Don’t encourage others to do it. Don’t accept it if you see it happening – whether in person or on social media. Tell the person to stop, or report them.” “Online, you can call someone on unacceptable language, but it’s better to have a face-to-face conversation about it afterwards.”
- Teacher prompt: “A common form of harassment is spreading hurtful gossip about others. Is this type of bullying any less harmful than physical bullying? How can it be stopped?”
- Student: “Verbal and social bullying and harassment – whether done in person, online, or through texting – are just as harmful as physical bullying and can have a negative impact on the targeted person’s mental health. There are legal consequences for both physical assault and verbal harassment. If we hear it or see it, we should not tolerate it. It is up to everyone to make sure that this type of behaviour is not tolerated.”
- Teacher prompt: “What kind of support will the person who was bullied and the bystander need?”
- Student: “The person who was bullied and the bystander need to be listened to and given a chance to express their feelings about the harm that has been done and to contribute their ideas about what needs to be done to put things right. They need to be given help to make sure the bullying stops. They might be afraid and may need counselling to recover emotionally from being bullied or witnessing bullying. To prevent future bullying, we should all try to discover and affirm the uniqueness of each person and support one another.”
- Teacher: “It is often helpful to work with the person who did the bullying, in order to prevent such an incident from happening again. It can be helpful to use an approach that puts the emphasis on the wrong done to the person as well as the wrong done to the community. It requires wrongdoers to recognize the harm they have caused, accept responsibility for their actions, and be actively involved in improving the situation. What is needed for this to happen?”
- Student: “Both parties need to be willing to work through the issue together, looking for a solution that helps everyone. The person who did the bullying has to admit guilt and accept responsibility for their actions. The person who was targeted needs to participate without feeling pressured. It is really important for their participation to be voluntary and for the process not to cause further harm. Someone who is skilled in guiding this approach can make sure that the outcome is helpful for everyone.”
D2.3
explain how preoccupation with body image or athletic performance can contribute to harmful or problematic eating habits and substance use, and demonstrate the ability to make informed choices about caring for their bodies [A1.3 Motivation, 1.5 Self, 1.6 Thinking]
- Teacher prompt: “What are the dangers of cutting out certain types of nutrients in an attempt to lose weight or alter body shape?”
- Student: “All nutrients, including carbohydrates and fats, have important functions. For example, carbohydrates provide us with the energy we need to function every day. When we cut out or significantly limit our intake of carbohydrates, several problems can arise. First, because our bodies and brains are not getting what they need, we can start to feel sluggish, have trouble concentrating, and feel moody or irritable. Second, when we are very rigid about what we eat, we may become more rigid in other areas of our lives, and that can make us less able to enjoy ourselves. We can start to feel more anxious and more socially isolated, and we can become more vulnerable to developing an eating disorder.”
- Teacher prompt: “What are the dangers of using substances to alter body shape? What is a healthier alternative?”
- Student: “Using substances to change body shape or to control weight is dangerous because of the hazards associated with different substances. Diet pills and laxatives can cause dehydration. Steroids have many side effects, including increased irritability, aggressiveness, mood swings, acne, changes in sex organs, hair loss, and addiction. Prolonged use of high dosages can lead to organ damage. A balanced combination of healthy eating and physical activity is a safer and healthier alternative to using drugs to alter body shape. If we find we’re feeling very preoccupied with our bodies, it’s a good idea to talk to a trusted adult for support.”
Human Development and Sexual Health
D2.4
demonstrate an understanding of physical, emotional, social, and cognitive factors that need to be considered when making decisions related to sexual health (e.g., sexually transmitted and blood-borne infections [STBBIs], possible side effects of contraceptives, pregnancy, protective value of vaccinations, social labelling, gender identity, gender expression, sexual orientation, self-concept issues, relationships, love, respect, desire, pleasure, cultural teachings) [A1.1 Emotions, 1.2 Coping, 1.4 Relationships, 1.5 Self]
- Teacher prompt: “Thinking about your sexual health is important. It’s important to have a good understanding of yourself before you get involved with someone else. It’s not just about making a decision to have sex or waiting until you are older. It’s also about things like your physical and emotional readiness; having safer sex and avoiding consequences such as becoming a parent before you want to or contracting an STBBI; your sexual orientation and gender identity; your understanding of your own body, including what gives you pleasure; and the emotional implications of sexual intimacy or being in a relationship. Some people can experience anxiety and a range of other emotions after the breakup of a relationship that has had strong physical and emotional components. People can seek help or counselling if they feel that they are caught in a cycle of unhealthy relationships. Thinking about your sexual health can also include thinking about religious, cultural, or spiritual beliefs. Moral and ethical considerations are involved as well, including the need to respect the rights of other people. Can you explain what is meant by a moral consideration?”
- Student: “A moral consideration is what you believe is right or wrong. It can be influenced by your personal, family, religious, cultural, or spiritual values. Every person in our society should treat other people fairly and with respect. It is important to take this into account when we think about our relationships, sexual behaviour, and activities.”
- Teacher: “Like any other decision, a decision about sexual health requires you to look at all sides of an issue. How can you do that?”
- Student: “You need to consider the pros and cons of any decision you are making, and how those decisions will affect both you and others.”
